Networking to get the most out of the Virtual Joint Mathematics Meetings

By Pamela E. Harris and Abbe Herzig

In addition to sharing our mathematical work, the Joint Mathematics Meetings (JMM) provide a valuable opportunity to network with other mathematicians. Networking allows you to learn about other people and what they are doing, meet them, help them know who you are, and generally share ideas about mathematics, education, the profession, or any other topics that you might want to talk about.

This year with JMM being held virtually you might wonder about options for networking and how to make good use of them in this new format. As you prepare to embark on some virtual networking during JMM you should check out the advice provided in this eMentoring blog Networking Basics for Math Undergrads. Although the advice provided is targeted for  in-person events, much of it continues to hold for a virtual conference. In particular, we suggest the following for virtual networking events.

Prepare for a networking event in advance:

  1. Create a virtual business card. This can be a google document with a sharable link where you can provide your name and contact information. You can also include where you are in your mathematical journey (Undergraduate/graduate student/on the job market, etc.) and any specific mathematical interests (“interested in algebraic topology”). Bonus points: turn your long sharable link into a tiny url to get a personalized short link with your name on it. Remember to make this document available to the public! You could also share your LinkedIn profile or personal webpage, if you have them.
  2. Have a second document ready so you can keep track of  contact information of people you meet, or that they share in a chat. This might be a document you save to your desktop, or you could also have a link to share where folks could write their contact information as well. This will be a helpful resource to you later, so you can follow up and build professional relationships.
  3. Upload a photo to your AMS profile and also in the Zoom platform, so that when your camera is off a picture of you is still displayed. This will help people remember you.
  4. Update your name as you would like it to appear and so that people can see it displayed in the Zoom window. Feel free to add your pronouns.
  5. If there is an individual or a group of mathematicians you’d like to meet, look at the JMM Virtual Program to see where you can find them (the JMM program is posted on Mountain Time). You can also attend some general networking events, which will be announced in the program email you will receive each morning of the meeting.

While in a networking session:

  1. Turn on your camera, even if only briefly. We understand everyone’s bandwidth (literal and metaphorical) is different. So this could be just initially to say hello and then explain your bandwidth limits and turn it off. If possible, display your photo as mentioned in item #3 above.
  2. Introduce yourself. Prepare a brief introduction in advance, and consider posting the link to your virtual business card, LinkedIn page, or personal webpage in the chat (see #1 above). If you are in a breakout room or talking with different people, feel free to share it again if you meet others you want to connect with.
  3. An online gathering is different from an in-person one in several ways. Online, if you do not show yourself or speak up, others may not know you’re there. Find ways to make your presence known–make a comment, ask a question. Don’t know what to ask? Try “Can you tell me more about that?” or “How can I find out more?” or “Can you recommend something I can read to learn more about this?”
  4. Step out of your comfort zone. You do not have to talk to everyone or enter every conversation. It can help to prepare some questions or comments in advance. Most people enjoy talking about their own work, so a question about their research can be a good ice-breaker.
  5. Stay in contact with the individual after the conference. A simple email the day after, where you remind them of your name, institution, and the topic of your conversation, can go a long way in building a new professional relationship. Asking a question about their work in the email can keep the conversation going.

You will find other helpful ideas at these posts from the eMentoring blogs:

You will have the opportunity to use these skills by joining the eMentoring Network and the AMS Department of Education for the informal networking session Networking for better mentoring on Friday, January 8th from 12:00-1:00 pm Mountain Time. This informal discussion will address questions like: What is mentoring? Who is a mentor? What can students expect from a mentor? Can good mentoring practices be taught? How do people find mentors? How can we adapt our mentoring to be better advocates for those most marginalized within the mathematical sciences? What lessons have we learned about mentoring in the past year, especially with the move to virtual platforms? These and other questions like these will guide our session, whose goal is to network for better mentoring.

Anyone registered for JMM can join Networking for better mentoring through the JMM Virtual Program.

We hope to see you there!



Disclaimer: The opinions expressed on this blog are the views of the writer(s) and do not necessarily reflect the views and opinions of the American Mathematical Society.

Comments Guidelines: The AMS encourages your comments, and hopes you will join the discussions. We re- view comments before they are posted, and those that are offensive, abusive, off-topic or promoting a commercial product, person or website will not be posted. Expressing disagreement is fine, but mutual respect is required.

