{"id":2028,"date":"2024-01-28T01:10:28","date_gmt":"2024-01-28T01:10:28","guid":{"rendered":"https:\/\/diversityinmath.ssmu.ca\/?page_id=2028"},"modified":"2024-01-28T01:14:57","modified_gmt":"2024-01-28T01:14:57","slug":"dim-research-panel-part-ii-professors-winter-2024","status":"publish","type":"page","link":"https:\/\/diversityinmath.ssmu.ca\/fr\/dim-research-panel-part-ii-professors-winter-2024\/","title":{"rendered":"DiM Research Panel PART II – Professors (Winter 2024)"},"content":{"rendered":"
\n

Date: January 22nd 2024, 5:30PM – 6:30PM<\/p>\n\n\n\n

Panelists: Mehdi DagDoug, Brent Pynn, J\u00e9r\u00f4me V\u00e9tois, Eric Kolaczyk, Henri Darmon, Joel Kamnitzer<\/p>\n\n\n\n

Check out PART I<\/a> too!<\/p>\n\n\n\n

<\/div>\n\n\n\n

Jump to a Question:<\/strong><\/p>\n\n\n\n

    \n
  1. Intro<\/a><\/li>\n\n\n\n
  2. What math background are you looking for in potential students?<\/a><\/li>\n\n\n\n
  3. Would there be opportunities for U1 students?<\/a><\/li>\n\n\n\n
  4. How do we apply\/obtain a position?<\/a><\/li>\n\n\n\n
  5. When doing summer research, what are the day-to-day workload and goals?<\/a><\/li>\n<\/ol>\n<\/div><\/div>\n\n\n\n
    \n
    1. Intro<\/h5>\n\n\n\n
      \n
    • Mehdi DagDoug<\/strong>\n
        \n
      • Assistant Professor<\/li>\n\n\n\n
      • Missing data treatment in surveys<\/li>\n\n\n\n
      • Methodological work<\/li>\n\n\n\n
      • Tools: theory and simulations<\/li>\n<\/ul>\n<\/li>\n\n\n\n
      • Brent Pynn<\/strong>\n
          \n
        • Pure mathematization<\/li>\n\n\n\n
        • Algebraic geometry<\/li>\n\n\n\n
        • Geometry as a tool to answer questions<\/li>\n<\/ul>\n<\/li>\n\n\n\n
        • J\u00e9r\u00f4me V\u00e9tois<\/strong>\n
            \n
          • Theory of nonlinear elliptic PDE<\/li>\n<\/ul>\n<\/li>\n\n\n\n
          • Eric Kolaczyk<\/strong>\n
              \n
            • Statistics<\/li>\n<\/ul>\n<\/li>\n\n\n\n
            • Henri Darmon<\/strong>\n
                \n
              • Infinite sums in number theory<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n
                2. What math background are you looking for in potential students?<\/h5>\n\n\n\n
                  \n
                • Mehdi: \n
                    \n
                  • Some probability, some analysis.<\/li>\n\n\n\n
                  • Two components:\n
                      \n
                    • one more applied (RStudio, Python, course in stats and probability)<\/li>\n\n\n\n
                    • one more theory (good if you have more advanced probability)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n\n\n\n
                    • Brent:\n
                        \n
                      • His subject is one that you encounter late<\/li>\n\n\n\n
                      • Algebraic geometry class, that he is teaching<\/li>\n\n\n\n
                      • Abstract algebra<\/li>\n\n\n\n
                      • Calculus, complex analysis<\/li>\n\n\n\n
                      • Computer programming<\/li>\n<\/ul>\n<\/li>\n\n\n\n
                      • Jerome:\n
                          \n
                        • Analysis 1 and 2, minimum<\/li>\n\n\n\n
                        • Advanced calculus<\/li>\n<\/ul>\n<\/li>\n\n\n\n
                        • Eric:\n
                            \n
                          • Numerical<\/li>\n\n\n\n
                          • Know how to code in R, Python… <\/li>\n\n\n\n
                          • But to know what you are coding, need probability and statistics 323, 324, 423 (regression analysis). These are minimal requirements & foundation for numerical work.<\/li>\n<\/ul>\n<\/li>\n\n\n\n
                          • Henri:\n
                              \n
                            • Algebra 1-4<\/li>\n\n\n\n
                            • Analysis 1, 2<\/li>\n\n\n\n
                            • Programming is a big plus<\/li>\n\n\n\n
                            • Number theory has a big experimental side to it<\/li>\n<\/ul>\n<\/li>\n\n\n\n
                            • Joel:\n
                                \n
                              • Algebra 1, 2, 3 are helpful<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n
                                3. Would there be opportunities for U1 students?<\/h5>\n\n\n\n
                                  \n
                                • Mehdi: a bit early, maybe – depends on the background<\/li>\n\n\n\n
                                • Brent: prioritizes senior students<\/li>\n\n\n\n
                                • Jerome: Analysis 1 and 2<\/li>\n<\/ul>\n\n\n\n
                                  4. How do we apply\/obtain a position?<\/h5>\n\n\n\n
                                    \n
                                  • Come to the office, introduce yourselves<\/li>\n\n\n\n
                                  • E-mail<\/li>\n<\/ul>\n\n\n\n
                                    5. When doing summer research, what are the day-to-day workload and goals?<\/h5>\n\n\n\n
                                      \n
                                    • Joel: \n
                                        \n
                                      • Depends, by end-of-summer students should have made a good start. <\/li>\n\n\n\n
                                      • Write a paper, the beginning of it<\/li>\n\n\n\n
                                      • Meet once a week with professor.<\/li>\n\n\n\n
                                      • Meet a couple of times a week with post-doc, and then work on your own<\/li>\n<\/ul>\n<\/li>\n\n\n\n
                                      • Henri: \n
                                          \n
                                        • 2 or 3 students<\/li>\n\n\n\n
                                        • Weekly session with mentor<\/li>\n\n\n\n
                                        • Encouraged to interact with peers<\/li>\n\n\n\n
                                        • Expectations: learn new math (if you write a paper, great!)<\/li>\n<\/ul>\n<\/li>\n\n\n\n
                                        • Eric:\n
                                            \n
                                          • Group-based approach<\/li>\n\n\n\n
                                          • Milestones, don’t micro-manage<\/li>\n\n\n\n
                                          • Match undergraduate student with a post-doc<\/li>\n\n\n\n
                                          • Research office hours<\/li>\n\n\n\n
                                          • Meet as needed with mentors<\/li>\n\n\n\n
                                          • With SURA, etc. he is in department throughout the week<\/li>\n<\/ul>\n<\/li>\n\n\n\n
                                          • Jerome:\n
                                              \n
                                            • Meet with students once a week, more if they are stuck<\/li>\n\n\n\n
                                            • A lot of reading<\/li>\n\n\n\n
                                            • Different options, so you are not stuck on one problem<\/li>\n\n\n\n
                                            • Goals fluctuate<\/li>\n<\/ul>\n<\/li>\n\n\n\n
                                            • Brent:\n
                                                \n
                                              • Two students working on the same problem, communication<\/li>\n\n\n\n
                                              • Won’t dictate everything you do, self-directed work<\/li>\n\n\n\n
                                              • Develop the skill to find a way around if you get stuck<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div><\/div>","protected":false},"excerpt":{"rendered":"

