Spelman College: A Model of Success for Producing Black Women in Mathematics

At Spelman College, a private, historically Black, liberal arts college for women in Atlanta, Georgia, educating women to reach their fullest potential is a way of life. Since it was founded in 1881, Spelman has been a leading producer of women of African descent who earn bachelor’s degrees and go on to graduate and professional schools and successful careers in all fields of endeavor.

Mathematics is no exception. Over the past 20 years, Spelman, with annual enrollments averaging 2,100 students, has graduated about 18 students per year with bachelor’s degrees in mathematics. Almost 60 percent of those women continued their education beyond the undergraduate level. Even more impressive is that 10 percent of those who pursued advanced degrees earned a PhD in various fields. This includes 27 alumnae who earned doctorates in mathematics, statistics, biostatistics, or math education. The remaining graduates obtained employment in various areas such as education, engineering, technology, business, finance, and consulting, or entered masters or professional degree programs.

Indeed, Spelman is recognized as a powerhouse among undergraduate institutions that educate female mathematicians. In 2019, Diverse: Issues in Higher Education listed Spelman as the number 1 producer, among all US institutions, of African Americans with bachelor’s degrees in mathematics and statistics.⁠¹ A 2013 study by the National Science Foundation ranked Spelman number 2 among institutions with the highest number of Black students with bachelor’s degrees who go on to receive doctorates in science and engineering, including mathematics.⁠²

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Diverse: Issues in Higher Education, Top 100 Producers of Bachelor’s Degrees, 2019. https://top100.diverseeducation.com/HBCUs-2018-2019/?search_degree=Bachelor&search_race=African+American&search_major=Mathematics+And+Statistics&search_school=&search_rank=&search_state=&search=search#anchor.

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Fiegener, M. & Proudfoot, S. (2013). Baccalaureate Origins of US-trained S&E Doctorate Recipients. http://www.nsf.gov/statistics/infbrief/nsf13323/nsf13323.pdf.

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Spelman’s success in educating and supporting female mathematicians is a testament to its commitment to a unique educational mission. But given that, nationwide, women—and especially women of color—are underrepresented in a discipline historically dominated by white men, other colleges and universities can also play a role in expanding the presence of women in mathematics.

How, then, can institutions of higher education rethink and re-invigorate efforts to uncover and cultivate the mathematical talents of women? And how can they ensure that more women are prepared to use that expertise for society’s benefit? Spelman’s tradition of providing a mathematics education tailored to its students may offer ideas worth emulating on other campuses.

Founding Faculty Leaders Lay the Groundwork for STEM Learning

Spelman College established its mathematics department in the mid-1920s. In 1929, Alma Ferguson became the first student to receive a bachelor’s degree in mathematics from the college, and she went on to earn a master’s degree from the University of Wisconsin-Madison. Ferguson taught briefly at Spelman and later taught and was chair of the mathematics department at the Atlanta University Laboratory High School from 1932 to 1939.

Over the past century, almost 1,000 Spelman students have earned bachelor’s degrees in mathematics. The department owes its success in producing female mathematicians to the leadership of highly accomplished and committed educators, both male and female, who foster an environment for STEM learning that sets high standards and provides the necessary support to encourage students to meet those standards. Among these faculty is one of the department’s first faculty members and its first chair—Georgia Caldwell Smith, the fourth African American woman to receive a PhD in mathematics from a US institution.

In the 1950s and 1960s, the department strengthened its faculty with the addition of several educators who held or earned doctorates in mathematics: Shirley Mathis McBay, Gladys Thomas Glass, and Etta Zuber Falconer. They took up the cause to increase the number of African American women in the mathematical sciences, added new courses in abstract algebra and real analysis, and encouraged more students to study under their tutelage.

In the 1970s, the Department of Mathematics changed leadership and added faculty who brought new expertise. In 1972, McBay moved from the department to become the inaugural Chair of the Division of Natural Sciences, which housed the departments of biology, chemistry, and mathematics. In that same year, Falconer, an outstanding mathematician and administrator, started her tenure as Chair of the Department of Mathematics, and Nagambal Shah, a statistician, joined the faculty. Two years later, Sylvia Trimble Bozeman joined the department. In 1975, Falconer transitioned to Chair of the Division of Natural Sciences as McBay left to join the National Science Foundation. In this role, they spearheaded faculty collaborations to attract funding and created new programs to serve all science and mathematics students. Under the direction of McBay and Falconer, the sciences at Spelman began to flourish.