Posted in Advice, AMS, Conferences, JMM | Leave a comment

A Reflection on Giving ONLINE Talks

By Dr. Laura Colmenarejo and Andrés R. Vindas Meléndez

Acknowledgments: Special THANKS to Matthias Beck, Sophie Rehberg, and the Discrete Geometry Group/The Villa at FU Berlin.

Dr. Laura Colmenarejo is currently a Marshall H. Stone Visiting Assistant Professor at the Department of Mathematics and Statistics at the University of Massachusetts Amherst.

Andrés R. Vindas Meléndez is a PhD candidate at the Department of Mathematics at the University of Kentucky.

Early in 2020 during, January and February, the second author was visiting the FU Berlin Discrete Geometry group where they held a weekly “soft skills” seminar and one of the topics was on how to give a good talk.  After coming back the second author wrote “A Reflection on Giving Talks,” where he compiled some feedback he received about a talk he gave and the advice presented in the soft skills seminar.  Putting the advice into practice for in-person talks was short-lived since the coronavirus has pushed the field to modify the way seminar and conference talks are presented: ONLINE.  

In November, both authors were invited to facilitate the soft skills seminar on the topic of online talks.  Both authors have experience in organizing and facilitating online math conferences and seminars.  For instance, the first author co-organized AlCoVE (Algebraic Combinatorial Virtual Expedition) in June 15-16, and FPSAC (Formal Power Series in Algebraic Combinatorics) during July 3-30, with 27 talks and more than 50 posters distributed during a total of 12 virtual sessions distributed among time zones all over the world.  The second author co-organizes the Discrete Combinatorics, Algebra, Topology, and Statistics (CATS) seminar at the University of Kentucky and the Graduate Online Combinatorics Colloquium (GOCC).  Moreover, both authors participated in AIM UP (Advancing Inquiry/Inclusion in Mathematics Undergraduate Program), a virtual research experience for undergraduates,  during July 6-31 where they mentored undergraduate students on projects focusing on parking functions

Despite the transition to mainly online talks, much of the advice in “A Reflection on Giving Talks” still holds, but we detail a few points here related to online talks with the hope that they may help others in their preparation and presentation of online talks. 

Preparation Ideas:

    • Prepare some slides or notes that you can use during your talk. Some seminars use the following rule: 20 minutes for a pre-seminar + 10 minutes break + 30 minutes for the research talk. The pre-seminar should be aimed for undergraduate and graduate students. 
    • Leave space to annotate during your talk, or even to answer questions. 
    • Leave space for small examples that you have done before, but do not do long or complex computations during your talk. 
    • Take special attention with the colors and the font you will be using. 
    • Preparation reflection: What’s your goal for this talk? Collaboration, presenting results, describing a new project you are working on and the problems you are looking at, etc. 
    • Know your audience by asking about it in advance or looking at the seminar/conference websites or list of participants. You could also attend another session of the seminar if it is a recurring meeting. 
    • Have back-up technology or presentation in case something does not work.  For example, at one seminar a speaker had trouble using their tablet to give their online version of a “board talk.” Fortunately, this speaker had prepared a PDF with notes that they then screenshared and filled in details if needed. 
    • If possible, make your slides/notes accessible before the talk. Have a link ready or file to share with the audience.

On the day of your talk:

      • Pre-talk ritual: these days it is hard to focus and get into the mood for a talk. Find a few things that help you prepare to give a talk. For instance, review your notes, meditate for a few minutes, listen to some music, eat something.
      • Turn off the notifications on your devices, so you are not disturbed during your talk.   
      • Prepare the physical space from where you will be giving your talk: make sure there is good light and that you look good on camera, have some water or another drink nearby, check that you feel comfortable talking to the camera with how your setup is.  
      • Connect a few minutes earlier, between 5 and 10 minutes, and schedule your talk for also another extra 5-10 minutes after the end. 
      • Check with the organizers if there is some pre-talk or after-talk informal meeting or tea-meeting with the audience.

During your talk:

    • If you cannot see the chat, let them know and ask for someone to interrupt you in case there are questions posted on the chat. 
    • If you feel uncomfortable with having all cameras off, invite some collaborators or colleagues and ask them to have their cameras on, or ask the organizers to do it. 
    • Check with the audience that they can hear you without issues and that they can see your pointer as you move it around on your screen, whether it’s your laptop mouse or a pointer from an app. 
    • Recall that many people still take notes during talks, and take your time delivering your talk and give space for people to ask questions. One good way could be to pause for 3 to 5 seconds between slides. 
    • Recall that the audience is watching you as much as your slides and your attitude and mannerisms matter.
    • We should be mindful and minimize going between screens and technical-setups or switching back and forth between windows.  Minimize pressing a lot buttons to avoid confusion for yourself and to not distract from the point of your talk. (Thank you Sophie for this point!)

