Professional Development Document

Kris Hollingsworth, PDR AY 2025-2026

Professional Development Report (PDR)
Summary Information for 2025-2026
Faculty Name Kris Hollingsworth
Terminal Degree Ph.D.
Joining Date at MSU August 1, 2022
Appointment Type at Joining Probationary
Rank at Joining Assistant Professor
Current Tenure Status Probationary
Current Rank Assistant Professor
PDP Period 2025-2026
Submission Date Wednesday, August 26, 2026

Criterion One: Evidence of Excellence in Teaching
Teach six, 4-credit hour courses.
Completed
Description:
  • Math122: Calculus II (2 Sections Each Term)
  • Math605: Graphs and Algorithms (1 Section, Fall)
  • Math170: Intro to Mathematical Software Programming (1 Section, Spring)
Activity Report:
Goal Area One Activity Report:

In Math 122, I feel that the Fall semester was much more successful than the Spring semester. Unfortunately, several assessments that have traditionally been successful in promoting student learning were much less effective with the increased usage of AI tools. In particular, allowing students to revise and resubmit their work was much less effective than in previous semesters, as students were able to use AI tools to generate solutions that they could then submit without fully understanding the material. I am currently exploring alternative assessment strategies that will be more effective in promoting student learning in this new environment.

Additionally, please see the attached letter of observation by Dr. Charles Krois, which provides a detailed assessment of one class session during the Fall semester and subsequent discussion.

Goal Area One Activity Report:

In Math 170, I developed all course materials from scratch, including lectures, assignments, and assessments. This course introduced students to programming concepts and techniques using MatLAB, as the only commercial computer algebra system that the university currently licenses. We focused on using computational aids to solve mathematical problems and looked at their mathematical bases. We covered all the core programming concepts, including variables, functions, conditional logic, loops, recursion and its relationship to induction, debugging strategies, and some classical problems such as the Collatz conjecture and the Josephus problem. We discussed trade-offs in various programming approaches and the importance of writing clear, maintainable code.

Goal Area One Activity Report:

In Math 605, I revised the course to include more introductory material and to focus on developing students’ understanding of the fundamental concepts in graph theory and algorithms before moving to the main topics, as we have no graph-theoretic background requirements for the course. This included developing new lectures, assignments, and assessments that focused on the basics of graph theory, including definitions, properties, and basic algorithms. This appeared to significantly improve the understanding and outcomes for students in the course, and will be a focus of future iterations of the course.

Participate in Early and Mid-Semester Alert Warning System
Completed
Description:

Participate in the Early and Mid-Semester Alert Warning System to identify students at risk of failing or withdrawing from courses. This will involve monitoring student performance and engagement, and providing timely feedback and support to help students succeed.

Activity Report:
Goal Area One Activity Report:

I have actively revised my course in the last few years to add increased review and assessment materials to help students identify and address gaps in their understanding of the course material, and to collect sufficient work early in the semester to inform participation in the early semester alert system.

Criterion Two: Scholarly, Creative Achievement and Research
Improve MavPASS incorporation into Calculus II
Limited Progress, Ongoing
Description:

Mentor MavPASS leaders each semester to support students in Calculus II courses. Assessments will be MavPASS attendance and comparison of student success for those both attending and not attending MavPASS sessions (although I do find there to be a strong selection bias in these statistics which warrants closer examination).

Activity Report:
Goal Area Two Activity Report:

Served on student-faculty panel as part of the MavPASS leader training sessions for the Fall semester.

Began Research Collaboration with Dr. Marino Romero
Significant Progress, Ongoing
Description:

Began research collaboration with Dr. Marino Romero on a problem of mutual interest involving Wreath-Macdonald polynomials.

Activity Report:
Goal Area Two Activity Report:

Dr. Marino and I met regularly throughout the Spring semester to design and implement code for computing specific inner products, building on some of Dr. Romero’s previous work in this area, with the goal of developing computational tools to efficiently test hypotheses. A functional implementation will enable rapid exploration of conjectures and counterexamples, with potential connections to problems of interest in the physics community.

We have made meaningful progress in structuring the computational approach, while identifying a primary challenge in constructing and manipulating certain polynomials over fractional field elements within Sage. Addressing these issues requires both careful mathematical formulation and thoughtful software design. After actively exploring multiple strategies to resolve these challenges, we have identified a strategy to move toward a robust and extensible implementation.

Initial results are good, with several of the most significant challenges addressed. We are aiming to continue this work in the 2026-2027 academic year, with the goal of producing a functional implementation that can be used to explore conjectures planned for the near future of the new year.

Supervise student research.
Completed
Description:

Supervised two students in their research projects.

  • Isaac Wicklund (Independent Study, Capstone, Undergraduate, Fall Semester)
  • Brian Larson (Alternate Plan Paper, Graduate, Spring Semester and Summer)
Activity Report:
Goal Area Two Activity Report:

Trained students in research methods for mathematics, including literature review, problem formulation, and mathematical writing. Each student produced original research based on their respective problems.

The original research produced by each student is documented in their respective final papers, which are attached as evidence.