Meeting Students’ Individual Needs

It soon became apparent that the College needed to meet a wide range of student needs in the sciences. A combination of curricular and co-curricular efforts were created to assist in the retention, development, and graduation of science and mathematics students. In addition to recruiting outstanding educators to provide quality instruction and developing a curriculum that prepares students for graduate school and careers, Spelman’s approach to mathematics education has focused on understanding and addressing its students’ individual needs.

As a highly selective institution, Spelman enrolls students who rank at the top of their high school classes. Still, new students arrive on campus with vastly different levels of academic ability and preparation. Some students, because they find schoolwork easy, have poor study skills. Others, because of a lack of encouragement and advising by teachers and counselors, are dissuaded from considering a STEM major in college (notwithstanding their obvious love and aptitude for science and mathematics). Still others, because of the level of prior instruction, lack skills foundational to their studies.

Many Spelman students face financial challenges that can have a negative impact on their learning, especially if they must work part-time jobs to help pay for educational costs. Students who are first in their families to attend college may have no one at home who understands and can help them navigate their new environment. And, as studies have shown, low visibility of female mathematicians, scientists, and engineers as role models is among the reasons many women do not pursue STEM education and careers or drop out of STEM disciplines along the way.

The Pre-Freshman Summer Science program was created in 1972 to address issues around academic preparation and study skills, the absence of role models, and the need to create community among science majors. It was designed for incoming first-year students majoring in biology with an interest in health science careers. In the 1980s, Spelman launched the Summer Science and Engineering Program (SSEP) to extend the same support to students interested in other STEM areas.

During these six-week programs, entering students could take science, mathematics, or engineering courses with the option of earning a few hours of college credit. Along with a central academic component, SSEP also sought to expose students to female role models with scientific careers, offer opportunities to develop relationships with other students and faculty, and provide an introduction to Spelman’s culture.

For more than 20 years, these programs produced students who were confident and ready to excel as science, mathematics, and engineering majors. The positive outcomes of these first summer programs also led to the creation of the Women in Science and Engineering Scholars Program (WISE) at Spelman in 1987. Funded by NASA, the WISE Program provided incoming students majoring in STEM a six-week summer science session, academic support and counseling, and summer research experiences at NASA sites. Many WISE students earned graduate degrees in various STEM areas, including mathematics.

For many Spelman students, one of the most pressing needs is that of financial support. In recognition of this fact, scholarships and other forms of financial support are often included in initiatives providing academic support. At the department and the division levels, considerable attention is given to the creation of named scholars programs supported through external funding from companies, foundations, and federal agencies. Some scholars may have on-campus jobs as tutors or supplemental instructors for “bottleneck” STEM courses. Others may have a requirement to engage in independent study or research.

In 1995, Spelman embarked on comprehensive initiatives to address a broad range of student needs and to promote student academic success. For example, an Office of Science, Engineering, and Technical Careers was created and offered a suite of support activities, including assistance with the identification of summer research programs nationally and support for travel to conferences. The new Freshman Success Office focused on retention strategies such as understanding learning styles, note taking, test taking skills, time management, and other skills needed to ensure early success. It worked with faculty to provide tutorial support and supplemental instruction in gateway courses. These initiatives and others all lasted for a period and were replaced by variations as needed.

As a result of its institutional efforts, the college became one of six minority-serving institutions to receive a Model Institutions for Excellence grant from the National Science Foundation in 1995. This funding facilitated long-term infrastructure enhancements, including faculty development and undergraduate research, and provided scholarships for STEM students, particularly those entering science and engineering graduate programs and careers. In 2017, 26% of Spelman students received degrees in STEM compared to 16% of students at other historically Black colleges and universities and 17% at other liberal arts colleges.

Mentoring, Community Building, and Research Are Pillars of Success

Spelman has a comprehensive approach to mathematics education that has a significant impact on the success of mathematics majors at the college. The most transformative elements of this approach—mentoring, community building, and research opportunities—are reflected in how the department serves its students.