                                                Date: January 22nd 2024, 5:30PM – 6:30PM Panelists: Mehdi DagDoug, Brent Pynn, J\u00e9r\u00f4me V\u00e9tois, Eric Kolaczyk, Henri Darmon, Joel Kamnitzer Check out PART I too! Jump to a Question: 1. Intro 2. What math background are you looking for in potential students? 3. Would there be opportunities for U1 students? 4. How do we apply\/obtain […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"inline_featured_image":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-2028","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/diversityinmath.ssmu.ca\/fr\/wp-json\/wp\/v2\/pages\/2028","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/diversityinmath.ssmu.ca\/fr\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/diversityinmath.ssmu.ca\/fr\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/diversityinmath.ssmu.ca\/fr\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/diversityinmath.ssmu.ca\/fr\/wp-json\/wp\/v2\/comments?post=2028"}],"version-history":[{"count":5,"href":"https:\/\/diversityinmath.ssmu.ca\/fr\/wp-json\/wp\/v2\/pages\/2028\/revisions"}],"predecessor-version":[{"id":2035,"href":"https:\/\/diversityinmath.ssmu.ca\/fr\/wp-json\/wp\/v2\/pages\/2028\/revisions\/2035"}],"wp:attachment":[{"href":"https:\/\/diversityinmath.ssmu.ca\/fr\/wp-json\/wp\/v2\/media?parent=2028"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}