Continue drafting of book in support of Math 605, Graphs and Algorithms, titled Topics in Algebraic Combinatorics and Optimization.
Significant Progress, Ongoing
Description:

I am continuing to draft a book in support of Math 605, Graphs and Algorithms in collaboration with my co-author, Dr. Sebastian Cioabă. The book is titled “Topics in Algebraic Combinatorics and Optimization” and aims to provide a comprehensive introduction to the field of algebraic combinatorics, with a focus on its applications to optimization problems. The book will cover fundamental concepts, techniques, and algorithms in algebraic combinatorics, as well as their connections to optimization theory and practice. It will also include numerous examples, detailed proofs, and exercises to illustrate the practical applications of the material covered.

Activity Report:
Goal Area Two Activity Report:

I have made significant progress in drafting the book, including writing several chapters and sections, developing examples and exercises, and incorporating feedback and material from my co-author. Unfortunately there is little support from the Dean’s office at this time for this type of scholarly work, so it has been difficult to prioritize this work over other responsibilities. As a result, I will likely be unable to continue this work until the course is offered again in the 2027-2028 academic year. I will continue to make progress on the book as time allow, but a focus on this resulted in the Dean reporting that I was not making sufficient progress on my Criterion 2 goals, which is a concern for me as I feel that this work is a significant scholarly contribution to the field of mathematics and will have a positive impact on student learning and engagement in Math 605.

Give invited address at Frame Theory Days Conference.
Canceled.
Description:

Give invited address at the regional conference in December of 2025. Evidence will be the program including the abstract of the address.

Activity Report:
Goal Area Two Activity Report:

I was invited to give an address at the Frame Theory Days Conference in December of 2025. However, due to unforeseen circumstances, and the fact that this activity was unsupported by the Dean’s office, which noted a lack of progress in Criterion 2 even though other talks and similar were being purseud, I was unable to attend the conference and give the address as planned. I have communicated with the conference organizers and they have expressed their understanding of the situation. I plan to explore alternative opportunities to present my work at future conferences if deemed worthwhile by supervisors,and will continue to seek out venues for sharing my research and engaging with the academic community.

Investigate NSF Grant with colleagues from the University of Nebraska-Omaha.
Project Canceled, Necessary Course Software Denied by University IT department.
Description:

Project intended to support further research and development of a course where math, art, and computational thinking intersect. This work was initially the basis of my Math170 course, a new prep this semester, which could have led to a grant proposal for further research and development. The faculty at UNO were interested in collaborating on this project, as they had already had one grant funded in this area, and wanted to expand the scope outside their university in their next application.

Activity Report:
Goal Area Two Activity Report:

I was unable to pursue this project due to the University IT department denying the necessary software for the course, which was a critical component of the project. This decision was made despite my repeated attempts to communicate the importance of the software for the course and the potential impact on student learning and engagement. I have communicated with my colleagues at UNO and they have expressed their understanding but disappointment with the situation.

While waiting on approval from IT, I met with the UNO faculty members several times, and continued to discuss the project and potential grant proposal via email. Everything looked promising until the IT department denied the software, which was a critical component of the project. This decision effectively halted the project and prevented us from moving forward.

Unfortunately, there is no way forward if IT will not allow the necessary software to be used. I would request the Dean review this situation, as I have heard similar impediments to research and scholarly collaborations from other faculty in the college, and it is a concern for the overall research and scholarly output of the institution–something he has stated as a clear priority. Perhaps he can assist in resolving the situation or provide guidance on how to proceed in the future. I am open to suggestions and would appreciate any support or advice on how to navigate this issue.

Attend Conference on Statistical Inference
Completed
Description:

I attended the Conference on Statistical Inference honoring Dr. Mezbahur Rahman.

Activity Report:
Goal Area Two Activity Report:

Attended the Conference on Statistical Inference, which included presentations and discussions on various topics related to statistical inference. In particular, I found common research interests with one of our faculty presenters, Syeda Karimushan.

Investigate Fullbright Scholars Grant
Significant Progress, Deemed Out of Scope
Description:

I am investigating the possibility of applying for a Fullbright Scholars grant to support advancing my work in open educational resources (OER) or mathematical community outreach. This grant would provide an opportunity to collaborate with international experts in the field, conduct research on best practices for OER development and digital accessibility, and further develop resources and tools to support educators and learners globally. The application process involves researching the requirements and eligibility criteria for the Fullbright Scholars program, identifying potential host institutions and collaborators abroad, and preparing a compelling proposal that outlines the goals and impact of the proposed project.

Activity Report:
Goal Area Two Activity Report:

Investigated potential projects and collaborations with international experts in the field of open educational resources (OER) and mathematical community outreach. This involved researching the requirements and eligibility criteria for the Fullbright Scholars program, identifying potential host institutions and collaborators abroad, and considering the feasibility of each. This also involved researching many prior grants and opportunities on the Fullbright Scholars website to find similar projects that have been awarded funding, and to learn from their experiences and best practices.

Criterion Three: Evidence of Continuing Preparation and Study.
Teach six, 4-credit hour courses.
Completed
Description:
  • Math122: Calculus II (2 Sections Each Term)
  • Math605: Graphs and Algorithms (1 Section, Fall)
  • Math170: Intro to Mathematical Software Programming (1 Section, Spring)
Activity Report:
Goal Area Three Activity Report:

I continue to invite at least one external faculty member to observe my classes and provide feedback to improve my teaching effectiveness and strategies. This year, Dr. Charles Krois observed one of my Math 122 classes and provided detailed feedback on my teaching methods.