Mentoring helps students see possibilities

Spelman’s mathematics faculty believe that in order for students to see possibilities for themselves, they need to see successful people in the field who look like them or with whom they can identify. By the late 1980s, Spelman had five African American female faculty members who held PhDs in mathematics—a distinction that was extraordinary at the time. Today, the department’s faculty—77 percent of whom have doctorates—reflects international, as well as racial and gender diversity.

These educators are at the heart of Spelman’s mentoring strategy. They invest time in getting to know the mathematics majors, hold them to extremely high academic standards, and encourage and nurture them to believe in their ability to do math – regardless of the disparate educational experiences and preparation they may have received prior to coming to Spelman. Furthermore, they understand that an effective mentor must convey confidence in the student’s ability to succeed. Students consider faculty members as “the experts,” not only on mathematical content, but often with respect to the student’s learning capacity. In order to help students advance, faculty must understand how much their opinions matter, whether spoken or not. Oftentimes, they must encourage a student to take on challenges beyond what the student feels they are capable of achieving. One result of mentoring at Spelman is the growth in the number of students who go on to a graduate program after earning a bachelor’s degree in mathematics.

Community building creates a supportive network

Many mathematics majors at Spelman say they were attracted to the department because of the sense of belonging and closeness they felt. To build community, the department engages students early and continuously, giving them ample opportunities to get to know their professors and peers. Students are assigned to a faculty adviser in the discipline (rather than an adviser in an administrative unit) who is regularly available to them for formal and informal meetings.

An Introductory Seminar in Mathematics course and mandatory math majors meetings foster relationships among students and faculty in the department. The seminar, a course for first- and second-year students, introduces majors to the diversity of people in the field, including alumnae and other women and people of color; helps them identify career opportunities available to mathematics majors; and enhances their appreciation of mathematics through exploring solutions to historical problems. The mandatory meetings, which the department hosts several times during the year, are forums where faculty share information about opportunities, alumnae return and speak, and upper-level students discuss their summer research experiences.

The Mathematics Laboratory at Spelman is a central location for the creation of community among students. It is a multipurpose space where advanced students tutor peers in lower-level courses; students gather in study groups for upper-level courses; and faculty provide mathematics reference books and magazines. Students consider the lab, staffed by students with faculty or staff oversight, “our space.”

Research opportunities help students feel like mathematicians

Spelman’s mathematics faculty are strong advocates of student research. They understand that because many students have not been exposed to Black scientists or mathematicians, it can be difficult for them to relate to what it means to work in the field. To help students get a sense of how it feels to be a mathematician, the department has created research-based initiatives designed to give students “real world” experience, with support from outside funding sources.

In 1991, the department established Scholars in Mathematics at Spelman (SIMS), a program funded by the National Science Foundation for five years. The primary goal of SIMS was to prepare students for a graduate degree in pure or applied mathematics. Program activities included supervised research, a research issues course, participation in seminars, and attendance at conferences.

In 1993, Spelman launched the Center for Scientific Applications of Mathematics (CSAM). It operated for 10 years, with initial support from the Kellogg Foundation and later support from the Eastman Kodak Company. CSAM supported student research on and off campus, interdisciplinary faculty research, and the development of new interdisciplinary curricula. In addition to increasing the number of students involved in research, CSAM facilitated the production of several issues of the Spelman Science and Mathematics Journal, an undergraduate publication that featured research-based technical articles authored or co-authored by Spelman students, with some assistance from their mentors. The Center’s programming also included outreach in the form of summer sessions for local high school science and mathematics teachers that emphasized hands-on instruction and the use of technology.

The Mathematics Research and Mentoring Program (RaMP) is the most recent of several scholars programs the department has sponsored to prepare students with high potential for graduate education in the mathematical sciences. It includes faculty-mentored research for juniors and seniors, and opportunities for students to attend and present research at regional and national conferences. Originally funded by the National Science Foundation in 2011, Math RaMP is sustained through private donors, industry partners, and professional organizations such as the Mathematical Association of America. Over the past 10 years, the program has served more than 50 mathematics majors, including 21 who have gone on to graduate programs and three who have completed PhDs in mathematics-related areas.

Figure 1.

Math RaMP student Kayla Davie next to her poster, Spelman College Research Day, 2015.

Figure 2.

Shelby Wilson discussing her research project at the 2005 MAA SE Section Meeting.

