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Who are we? STONY BROOK UNIVERSITY Department of Mathematics Contact person: Daryl Geller, daryl@math.sunysb.edu Stony Brook CID Team:
Dusa McDuff (chair), David Ebin (department chair), Detlef Gromoll,
Irwin Kra (who submitted the original CID proposal), Daryl Geller,
Sorin Popescu, Michael Anderson, Justin Sawon, Michael Chance, Karyn
Lundberg
Department Home Page
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What do we want to accomplish in the CID? Our
goal is to improve all aspects of graduate education in mathematics. We
especially want to make students feel that they are part of a
supportive and encrouraging environment. We also want to expose
students, from early on, to the vast breadth of mathematics, as well as
its applications, and open their eyes to the wide array of options open
to them with a doctorate in mathematics.
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Our Department The
Mathematics Department was founded in 1958, and in recent years has
ranked among the top twenty in the country. Particular strengths
include differential, algebraic and symplectic geometry, algebraic
topology, complex analysis, dynamical systems and their applications to
mathematical physics. The
Institute for Mathematical Sciences, founded in 1989, is closely allied
to the department. The Institute's director is John Milnor. Its current
primary research focus is on dynamical systems with an emphasis on the
low-dimensional real and complex cases. The
department offers a full range of undergraduate courses, with programs
concentrating on pure mathematics or leading to preliminary
certification to teach secondary school mathematics. On the graduate
level there are Master's-level programs both for secondary teachers and
in pure mathematics. We have an active, high-caliber Ph.D. program in
Mathematics, with over 70 students currently enrolled.
Commonalities PowerPoint
CID 2004 Summer Convening Power Point Presentation
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What are we doing? Stony Brook is world-renowned as an inspiring and nurturing place to receive a graduate education. In
our "Exposure to Research" seminar, Graduate Student seminar,
minicourses and colloquia, we seek to expose students to cutting-edge
research and applications at a very early stage in their studies. We
want to make our social atmosphere even better, and further enhance
communication among graduate students and between grad students and
faculty members. To this end: We are encouraging students and faculty to take more active roles in organizing social activities. The graduate student seminar is more active, and encourages the participation of first and second year students. To broaden graduate students' horizons, we have set up two seminars that are run jointly with universities in New York City. We
have set up an enhanced advising system for pre-orals students. The
purpose of this is to ensure students are able to pass their
comprehensive exams and find an advisor without unnecessary delays. We are reevaluating our examination system for doctoral students. We
reviewed the curriculum and the way the courses are taught. The major
changes are to make the first year courses more relevant to the
comprehensive exams and to require more participation from students in
the intermediate (second and third year) courses.
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Timeline Enhanced advising system -- implemented September 2004 -- to ba assessed periodically, especially after students take comprehensive exams. Changes in comprehensive exams
-- the review is still ongoing; the first changes may be made in August
2006 -- to be assessed over the next few years, by examining students'
progress.
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