I have incorporated several of his suggestions for this upcoming year. In particular, I’ve incorporated a more structured approach to announcements and reminders as part of the new lecture notes that will also be provided to students in D2L as part of the Digital Document Accessibility Compliance efforts noted elsewhere in this report. I have also added a universal first self-assessment report to address the issue noted in his letter. Further revisions to self-assessment and revision will be made in the 2026-2027 academic year as a result of the observations regarding AI usage and the effectiveness of the self-assessment and revision process noted in my self-evaluation.

Began Research Collaboration with Dr. Marino Romero
Significant Progress, Ongoing
Description:

Began research collaboration with Dr. Marino Romero on a problem of mutual interest involving Wreath-Macdonald polynomials.

Activity Report:
Goal Area Three Activity Report:

Wreath-Macdonald polynomials are a new area of research to me, so Marino has regularly been teaching me about his field of research, and I have been reading through several of his papers and other resources. A significant amount of time has been spent understanding the theoretical background necessary to understand the notation and develop a computational model for this field.

I provide evidence in the form of some email correspondence with Dr. Marino Romero, and a set of summary notes we have written documenting the project.

Complete professional development certificates through CETL.
Complete
Description:

Complete at least one CETL certificate each semester. Assessment will consist of completion certificates.

Activity Report:
Goal Area Three Activity Report:

Completed three certificates through CETL.

  • The “Let Them Theory” Book Discussion
  • Building your Watermark Portfolio
  • Legento: Course Packets for the Digital Age
Goal Area Three Activity Report:

Additionally, I also completed the NED Workshop “I can’t teach with the arts, and other academic lies we tell ourselves: Going Deeper!”

I believe recordings of this workshop are available, and would demonstrate my participation. I have also provided email correspondence in the evidence section. A good deal of my participation focused on ways to improve my final creative work projects in my courses.

Goal Area Three Activity Report:

Finally, I also participated 3 of 6 sessions on Graduate Student Mentorship, only able to participate in Fall semester. This program was co-sponsered by CESR and CETL.

  • Foundations of Mentoring (Sept. 17)
  • Establishing Effective Mentoring Relationships (Oct. 15)
  • Graduate Faculty Peer Panel (Nov. 19)
Partipate in Career Champions Program
Ongoing
Description:

I participated in the Career Champions Program, which is designed to support students in their career development and exploration. This program involves learning about career services and resources available to students to better serve as advising future professionals. My participation in this program reflects my commitment to supporting student success and preparing them for their future careers.

Activity Report:
Goal Area Three Activity Report:

Attended the 4 workshops offered this academic year:

  • 9/23/25 — Survey Says: What Employers Wish You Knew
  • 11/18/25 — Intersection of Mentorship, Leadership, and Supervision
  • 1/27/26 — CHIPS & DIPS: Career High Impact Practices
  • 4/7/26 — Skills to Pay the Bills: The Rise of Skills-First Hiring

In particular, continuing to learn about Skills First Hiring has been beneficial in both advising and teaching. It allows me to highlight how the development of skills they can list which are the focus of classroom activities and assignments, and how they can be highlighted in their resumes and cover letters.

This has also provided me the opportunity to connect with campus members I might not otherwise have the opportunity to meet, and I’ve found learning more about Academic Recovery Advising and other parts of the advising infrastructure helpful as I continue to pursue ways to improve high DFW courses such as Calculus II.

Investigate Fullbright Scholars Grant
Significant Progress, Deemed Out of Scope
Description:

I am investigating the possibility of applying for a Fullbright Scholars grant to support advancing my work in open educational resources (OER) or mathematical community outreach. This grant would provide an opportunity to collaborate with international experts in the field, conduct research on best practices for OER development and digital accessibility, and further develop resources and tools to support educators and learners globally. The application process involves researching the requirements and eligibility criteria for the Fullbright Scholars program, identifying potential host institutions and collaborators abroad, and preparing a compelling proposal that outlines the goals and impact of the proposed project.

Activity Report:
Goal Area Three Activity Report:

Attended

  • One MNSU hosted information session on Campus * One MNSU hosted information session on Zoom (recorded) * Three Fullbright Scholars Program webinars on Zoom (synchronous and recorded)
Cohost FriDEI weekly Discussions during Fall semester.
Completed
Description:

Co-hosted bi-weekly discussions on equitable teaching practices in mathematics courses with Dr. Marino Romero.

Activity Report:
Goal Area Three Activity Report:

Preparation and facilitation of these discussions contributed significantly to my professional development by deepening my understanding of equity-focused pedagogy in mathematics. Reviewing planning materials, recurring themes included identity in mathematics (e.g., “who is a math person”), navigating power dynamics between instructors and students, and strategies for initiating difficult conversations. A particularly valuable aspect was engaging graduate students in their dual roles as both learners and instructors, which provided candid insight into current classroom challenges. A consistent thread across discussions was the tension between maintaining assessment rigor and implementing policies that promote meaningful learning opportunities and student growth.