The Spelman Math Curriculum Continues to Evolve

Given that there are a growing number of math-related graduate programs and careers open to students today, including mathematical biology, mathematical finance, data science, and other applied areas, Spelman’s mathematics department continues to progress, to ensure that graduates have the greatest flexibility in making choices about their future.

Recent hires include educators with experience in graph theory, combinatorics, mathematical biology, and data science. As a result, the department has added a new elective course in graph theory and, in summer 2021, led a research experience for undergraduates (REU) program in mathematical biology with five students. Because of the expertise new faculty bring, the department is considering additional elective offerings in applied statistics, applied linear algebra, and machine learning, as well as updates to existing electives.

Increasing opportunities through changes in the curriculum

The mathematics major at Spelman has been largely traditional. The core requirements include the calculus sequence for three semesters and one semester each of linear algebra, foundations of math, abstract algebra, real analysis, and computer programming. Students also select three elective courses and must take a second semester of either abstract algebra or real analysis.

Changes have been made to the curriculum recently that require all math majors to take the Introductory Seminar in Math course. Other changes in course offerings include new elective courses such as complex variables, linear algebra II, graph theory, and a special topics course on codes and cryptography. In addition, the required proof-based courses have added a group problem day; and the requirements for the BS have expanded to include more math electives. These changes to the curriculum have helped improve persistence in the major by giving students a good mathematical foundation and increasing their chances to succeed in required courses, especially at the upper level.

In consultation with industry and graduate school partners and with Spelman alumnae, the department is currently redesigning the major. The goal is to target skills and streamline courses to better prepare students for graduate school and career placement by giving them a competitive advantage in an area of their choice. Possible new concentrations within the major, to be implemented in the next two years, include pure math, applied math, statistics/data science, and education.

Increasing opportunities through new programs and initiatives

The college and the department are providing math majors with additional options and experiences through new programming. In 2019, Spelman, in collaboration with Clark Atlanta University, Morehouse College, and the Morehouse School of Medicine, launched the Atlanta University Center Data Science Initiative (DSI). The DSI provides training in data science to faculty and students and is encouraging the creation of data science and data analytics minors and majors at the partnering institutions.

In 2019, Spelman was designated as a US Department of Defense Center of Excellence. The college’s Center of Excellence for Minority Women in STEM honors Spelman’s legacy of preparing women for graduate school and careers in the STEM disciplines. Its goals are to strengthen faculty and student research in emerging fields, such as artificial intelligence and machine learning, and provide scholarships to mathematics majors who show potential to obtain graduate degrees in STEM. The center hosts conversations showcasing cutting-edge, interdisciplinary STEM research being conducted by prominent women of color such as Kizzmekia S. Corbett, PhD, who is a scientist in the Vaccine Research Center of the National Institute of Allergy and Infectious Diseases (NIAID). Dr. Corbett collaborated on the development of the Moderna COVID vaccine, and has inspired students with her accomplishments. Through this Center, mathematics majors are able to understand how mathematics connects to current interdisciplinary areas of research.

Spelman’s mathematics department is also benefiting from recent partnerships with PhD-granting universities and governmental agencies. Students have engaged in research in machine learning, discrete math, and mathematical finance through collaborations with the Carnegie Mellon University Department of Mathematics; Michigan State University Department of Computational Mathematics, Science and Engineering; and the Army Research Labs. Spelman and Michigan State have partnered on a 3+2 bachelor’s to master’s program for Spelman STEM majors interested in pursuing advanced study in data science. This partnership will also help Spelman move forward with plans to create a data science minor.

What Can Be Learned from the Spelman Model?

As a leading college for women, Spelman’s mission includes being a champion for women to develop to their highest potential and to serve as leaders and change agents in every area of life. And, of course, the institution has a historic charge to meet the educational needs of Black women. Even so, are there elements of the Spelman story that can be adapted to other settings?

Ensure institutional commitment at all levels

Faculty are usually the visionaries who generate the ideas, create the programs, and lead the day-to-day engagement with students. However, to make significant and sustainable progress, faculty commitment must be backed by institutional commitment. Senior administrators must clearly communicate that faculty efforts are a priority, ensure adequate funding for programs, and enforce policies and practices that make it possible for initiatives to be born and grow to fruition.