After your talk:

    • Follow up on questions that were interesting and that could lead to collaborations. 
    • Take notes of what did work and what didn’t, of typos in your slides, or interesting notes that you could use during future talks (both related to the research and about the experience). 
    • Post-talk ritual: Talks are intense and require a lot of energy from us. Take some time to relax, hydrate and eat something, before switching to some other tasks. 

Other ideas:

    • Giving the same talk in different seminars/environments lead to different experiences and there are many factors that affect how we feel about our talks. Some of them are related to us and we can work on them, some are not and we cannot control them. 
    • Be yourself before the talk, during the talk, and after the talk. 
    • Include jokes or have a list of topics to talk about before or after the talk if you are not comfortable in those situations.

We hope you have fun and enjoy giving your online talks! 



Disclaimer: The opinions expressed on this blog are the views of the writer(s) and do not necessarily reflect the views and opinions of the American Mathematical Society.

Comments Guidelines: The AMS encourages your comments, and hopes you will join the discussions. We re- view comments before they are posted, and those that are offensive, abusive, off-topic or promoting a commercial product, person or website will not be posted. Expressing disagreement is fine, but mutual respect is required.

Posted in Advice, Conferences, Grad School, Math, Mathematics Online, Uncategorized | Leave a comment

Early-Career Discussion and Social Hour

Hi, I am Anil! Caleb has graciously opened up the AMS Graduate Student Blog for me to plug an upcoming event at the Joint Meetings this week. I am one of the organizers of the Early-Career Discussion and Social Hour, which takes place Thursday, January 7, from noon to 1 PM MST. In this post, I will give some quick background on how this event came about and what you can expect to get out of it.

My first JMM was in 2015 when I was finishing up my PhD and interviewing for jobs. It was by far the biggest conference I had ever attended, and I recall feeling pretty unsure about what I was supposed to do there. Luckily, a good number of my grad school friends were in the same boat, so I had a little “conference crew” to hang out with in the evenings. I have attended every JMM since then, and after five years of networking (with the help of great organizations like SIGMAA-ARTS and Project NExT), I finally feel like I have an established crew to hang with when I arrive.

Back in January 2020, I reached out to some contacts at AMS and offered to help make JMM more inviting to graduate students and new PhDs. What we ended up with is a series of networking events (see here) of which the Early-Career Discussion and Social Hour is just one component. My co-organizer Rebecca R.G. and I are hoping that this event will serve as an informal channel to discuss any issues or questions you may have about the early-career experience. Whether you are on the market this year or still a few years out, we would love to have you drop in and say hello! Most of all, we hope that the event gives you the chance to start filling out your “conference crew” for the years to come.

The event is listed in the JMM Virtual Program like any other session. To attend, simply access it through the Virtual Program and click the “Join Now” button (you must be registered for the meeting). Lastly, please note that events this year are in Mountain Standard Time. We would hate to miss you due to a time zone miscue!

Anil Venkatesh

Assistant Professor, Math and Computer Science

Adelphi University

Disclaimer: The opinions expressed on this blog are the views of the writer(s) and do not necessarily reflect the views and opinions of the American Mathematical Society.

Comments Guidelines: The AMS encourages your comments, and hopes you will join the discussions. We re- view comments before they are posted, and those that are offensive, abusive, off-topic or promoting a com- mercial product, person or website will not be posted. Expressing disagreement is fine, but mutual respect is required.

Posted in Advice, AMS, Conferences, JMM, Jobs | Leave a comment

In order to prevent an exodus of international PhD students, we must stand together

This post first appeared at the AMS Capital Currents blog.

Editor’s Note: Andy Hardt and Mahrud Sayrafi–the authors of this post–are PhD students at the University of Minnesota. Andy is in his fifth year of graduate school, and working on his thesis research with Ben Brubaker. Mahrud is in his third year, preparing for his candidacy exam with Christine Berkesch. In response to the “duration of stay” rule discussed in this article, they were part of a group of graduate students who wrote a letter to Minnesota Attorney General Keith Ellison, signed by 61 graduate students, 9 postdocs, 42 faculty, and 9 alumni. I am very grateful for their interest and coordinating efforts to reach out to public decision-makers. This contribution is a great follow-up to my October 16 post.