Criterion Four: Contribution to Student Growth and Development.
Teach six, 4-credit hour courses.
Completed
Description:
  • Math122: Calculus II (2 Sections Each Term)
  • Math605: Graphs and Algorithms (1 Section, Fall)
  • Math170: Intro to Mathematical Software Programming (1 Section, Spring)
Activity Report:
Goal Area Four Activity Report:

In Math 122, students were required to complete creative final projects. These challenged students to apply their knowledge in novel ways, fostering deeper understanding and engagement with the course material. This semester, students created scrapbooks of their learning, which included reflections on their understanding of key concepts, connections to real-world applications, and scraps of their course assessments. A group of students collaborated on a rap battle project, where they wrote and performed a rap that creatively explained mathematical concepts covered in the course. These students not only collaborated in the class, but also brought in film students from Bethany college to assist with the filming and production.

Goal Area Four Activity Report:

In Math 605, I developed several final presentation projects. Students had the option to implement and present a computer program that demonstrated their understanding of the course material or take a final exam. The course split exactly 50-50 between these two options. Both options were highly successful in promoting student learning and engagement, with students demonstrating a strong understanding of the course material and the ability to apply it in novel ways. The final presentations were particularly effective in allowing students to showcase their understanding of the course material and their ability to communicate complex ideas effectively, even for those who struggled with written presentations of their work.

Goal Area Four Activity Report:

In both Math122 and Math605, students were required to keep a journal logging their learning and course engagement, with specific practice exercises also assigned to be maintained in this document. This journal was intended to encourage students to reflect on their learning, identify areas of strength and weakness, as well as practice course material.

Goal Area Four Activity Report:

In Math 170, students designed and executed their own final project, along with an accompanying report and presentation. This project required students to apply the programming concepts and techniques they had learned throughout the course to solve a mathematical problem of their choice. Students were encouraged to explore topics that interested them. This semester, students developed problems related to Fourier Analysis, Number Theory, Calculus, Computational Complexity, Biological Math Modeling, Matrix Theory, and others. Students were required to present their projects to the class, demonstrating their understanding of the programming concepts and techniques they had learned, as well as their ability to communicate their explorations effectively. These projects were scaffolded with numerous check-ings and feedback sessions throughout the last half of the semester to ensure students were on track and to provide guidance, mentorship, and support as needed.

One student in particular went on to continue working on data analysis projects in MatLAB and reached out for additional mentorship and guidance on their project.

Goal Area Four Activity Report:

In Math122, I ask for Feedback in the form of a meta-cognitive assignment where students give feedback to their former selves at the beginning of the class. This gives students an opportunity to reflect on their learning experience for the semester, and often also provides me with valuable feedback on my teaching methods and strategies and how students engage and think they should engage with them.

Improve MavPASS incorporation into Calculus II
Limited Progress, Ongoing
Description:

Mentor MavPASS leaders each semester to support students in Calculus II courses. Assessments will be MavPASS attendance and comparison of student success for those both attending and not attending MavPASS sessions (although I do find there to be a strong selection bias in these statistics which warrants closer examination).

Activity Report:
Goal Area Four Activity Report:

I have continued to mentor MavPASS leaders each semester to support students in Calculus II courses. This involves providing guidance and feedback on their facilitation of MavPASS sessions, as well as helping them develop strategies for engaging students and promoting active learning. I have also worked with MavPASS leaders to assess the effectiveness of their sessions and identify areas for improvement.

Attendance was higher in the Fall Semester compared with the Spring, and student surveys reflect an increasing reliance on AI tools for homework and academic support and much less reliance on MavPASS, instructor student support hours, and other traditional academic support resources. I am currently exploring alternative strategies to address this issue and will make changes that reflect this new reality in the 2026-2027 academic year. I am also exploring additional strategies to encourage students to attend MavPASS sessions, however given constrained schedules, this needs to be balanced with equity issues for students that cannot attend such supports due to work or family obligations, making some incentives for attendance potentially inequitable. I am open to suggestions from the department review or Dean Alam on how to best address this issue, as it is a complex problem that requires careful consideration of multiple factors.

Goal Area Four Activity Report:

I have been actively involved in identifying, recommending, and directly recruiting students every semester as MavPASS leaders. Feel free to contact Heather Camp for confirmation of my involvement in this process. I have also provided an example in the email correspondence of a student I reached out thanking me for the consideration but that they had other responsibilities. I have also recruited most of the MavPASS leaders that have been involved in my Calculus II courses in the past few years.

MathHappens Community Math Room
Completed
Description:

Created in partnership with the MathHappens Foundation and the Children’s Museum of Southern Minnesota. This community math room is designed to provide hands-on, joyful experiences with mathematics for children and families. The room features a variety of interactive exhibits and activities that encourage exploration, problem-solving, and critical thinking. The goal is to foster a love for mathematics and to demonstrate its fun, creative side.

Activity Report:
Goal Area Four Activity Report:

For the past three years, I have been the Site Coordinator for the MathHappens Community Math Room at CMSM. I have worked closely with both the Foundation, the Museum, and Student Workers, who I hired and trained. This year, I was able to turn my role over to one of the senior student workers, so that this room is now a self-sustaining, student-run project.

I am still tangentially involved as a point of contact for some programming, as evidenced in still connecting with community partners to facilitate additional events for MathHappens.

Supervise student research.
Completed
Description:

Supervised two students in their research projects.