Among the most important administrative policies and practices are intentional efforts to diversify the faculty. Institutions can send a strong message about their support for women and people of color interested in mathematics and the sciences by recruiting, retaining, and supporting the development of STEM faculty from these populations.

Clearly, faculty are in the best position to recognize a student’s interests and abilities and encourage them to take courses and participate in other academic pursuits. However, co-curricular programming is needed to take students to the next step by helping them identify and participate in special activities beyond the classroom, such as summer research or internship opportunities. Students also need assistance with developing key professional skills like resume writing and interview training, as well as needing help identifying career options in STEM. Investment in career centers and staff who can assist students in this way is critical.

Set high expectations for all students

Faculty can attest to the fact that many students will try to reach or exceed the level of achievement expected of them. When it comes to encouraging women to pursue and persist in mathematical studies and careers, setting high expectations is particularly important because, as mentioned earlier, many have not had role models to inspire them or champions to validate them.

First, faculty can foster a teaching and learning environment where students are accepted for the people they are. This means not just acknowledgement, but also affirmation of differences in race, gender, ableness, and other markers of identity. Faculty can affirm differences, for example, by addressing students by their preferred pronouns or by inviting a diversity of role models to the department to engage with students. It also means demonstrating, in word and deed, the belief that all students, regardless of their backgrounds, can develop skills in mathematics and have fulfilling careers in the field.

Second, faculty can make an investment in students by serving not just as teachers, but also as coaches and mentors. By taking a personal interest in students, understanding their strengths and struggles, and giving them affirming feedback and guidance, faculty can play a significant role in helping students thrive.

Figure 3.

Spelman Math Jeopardy team at the 2013 MAA Southeastern Section Meeting. Left to right: Kayla Echols, Lynesia Taylor, Raven Smith.

Pursue partnerships

In working to increase the number of women in mathematics, colleges and universities should keep in mind that they do not have to “go it alone.” Those with limited resources to start or sustain programs can seek support and collaboration with other academic institutions, businesses and industries, government agencies, and foundations. Such initiatives may be essential to a mathematics department’s ability to sponsor activities, hire faculty and staff, purchase equipment, provide internships, and fund student scholarships.

A unique collaboration between Spelman College and Bryn Mawr College served both institutions and the mathematics community well. In 1998, faculty at the two women’s colleges found that they were facing a common challenge. Although the colleges sent well-prepared students to graduate programs in mathematics, many of those students dropped out for seemingly nonacademic reasons. To help address this issue, one mathematics faculty member from each of these two colleges joined efforts to create Enhancing Diversity in Graduate Education (EDGE). Beginning with funding from the National Science Foundation and early funding from the Mellon Foundation, the EDGE Program has become a comprehensive mentoring and training program dedicated to strengthening the ability of women to successfully complete graduate programs in the mathematical sciences. While introducing students to the rigor and pace of graduate courses, EDGE recognizes that academic preparation alone may not be enough. The program also encourages students to overcome isolation by integrating themselves into their new institution and departmental community – learning its culture, developing relationships with its people, and understanding its unwritten rules – all while maintaining their individual identities and values.

Known for its commitment to diversity of students, faculty, and staff and for the inclusion of students traditionally underrepresented in the mathematical sciences, the EDGE summer session has served more than 300 students, including 21 Spelman graduates. More than 100 EDGE participants have earned PhDs in a mathematical science,⁠³ and many more are currently pursuing graduate degrees.

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EDGE PhDs—THE EDGE PROGRAM (edgeforwomen.org)

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Another example of a productive collaboration is evident with MATHFest, a math conference for undergraduates sponsored by the National Association of Mathematicians (NAM). Well attended by Black and Hispanic mathematics majors, MATHFest provides students with an opportunity to present their research, engage in problem-solving with peers, and meet mathematicians of color, and it encourages students to pursue further study and careers in the mathematical sciences. Spelman College faculty have been closely connected with NAM since Etta Falconer became the first NAM Secretary in 1970. The College hosted the second annual MATHFest in 1992 and most recently hosted it in 2018.

Figure 4.

From left to right: Leona Harris, Ulrica Wilson, Monica Stephens, and Sylvia Bozeman at NAM MATHFest 2018, Spelman College.