The Department of Homeland Security (DHS) has recently proposed policy changes that will “remove the duration of status framework that currently allows [non-immigrants] in F, J and I classifications to remain in the United States for as long as they maintain compliance with the terms of admission.” This proposal, by laying a myriad of potential pitfalls for international students hoping to study in the US, creates genuine barriers and also effectively sends the signal that they are not welcome here. We reject this.

For many of us, a personal joy in studying mathematics is the access to human connections that defy distance. Regardless of gender, race, or faith, the knowledge we pursue brings us together across continents, and we endeavor to share this knowledge freely and openly because a language never spoken aloud is eventually forgotten. Even more, it is not uncommon for a work of mathematics to contain ideas that originate across centuries and millennia, reminding us that these ideas have transcended politics and conflict to become a part of the human experience.

Therefore, not only for practical reasons, but also as a matter of principle, we must maintain a unified voice against all attempts to limit who can study in the United States.

As graduate students in mathematics, we will focus this post on the harm inflicted on current and future international PhD students. However, many problems discussed here apply to undergraduates, post-doctoral researchers, and others as well.

   The policy change would have clear effects on PhD students. The current duration of status framework is designed to allow students to complete their degrees while designated university officials certify that they are in compliance with visa requirements. Instead, the DHS plans to limit visas to a fixed four-year period, with further nationality-based restrictions that will be discussed later. What this means is that–barring an unspecified, potentially onerous re-application procedure which may be rejected purely at the discretion of the DHS–international graduate students must complete their degrees in four years or less.

Most PhD programs are set up to take either five or six years, and the average mathematics PhD student takes just under six years to graduate. Many students take seven or more years, and quite often come out with a stronger thesis for it. This flexibility allows PhD students to spend time searching for the right field in their early years, broadening their interests outside their main area, and considering their thesis area with the slow depth that is necessary for true problem solving. In other words, the existing timeline is set up for doing mathematics, and is essential to the deep, deliberate thinking that leads to real breakthroughs. During their graduate school years, most students are responsible for teaching–some carrying a high teaching load–and might even be involved in department service. In fact, many mathematics departments depend heavily on their PhD students to teach their lower level undergraduate classes.

If this rule is implemented, it will likely have a chilling effect on the number of PhDs earned in the US by international students, who make up roughly half of the total mathematics PhDs given out by US universities. The additional bureaucratic burden will likely force smaller departments to reduce admission offers to students who they know may not have the chance to graduate in four years or whom they know they can’t treat equitably, while top students will opt for universities in Canada, Australia, Europe, or elsewhere.

For an indicative example, consider Fields Medalists–28 Fields Medalists out of 60 were affiliated with a US university when they received their award. However, only 14 Medalists were US citizens. This discrepancy is not surprising to anyone in the mathematics community, as the US attracts vast numbers of top researchers from other countries. In fact, this trend starts in the graduate schools: 20 of the 60 recipients got their PhDs from American universities, and almost all were still at US institutions when they received the Fields Medal.

Beyond just the top researchers, international students have a large, positive impact on our economy. According to a report by the Association of International Educators (NAFSA), international students contributed over $40 billion and almost half a million jobs during the 2018-19 school year. In addition, according to the 2019 Open Doors report, more than three fifths of international undergraduates receive the majority of their funding from non-US sources. Many universities rely on this funding to fill in gaps left by state and federal funding. For their part, international graduate students contribute to the economy either via international sources of funding or via the teaching and department service they do.

In other words, our educational system benefits from the skills of international researchers and workers. Indeed, even those not sympathetic to the plight of international students should oppose the policy change for its effects on the economy. Higher education is an important area where the US has a strong track record: we must ensure that the best science is done in the US, the best scientists come to the US, and the US economy has direct access to these researchers and their work. Sabotaging this competitive advantage will hurt everyone.

Furthermore, while taking over the responsibility of universities in monitoring and reporting changes of status by the students, the DHS has targeted certain countries for shorter maximum visas, up to only two years. This would virtually eliminate the possibility of pursuing a PhD degree, and potentially even some Master’s degrees, for students from these countries. This restricted list is comprised of countries associated with “high visa overstay rates” and those on “the State Sponsors of Terrorism” list. For reference, this rule would have prevented the first and only female Fields Medalist Maryam Mirzakhani, who was born in Iran, from completing her PhD at Harvard University in 2004.

The DHS claims concern for a “potential for increased risk to national security” posed by international students. International students do not, by virtue of their citizenship or immigration status, pose a national security risk, and we must be clear that such a statement has no basis in reality and should not be normalized.