  • Isaac Wicklund (Independent Study, Capstone, Undergraduate, Fall Semester)
  • Brian Larson (Alternate Plan Paper, Graduate, Spring Semester and Summer)
Activity Report:
Goal Area Four Activity Report:

Met weekly with students in Fall and Spring semesters weekly to advise and mentor them in their research projects. This involved providing guidance on research methods, problem formulation, and mathematical writing, as well as helping them navigate the challenges of conducting original research and answer technical questions about their problems.

This also involved proof-reading and providing detailed feedbacks on manuscript drafts. Sample of targeted, critical feedback given to help the student grow as a researcher and a writer, and to improve the quality of their work, is provided in the marked drafts of their papers. Additionally, the final draft is attached as evidence.

Participate in Early and Mid-Semester Alert Warning System
Completed
Description:

Participate in the Early and Mid-Semester Alert Warning System to identify students at risk of failing or withdrawing from courses. This will involve monitoring student performance and engagement, and providing timely feedback and support to help students succeed.

Activity Report:
Goal Area Four Activity Report:

I have actively participated in the Early and Mid-Semester Alert Warning System, monitoring student performance and engagement in my courses. I have provided timely feedback and support to students identified as at risk, including one-on-one meetings, emails, additional resources, and guidance on study strategies. I also pass this information along in my alerts.

My reports include detailed records on coursework, attendance, and engagement to help inform interventions and support strategies for students at risk.

Serve on Departmental Committee for Student Advancement
Completed
Description:

I served on the Departmental Committee for Student Advancement, which is responsible for reviewing and making recommendations regarding student memberships to professional organizations, scholarships, and other academic opportunities. This committee plays a crucial role in supporting student success and development by ensuring that students have access to valuable resources and opportunities that enhance their academic and professional growth.

Activity Report:
Goal Area Four Activity Report:

Nominated numerous students for membership in professional organizations like the Association for Women in Mathematics (AWM).

Goal Area Four Activity Report:

Reviewed and scored student scholarship applications, providing feedback and recommendations on which students should be awarded scholarships based on their academic achievements, leadership qualities, and potential contributions.

Write Letters of Recommendations for Students
Ongoing
Description:

Provide letters for industry and graduate programs as requested by students. Evidence will be confirmation letters and emails from programs receiving these letters.

Activity Report:
Goal Area Four Activity Report:

I have written several letters of recommendation for students applying to graduate programs, scholarships, and other academic opportunities. These letters have been tailored to each student’s unique strengths and accomplishments, providing a comprehensive overview of their qualifications and potential for success.

  • Quinn Foreman, MavPASS Leader at MNSU-Mankato.
  • Aaron Kamm, MNSU Scholarship Finder Reference.
  • Henry Schmidt, MNSU Scholarship Finder Reference.
  • Nathan Molyneux, MNSU Scholarship Finder Reference.
  • Melanie Veith, MNSU Scholarship Finder Reference.
  • Nils Quist, MNSU Scholarship Finder Reference.
  • Nara Sheen, Letters provided to over 12 PhD Programs.
  • Darren Gemoh Boyo, 2026 Wake Forest School of Medicine Summer Internship Program.
  • Madison Dudley, Rochester Independent School District 535, teacher recommendation.

Note: Even with the large number of requests accomodated, I do not accept all requests. Please see a sample of a response denying a letter of recommendation request in the evidence section below, as I get far more requests than demonstrated by the extensive output of letters of recommendation I have provided. This does demonstrate impact on students, even many years removed from my classes and in challenging circumstances.

Partipate in Career Champions Program
Ongoing
Description:

I participated in the Career Champions Program, which is designed to support students in their career development and exploration. This program involves learning about career services and resources available to students to better serve as advising future professionals. My participation in this program reflects my commitment to supporting student success and preparing them for their future careers.

Activity Report:
Goal Area Four Activity Report:

Provided information to students informally during student support hours or advising sessions. Additionally, based on some of these workshops I aim to create a D2L module for students to learn about and access the career services resources available to them on campus. This will be a resource for students to access at any time, and will be particularly useful for those who might be shy about having these conversations directly.

Academic Advising
Ongoing
Description:

Academic advising for students in the Department of Mathematics and Statistics.

Activity Report:
Goal Area Four Activity Report:

This includes providing guidance on course selection, degree requirements, and career planning. I have met with students to discuss their academic progress, answer questions about their programs, and provide support and resources to help them succeed in their studies. This also includes assisting students with registration, transfer credits, and other administrative tasks related to their academic journey. Last year, I aimed to provide better documentation of my advising meetings, incorporating meeting summaries into the student’s Navigate360 records. This replaced my prior system of using emails and paper logs to document advising meetings, and provided more comprehensive and accessible records. I also send these summaries to students after each meeting to ensure we are on the same page and to provide a reference for future advising sessions. This has been well-received by students, and I have received positive feedback on the clarity and usefulness of these summaries. For AY 2025-2026, I was assigned to advise 3 graduate students and 2 undergraduate students.

Cohost FriDEI weekly Discussions during Fall semester.
Completed
Description:

Co-hosted bi-weekly discussions on equitable teaching practices in mathematics courses with Dr. Marino Romero.

Activity Report:
Goal Area Four Activity Report:

These discussions benefited students through an equity-focused lens by fostering more inclusive teaching practices that recognize diverse student experiences and barriers to success. Conversations emphasized creating supportive classroom environments, incorporating flexibility and grace in assessment practices, and amplifying student voices, particularly those from underrepresented groups. Feedback from participating graduate students and faculty suggests these meetings encouraged reflection on teaching practices and contributed to more equitable and student-centered approaches in mathematics instruction alongside greater awareness of both visible and invisible challenges currently facing our students.