Securing a bright future for women in mathematics

For the past century, Spelman’s mathematics department has worked deliberately to develop and support women in the mathematical sciences. As a result, it has earned an international reputation for the high caliber of its students and their outstanding achievements. The department’s efforts have drawn energy and impetus from the college’s mission to provide an exceptional liberal arts education for young Black women and its promise that “every Spelmanite graduates with a competitive edge.”

There is every reason to believe that many other institutions are equally capable of developing and supporting women in the mathematical sciences. The choices and strategies that influence Spelman’s success—including visionary faculty leadership, a supportive administration, a focus on role models and mentoring, the acquisition of resources through strategic partnerships, and a commitment to continuous improvement—may also provide ideas for other colleges and universities that take on this challenge.

Spelman’s STEM programs and initiatives have evolved and will continue to evolve with the times, but several factors remain constant: dedicated faculty who have high expectations of their students and mentor them in college and beyond; a rigorous curriculum that challenges students in traditional and emerging areas; strategic partnerships that provide valuable student development opportunities; and a supportive, nurturing environment that helps students build confidence and grow to achieve their potential.

We hope other institutions that want to contribute to increasing the number of women—and especially women from underrepresented groups—who study mathematics and pursue mathematics-related careers, may find inspiration and ideas from Spelman College’s success.

Spelman Alumnae Success Stories

Over 500 Spelman mathematics graduates have earned advanced degrees and are making contributions in teaching and leadership positions at schools, colleges, and universities or in various mathematics-related roles in the corporate, government, and nonprofit sectors. The following are some achievements of a few of these graduates.

Cynthia Wallace (C’1993)

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MS in Statistics, University of North Florida

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Current: North Carolina State Banking Commission Member

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Career Highlights: A 25-year career in the financial services industry; Synchrony (formerly GE CAPITAL), VP, Credit Acquisition; 2020 Democratic Congressional Candidate (North Carolina)

Talithia Williams (C’2000)

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PhD in Statistics, Rice University

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Current: Associate Professor of Mathematics at Harvey Mudd College

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Career Highlights: honorary Doctorate of Humane Letters from Fielding Graduate University; Mathematical Association of America Pólya Lecturer; Mathematical Association of America’s Adler Award for Distinguished Teaching

Shelby Wilson (C’2006)

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PhD in Applied Math, University of Maryland

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Current: Senior Data Scientist, Johns Hopkins University Applied Physics Lab.

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Career Highlights: Associate Professor of Mathematics at Morehouse College; Co-founder, Mathematically Gifted & Black

Anisah Nu’Man (C’2009)

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PhD in Mathematics, University of Nebraska

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Current: Assistant Professor of Mathematics, Spelman College

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Career Highlight: MSRI ADJOINT Program, Co-Director

Asia Wyatt (C’2013)

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PhD in Applied Mathematics, Statistics, and Scientific Computation, University of Maryland

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Current: Senior Professional Staff at The Johns Hopkins Applied Physics Laboratory (APL)

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Awarded an APL Innovation Initiative grant to explore autonomous flocking algorithms

Janelle Jones (C’2006)

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MA in Applied Economics, Illinois State University

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Current: Chief Economist, US Department of Labor

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Career Highlight: Economic analyst, Economic Policy Institute

Tanya Moore (C’1995)

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PhD in Biostatistics, UC Berkeley

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Current: Founder and Managing Partner of Intersecting Lines, LLC

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Career Highlights: VP of Mission Advancement for Goodwill of San Francisco, San Mateo, and Marin; Co-founder of The Infinite Possibilities Conference

Victoria Seals (C’1991)

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Ed.D in Educational Leadership, University of Georgia

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Current: President, Atlanta Technical College

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Career Highlight: Dean of Academic Affairs, Gwinnett Technical College

Ché Smith (C’2005)

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PhD in Biostatistics, University of North Carolina, Chapel Hill

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Current: Senior analytics engineer, Netflix

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Career Highlight: Mathematical statistician, US Food and Drug Administration

Jennika Gold Thomas (C’2001)

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MS in Computational Finance, Carnegie Mellon University

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Current: Global Head of Data, Morningstar

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Career Highlight: VP and Associate Director of Risk and Fixed Income Analytics at FactSet

Michelle Craddock Guinn (C’2004)

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PhD in Mathematics, University of Mississippi

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Current: Associate Professor, Belmont University

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Career Highlight: Postdoctoral Fellow at the US Military Academy (Davies Fellowship)