Regardless of the declared motivations, the restricted countries are almost uniformly developing countries in Africa and Asia with few students currently studying in the US, resulting in a policy that discriminates on the basis of national origin. In reality, overstay rates of students have been decreasing since 2016 and reached 1.52% in 2019, according to annual reports from the DHS. Moreover, by disproportionately affecting international students born in the listed countries regardless of their country of citizenship, this rule sends a message to those already studying in the US that we do not want or value their contribution because of their ethnicity.

In our view, this policy does not serve the interests of the US. For those familiar with the history of mathematics, it might even be reminiscent of the fall of Göttingen. When asked whether mathematics at the University of Göttingen had suffered from the exclusion of Jewish mathematicians, David Hilbert responded: “Suffered? It hasn’t suffered, Mr. Minister. It doesn’t exist anymore!” Indeed, many mathematics departments across the US flourished after welcoming mathematicians fleeing Europe during this time.

Mathematics is done by humans; therefore, we need to tend to our humanity. This policy is needlessly exclusionary, and will harm our departments and communities. We hope you agree with us that it must not stand.

What you can do to help:

  • Call your state attorney general and ask them to file or join a lawsuit against the policy change.
  • Talk to your colleagues, and ask them to do the above as well.
  • Put pressure on your university to come out against the change.
  • Reach out to your international postdocs, graduate students, and math majors, and help them get the resources and support they need.
  • Read this post on Capital Currents.


Disclaimer: The opinions expressed on this blog are the views of the writer(s) and do not necessarily reflect the views and opinions of the American Mathematical Society.

Comments Guidelines: The AMS encourages your comments, and hopes you will join the discussions. We re- view comments before they are posted, and those that are offensive, abusive, off-topic or promoting a com- mercial product, person or website will not be posted. Expressing disagreement is fine, but mutual respect is required.


Posted in AMS, Announcement, Grad School, Grad student life, Mathematicians, Mathematics in Society, News, Social Justice | Leave a comment

Ideas and Strategies for TAing Inclusively and Equitably Online

This blog post is based on a talk that I gave at the Inequity in STEM seminar at UT Austin.  The key ideas come from this Center for Organizational Responsibility and Advancement webinar, led by Dr. Frank Harris III and Dr. J. Luke Wood at SDSU.  However, I have supplemented their ideas to show what we, as grad student TAs, can do to be inclusive and equitable.

As the end of the summer break nears and the fall semester approaches, we, as grad student teachers and TAs, need to prepare for the coming online or hybrid semester.   If you TAed during the spring semester, take the time to reflect on your own experience with the transition to online classes. In particular, think about whether the tools and techniques that you used were effective.

However, for both new and returning TAs, another important thing to think about is whether your online teaching practices are inclusive and equitable. Teaching online is a completely different experience from teaching in person, and it’s not enough to just use your in-person teaching practices on Zoom. On the other hand, it’s also important to not get excited and carried away with new technology (aka Zoom breakout rooms) – you need to carefully consider whether your students have access to the resources and hardware/software to use these technologies.

If you are a course instructor with control over your syllabus, I recommend using the framework of Universal Design for Learning in re-designing your course for online instruction. However, if you are a TA without the power to make these changes, I recommend thinking about the four following tenets in your online teaching practices:

  • Accessibility
  • Building Community
  • Intervention
  • Empathy & Race-consciousness

I will discuss each of these tenets below, and provide a non-exhaustive list of suggestions that go with these tenets.  Please feel free to comment and share any other suggestions you might have!

Disclaimer: Most of this blog post is written in race-neutral language.  This is because most of these suggestions are about inclusivity and equity, and will improve the learning experience for everyone, regardless of race, gender, socio-economic background, etc.  However, we should not ignore the fact that race and cultural identity can be a barrier to accessing resources and opportunities in education.  Therefore, you should read these suggestions with a focus on how they can help counteract and overcome systemic racial inequity.


The first and most important tenet of online teaching is accessibility – in order for your students to learn, they must have access to the course materials.

However, this does not just mean recording your Zoom lectures!  Not all students have access to fast, reliable internet.  Therefore, you should offer accessible, low-data and mobile-friendly materials (such as accessible pdfs).

Similarly, not all students will have access to webcams, microphones, or even a quiet workspace.  Furthermore, you should consider how to best use your synchronous time.  Plenty of good videos teaching calculus exist already, so you should consider using active learning techniques, instead.