Criterion Five: Service to the University and Community.
Serve on Departmental Committee for Student Advancement
Completed
Description:

I served on the Departmental Committee for Student Advancement, which is responsible for reviewing and making recommendations regarding student memberships to professional organizations, scholarships, and other academic opportunities. This committee plays a crucial role in supporting student success and development by ensuring that students have access to valuable resources and opportunities that enhance their academic and professional growth.

Activity Report:
Goal Area Five Activity Report:

Collaborated with other committee members via email to achieve consensus on student nominations and scholarship awards. This involved discussing the merits of candidates, considering their academic records, extracurricular involvement, and personal statements, and making informed decisions that align with the department’s goals for student advancement.

Additionally I identified and raised some concerns regarding the new scholarship review process.

Revise Comprehensive Exam Syllabus for Analysis
Completed
Description:

Collaborated with Dr. Wook Kim and Dr. Ke Zhu to update the Comprehensive Exam Syllabus for Analysis. This revision aimed to ensure that the syllabus reflects current best practices in mathematical education, aligns with the department’s learning objectives, and provides clear guidance for students preparing for their comprehensive exams.

Activity Report:
Goal Area Five Activity Report:

Worked with collaborators via email and shared documents to review the existing syllabus, identify areas for improvement, and suggest and approve revisions.

Marching Faculty for Spring 2026 Graduation
University Service, Completed
Description:

I participated in the Spring 2026 graduation ceremony as a member of the faculty procession. This involved marching in the ceremony, representing the College of Science, Engineering, and Technology (CSET), and celebrating the achievements of graduating students. My participation in this event reflects my commitment to supporting and recognizing student success and fostering a sense of community within the institution.

Activity Report:
Goal Area Five Activity Report:

Participated in the Spring 2026 graduation ceremony as a member of the faculty procession, representing the College of Science, Engineering, and Technology (CSET) and Department of Mathematics and Statistics celebrating the achievements of graduating students.

Provide End of Semester Surveys to New Faculty
Departmental Service, Completed
Description:

Distributed my own end-of-semester student surveys to new faculty in the department as a template for collecting feedback from their students.

Activity Report:
Goal Area Five Activity Report:

At the request of several new faculty members, I provided my own survey formats to new faculty who missed opportunities to collect student feedback on their teaching effectiveness and course design.

Calculus Curriculum Review Sub-committee
Initial Progress, Deferred
Description:

The Calculus Curriculum Review Sub-committee is responsible for evaluating and updating the institution’s calculus curriculum. Its work includes reviewing course structures, identifying areas for improvement, and developing recommendations to ensure the curriculum remains current, coherent, and aligned with best practices in mathematics education. The sub-committee collaborates with faculty and other stakeholders to gather input and support informed, evidence-based curriculum development. This work will likely continue in Fall 2026.

Activity Report:
Goal Area Five Activity Report:

Volunteered for and was then elected chair for an Ad Hoc Committee to review the Calculus curriculum and textbook selection. The department identified this as a potentially high-impact review because of the large number of students enrolled in Calculus courses and the fact that the curriculum had not undergone comprehensive review in more than a decade. The committee’s work was paused pending the departmental program review, which was anticipated for AY2026–2027 early in the academic year. One recommendation from the external program reviewers was to ‘establish a multiyear schedule for reviewing the curricula of all departmental programs’. The committee’s preliminary work positions the department to resume this review process as part of a broader, ongoing cycle of curricular assessment and improvement.

Goal Area Five Activity Report:

Developed planning materials and a departmental survey to identify and rank faculty priorities related to the Calculus curriculum review process. The survey instrument may also serve as a useful artifact for future curriculum review efforts.

Cohost FriDEI weekly Discussions during Fall semester.
Completed
Description:

Co-hosted bi-weekly discussions on equitable teaching practices in mathematics courses with Dr. Marino Romero.

Activity Report:
Goal Area Five Activity Report:

Co-hosted bi-weekly discussions centered on equitable teaching practices in mathematics courses with Dr. Marino Romero. This seminar brought together graduate students and faculty to address a gap in discipline-specific conversations around equity and inclusion in STEM, where adapting broader pedagogical strategies can be more challenging. Topics included professional identity, allyship, power dynamics, and grading practices, grounded in real classroom experiences. The series created a collaborative space for sharing strategies and reflecting on teaching. We would like to find a way to continue this work in the future. The evidence includes shared meeting planning notes and a sample email to faculty and graduate students. These provide a log of topics discussed, including identity in mathematics, grace in teaching, power dynamics, advocacy, and grading practices, as well as dates of meetings and brainstorming for future prompts.

Evidence Report.
Teach six, 4-credit hour courses.
Completed
Description:
  • Math122: Calculus II (2 Sections Each Term)
  • Math605: Graphs and Algorithms (1 Section, Fall)
  • Math170: Intro to Mathematical Software Programming (1 Section, Spring)
Evidence Items:
Strategic Alignment Notes:

This work directly advances Equity 2030 Student Academic Success through instructional practices that support retention, persistence, and degree completion. The revisions to Math 605, development of Math 170, reflective learning activities, and exploration of assessment approaches in response to AI use contribute to Destination 2030 goals related to transformational learning, equitable high-impact educational experiences, and eliminating equity gaps through continuous improvement of teaching practices.

