Brian P. Katz (editor-in-chief) is an associate professor at Augustana College in the Department of Mathematics and Computer Science. He teaches courses across the undergraduate curriculum, with a preference for courses that meet students at transition points in their mathematical justification processes or that prepare future teachers to bring inquiry into their classrooms. He earned his PhD from UT Austin in algebraic geometry and has transitioned his scholarship into research on undergraduate mathematics education, especially student conceptions of proof, inquiry, and the epistemological questions in mathematics. For Brian, all teaching is political and hence should be about justice. This perspective leads to his passion for teaching with inquiry because he sees it as a tool to address or remove barriers coming from previous experiences, to teach students to trust their own authority and respect the ideas of peers, and to reconstruct our narratives of the discipline.
Piper H tried really hard to play by the rules of society and academia, but she failed. Not only did she fail, but she was miserable and found that playing by the rules wouldn't even keep her safe. After giving up completely, and after giving birth to her second child, she finally finished the first draft of her number theory PhD thesis in 2014, a mere 6 years late. She officially got her degree from Princeton University in January 2016, and is currently a Temporary Assistant Professor at the University of Hawaii at Manoa. She dedicates her work to everyone who dabbles in misery, trying to find their way in systems that don't support them, and to anyone trying to tear it all down.
Adriana Salerno is an associate professor of mathematics at Bates College. She earned her undergraduate degree in her home country of Venezuela at the Universidad Simon Bolivar, then went on to earn her PhD at the University of Texas. While completing her doctorate in mathematics, Salerno was also selected as the AMS-AAAS Mass Media Fellow in the summer of 2007; as such, she wrote articles for the Voice of America. Salerno's main research area is Number Theory, in particular the intersections of number theory with geometry, physics, and cryptography. She is also very interested in the communication and teaching of mathematics to create a more inclusive and diverse STEM workforce. She is an alum of the Linton-Poodry SACNAS Summer Leadership Institute, and is committed to increasing the representation of minorities and women in the mathematical sciences. Salerno was visiting mathematician at the Mathematical Association of America's headquarters in Washington, D.C., from September to November 2016.
Tian An Wong is a contingent faculty at Smith College. In less than four years, Wong has been an adjunct, postdoc, lecturer, or visiting assistant professor in India, Malaysia, Germany, Canada, and the USA. Wong has chronic anxiety about where the next job will be, and about internalized racism, sexism, and colonialism. In the remaining mental capacity, Wong tries to say new things in number theory and representation theory.
Previous Members of the Editorial Board:
Edray Herber Goins grew up in South Los Angeles, California. The product of the Los Angeles Unified (LAUSD) public school system, Dr. Goins attended the California Institute of Technology, where he majored in mathematics and physics, and earned his doctorate in mathematics from Stanford University. He works in the field of number theory, as it pertains to the intersection of representation theory and algebraic geometry.
Luis Leyva is an assistant professor of mathematics education in the Peabody College of Education & Human Development at Vanderbilt University. His research examines historically marginalized students’ narratives of experience as engineering, computing, and mathematical science majors. These narratives reveal how interlocking systems of power, including racism, sexism, and heterosexism, shape unique experiences of oppression and resistance in undergraduate STEM education across intersections of race, gender, queer, and other identities. His research informs inclusive practices in undergraduate classroom teaching and co-curricular support spaces that affirm students’ intersectional identities and increase their persistence in STEM majors. He is the director of the Power, Resistance & Identity in STEM Education (PRISM) research lab.
Nathan Alexander is the James King, Jr. Institute Visiting Professor and Associate Director of Communicating TEAMs (Communicating by Thinking Effectively About Mathematics) in the Department of Mathematics at Morehouse College, and a Fellow at the Charles A. Dana Center at UT Austin. His work integrates mathematical modeling and issues injustice surrounding race and anti-blackness, poverty and classism, as well as logic and public policy. He partners with mathematics teachers, faculty, and community-based organizations to engage more intuitive notions of injustice with more formal methods of mathematics. He received his PhD in mathematics and education from Columbia University Teachers College, an MA from New York University, and his BA in pure mathematics and sociology from the University of North Carolina at Chapel Hill. He enjoys playing tennis and backpacking.