  1. Anonymously survey your students about their resources and needs.  In particular, things you should ask include:
    • What technology/software do they have access to?
    • Do they have reliable internet access?
    • Do they have a quiet/safe workspace?
    • Are there accommodations they might need?
    • What are the student’s course goals?
  2. Use both synchronous and asynchronous materials and activities.
    • Make use of discussion forums like Canvas/Piazza.
    • Use active learning techniques.
    • Vary the activities you use, and split your synchronous time into smaller (5-15) minute segments.
  3. Use transcription services.
    • For example, Google Slides offers a free(!!) live captioning feature. Powerpoint also has this feature.
    • Youtube and Zoom also have transcription features for videos.
    • Find out if your university offers transcription services – UT Austin does!

Building Community:

We lose a lot of things in the virtual learning format that are normally taken for granted – for example, we lose having a shared, physical space.  It’s a lot harder to see non-verbal cues to measure student engagement/interest.  Similarly, it’s a lot easier to get distracted online.

Therefore, it’s worth examining our models for learning.  This post in particular is based on the Community of Inquiry” model for (online) learning.  This model posits that the educational experience not only requires a teaching presence and a cognitive presence (aka teacher and student), but also a social presence (aka discussion with peers). Therefore, it is important to build community in your online teaching.

  1. Build student communities that exist beyond class hours:
    • Zoom breakout rooms are not enough!
    • Encourage students to collaborate and create class notes using Google docs.
    • Use discussion forum platforms such as Canvas or Piazza.
  2. Encourage students to form study groups/connect via social media.
    • For example, Groupme is extremely popular at UT Austin.
    • Suggest the use of social contracts for accountability.
  3. Encourage participation in office hours and/or other tutoring services.
    • In particular, encourage students to attend in groups!


Along with building community, another important facet of online teaching is to reach out to students before they are at risk of dropping out or failing.  It is especially easy to stop engaging and/or attending class in the online format.  Furthermore, students from under-represented groups may struggle with seeking help, so it’s especially important to take the initiative to reach out.  Showing that you notice and care can make a world of difference.

  1. Track participation/engagement weekly through low or no-stakes check-ins:
    • Possible tools include polls, Canvas posts, etc.
    • You could ask students to share weekly highs/lows, share their pets, or other ice-breaker games.
    • Make sure you are doing this with accessibility in mind!
  2. Continue to survey students about their needs.
    • Re-evaluate your discussion section goals biweekly or monthly.

Empathy and Race-consciousness:

Finally, the last tenet to keep in mind is empathy and race-consciousness.  It’s important to humanize yourself, and connect with your students, especially in the time of the COVID-19 pandemic.

  1. Acknowledge the difficulties of the pandemic.
    • Know that it affects different people and groups in different ways.
    • Promote self-care resources.
  2. Be accommodating/flexible (within reason).
  3. Be available:
    • Have regular office hours.
    • Respond to emails/messages promptly.

You should also be aware of your own actions – don’t downplay the difficulties that they may be facing, but instead be empathetic and accommodating.

Furthermore, you should be conscious about the examples and people that you choose to talk about!  For example, calculus may have been invented by Newton and Leibniz, but ideas in calculus existed before them, and calculus has been refined and developed by people afterwards.  Furthermore, you can also include people that applied calculus to solve real-world problems.

  1. Be aware of your own actions:
    • Validate, affirm, and empower your students.
    • Avoid microaggressions.  Your behavior can have an adverse impact on others, even in the absence of malicious intent.
  2. Be race-conscious in the examples you use, and the mathematicians you mention. Some suggestions include:
    • Kerala School of Mathematics
    • Maria Agnesi
    • Katherine Johnson, Dorothy Vaughan, Mary Jackson
    • Annie Easley

See below for resources that can help you find other examples of mathematicians to highlight in class.

Further Resources:

In my talk, I highlighted and mentioned several resources available at UT Austin – in particular the Faculty Innovation Center.  I highly recommend learning about the resources and support your institution offers, and reaching out to ask questions.

Resources for inclusive and equitable online teaching practices:

Resources for examples of mathematicians to bring up in your classes:


Disclaimer: The opinions expressed on this blog are the views of the writer(s) and do not necessarily reflect the views and opinions of the American Mathematical Society.

Comments Guidelines: The AMS encourages your comments, and hopes you will join the discussions. We re- view comments before they are posted, and those that are offensive, abusive, off-topic or promoting a com- mercial product, person or website will not be posted. Expressing disagreement is fine, but mutual respect is required.

Posted in Math Teaching, Social Justice | Leave a comment