Improve MavPASS incorporation into Calculus II
Limited Progress, Ongoing
Description:

Mentor MavPASS leaders each semester to support students in Calculus II courses. Assessments will be MavPASS attendance and comparison of student success for those both attending and not attending MavPASS sessions (although I do find there to be a strong selection bias in these statistics which warrants closer examination).

Evidence Items:
Strategic Alignment Notes:

MavPASS participation supports Equity 2030 Student Engagement and Support by providing structured peer learning opportunities that can improve persistence and academic success, particularly for students who may benefit from additional academic support networks. This work also aligns with Destination 2030’s emphasis on intentional advising, mentoring, coaching, and coordinated support systems that contribute to student success and equity in success.

Began Research Collaboration with Dr. Marino Romero
Significant Progress, Ongoing
Description:

Began research collaboration with Dr. Marino Romero on a problem of mutual interest involving Wreath-Macdonald polynomials.

Evidence Items:
Complete professional development certificates through CETL.
Complete
Description:

Complete at least one CETL certificate each semester. Assessment will consist of completion certificates.

Evidence Items:
Strategic Alignment Notes:

Ongoing professional development contributes to Equity 2030 Student Academic Success and Workforce Diversity and Strategic Talent Management through continuous improvement of teaching, mentoring, accessibility, and student support practices. Destination 2030 identifies culturally responsive learning environments and innovation in instructional practice as institutional priorities supported by this work.

MathHappens Community Math Room
Completed
Description:

Created in partnership with the MathHappens Foundation and the Children’s Museum of Southern Minnesota. This community math room is designed to provide hands-on, joyful experiences with mathematics for children and families. The room features a variety of interactive exhibits and activities that encourage exploration, problem-solving, and critical thinking. The goal is to foster a love for mathematics and to demonstrate its fun, creative side.

Evidence Items:
Strategic Alignment Notes:

This project advances Equity 2030 Enhanced Access by creating informal pathways into mathematical learning and strengthening partnerships with community organizations. It aligns with Destination 2030 goals involving community engagement, access to education, and development of supportive, inclusive learning opportunities for learners from varied backgrounds.

Supervise student research.
Completed
Description:

Supervised two students in their research projects.

  • Isaac Wicklund (Independent Study, Capstone, Undergraduate, Fall Semester)
  • Brian Larson (Alternate Plan Paper, Graduate, Spring Semester and Summer)
Evidence Items:
Strategic Alignment Notes:

Undergraduate and graduate research mentorship provides high-impact educational experiences that support student engagement, persistence, and professional development. This aligns strongly with Destination 2030 transformational learning goals and Equity 2030 Student Academic Success through meaningful faculty-student engagement.

Continue drafting of book in support of Math 605, Graphs and Algorithms, titled Topics in Algebraic Combinatorics and Optimization.
Significant Progress, Ongoing
Description:

I am continuing to draft a book in support of Math 605, Graphs and Algorithms in collaboration with my co-author, Dr. Sebastian Cioabă. The book is titled “Topics in Algebraic Combinatorics and Optimization” and aims to provide a comprehensive introduction to the field of algebraic combinatorics, with a focus on its applications to optimization problems. The book will cover fundamental concepts, techniques, and algorithms in algebraic combinatorics, as well as their connections to optimization theory and practice. It will also include numerous examples, detailed proofs, and exercises to illustrate the practical applications of the material covered.

Evidence Items:
Participate in Early and Mid-Semester Alert Warning System
Completed
Description:

Participate in the Early and Mid-Semester Alert Warning System to identify students at risk of failing or withdrawing from courses. This will involve monitoring student performance and engagement, and providing timely feedback and support to help students succeed.

Evidence Items:
Strategic Alignment Notes:

This activity is directly aligned with Equity 2030 Student Engagement and Support and Data-Guided Decision-Making. Early identification of academic challenges allows timely intervention and targeted support that can improve retention and persistence outcomes. The activity also supports Destination 2030 objectives related to coordinated support systems and student success.

Give invited address at Frame Theory Days Conference.
Canceled.
Description:

Give invited address at the regional conference in December of 2025. Evidence will be the program including the abstract of the address.

Evidence Items:
Investigate NSF Grant with colleagues from the University of Nebraska-Omaha.
Project Canceled, Necessary Course Software Denied by University IT department.
Description:

Project intended to support further research and development of a course where math, art, and computational thinking intersect. This work was initially the basis of my Math170 course, a new prep this semester, which could have led to a grant proposal for further research and development. The faculty at UNO were interested in collaborating on this project, as they had already had one grant funded in this area, and wanted to expand the scope outside their university in their next application.

Evidence Items:
Strategic Alignment Notes:

The proposed work sought to integrate mathematics, creativity, and computational thinking through innovative educational experiences. These objectives align with Destination 2030 commitments to transformational learning, interdisciplinary collaboration, and innovation in instructional approaches.

Attend Conference on Statistical Inference
Completed
Description:

I attended the Conference on Statistical Inference honoring Dr. Mezbahur Rahman.

Evidence Items:
Serve on Departmental Committee for Student Advancement
Completed
Description:

I served on the Departmental Committee for Student Advancement, which is responsible for reviewing and making recommendations regarding student memberships to professional organizations, scholarships, and other academic opportunities. This committee plays a crucial role in supporting student success and development by ensuring that students have access to valuable resources and opportunities that enhance their academic and professional growth.

Evidence Items:
Strategic Alignment Notes:

Scholarship review, nominations, and student opportunity development directly support Equity 2030 goals by increasing access to academic and professional opportunities. The activity also aligns with Destination 2030 commitments to student success, inclusion, and coordinated support systems.

Revise Comprehensive Exam Syllabus for Analysis
Completed
Description:

Collaborated with Dr. Wook Kim and Dr. Ke Zhu to update the Comprehensive Exam Syllabus for Analysis. This revision aimed to ensure that the syllabus reflects current best practices in mathematical education, aligns with the department’s learning objectives, and provides clear guidance for students preparing for their comprehensive exams.

Evidence Items:
Strategic Alignment Notes:

Curriculum review and transparent expectations support equitable student pathways and academic success. This work reflects Destination 2030 priorities involving curricular improvement, collaboration, and student-centered learning environments.

Write Letters of Recommendations for Students
Ongoing
Description:

Provide letters for industry and graduate programs as requested by students. Evidence will be confirmation letters and emails from programs receiving these letters.

Evidence Items:
Strategic Alignment Notes:

Letters of recommendation help students access graduate education, employment, scholarships, and professional opportunities. This activity contributes to Equity 2030 goals related to student success and attainment while supporting Destination 2030 career mobility outcomes.

Marching Faculty for Spring 2026 Graduation
University Service, Completed
Description:

I participated in the Spring 2026 graduation ceremony as a member of the faculty procession. This involved marching in the ceremony, representing the College of Science, Engineering, and Technology (CSET), and celebrating the achievements of graduating students. My participation in this event reflects my commitment to supporting and recognizing student success and fostering a sense of community within the institution.

Evidence Items:
Strategic Alignment Notes:

Participation in commencement supports a sense of belonging, recognition, and institutional community consistent with Destination 2030’s commitment to a supportive and inclusive campus environment.

Partipate in Career Champions Program
Ongoing
Description:

I participated in the Career Champions Program, which is designed to support students in their career development and exploration. This program involves learning about career services and resources available to students to better serve as advising future professionals. My participation in this program reflects my commitment to supporting student success and preparing them for their future careers.

Evidence Items:
Strategic Alignment Notes:

Career development programming aligns closely with Equity 2030 Student Engagement and Support and Destination 2030 outcomes related to employment, career mobility, and student success beyond graduation.

Provide End of Semester Surveys to New Faculty
Departmental Service, Completed
Description:

Distributed my own end-of-semester student surveys to new faculty in the department as a template for collecting feedback from their students.

Evidence Items:
Strategic Alignment Notes:

Sharing assessment practices and instructional resources promotes continuous improvement and a collaborative culture of teaching excellence. This supports Destination 2030 goals connected to innovation and evidence-informed educational practice.

Investigate Fullbright Scholars Grant
Significant Progress, Deemed Out of Scope
Description:

I am investigating the possibility of applying for a Fullbright Scholars grant to support advancing my work in open educational resources (OER) or mathematical community outreach. This grant would provide an opportunity to collaborate with international experts in the field, conduct research on best practices for OER development and digital accessibility, and further develop resources and tools to support educators and learners globally. The application process involves researching the requirements and eligibility criteria for the Fullbright Scholars program, identifying potential host institutions and collaborators abroad, and preparing a compelling proposal that outlines the goals and impact of the proposed project.

Evidence Items:
Academic Advising
Ongoing
Description:

Academic advising for students in the Department of Mathematics and Statistics.

Evidence Items:
Strategic Alignment Notes:

Advising directly advances Equity 2030 goals related to retention, persistence, and graduation. Comprehensive advising records, individualized guidance, and student support efforts align with Destination 2030 priorities centered on mentoring, coaching, student success, and equitable educational pathways.

Calculus Curriculum Review Sub-committee
Initial Progress, Deferred
Description:

The Calculus Curriculum Review Sub-committee is responsible for evaluating and updating the institution’s calculus curriculum. Its work includes reviewing course structures, identifying areas for improvement, and developing recommendations to ensure the curriculum remains current, coherent, and aligned with best practices in mathematics education. The sub-committee collaborates with faculty and other stakeholders to gather input and support informed, evidence-based curriculum development. This work will likely continue in Fall 2026.

Evidence Items:
Strategic Alignment Notes:

Systematic curriculum review supports equitable student learning outcomes, transferability, academic success, and continuous improvement. This activity aligns with Equity 2030 Student Academic Success and Destination 2030 goals related to innovation, stewardship, and eliminating educational equity gaps.

Cohost FriDEI weekly Discussions during Fall semester.
Completed
Description:

Co-hosted bi-weekly discussions on equitable teaching practices in mathematics courses with Dr. Marino Romero.

Evidence Items:
Strategic Alignment Notes:

This activity has direct and explicit alignment with Equity 2030 goals concerning equitable outcomes, culturally responsive teaching, and workforce diversity. It also strongly supports Destination 2030’s commitment to diversity, inclusion, belonging, supportive campus climate, and elimination of educational equity gaps.