Terrence Richard BlackmanCurriculum Vitae

Contact Information

Address: Dean, School of Science, Health & TechnologyMedgar Evers College, CUNYBrooklyn NY 11225

Telephone: (718).270.6217E-mail: tblackman@mec.cuny.edu

Website: http://terrenceblackman.com

Academic Education

PhD Mathematics The Graduate School and University Center, CUNY May, 2011MPhil Mathematics The Graduate School and University Center, CUNY Oct.,2000BSc Mathematics(Cum Laude) Brooklyn College, CUNY Sept.,1991

Executive Education

CUNY Executive Leadership Program, 2017

Dissertation Title:

On the Arithmetic and Geometry of Quaternion Algebras: A spectral correspondence of Maasswaveforms

Dissertation Adviser: Stefan Lemurell, University of Gothenburg and Chalmers Universityof Technology

Appointments

• Dean School of Science, Health & Technology, Medgar Evers College, CUNY, May 2018-Present.

• Dean (Interim), School of Science, Health & Technology, Medgar Evers College, CUNY, Oc-tober 2016–May 2018.

Terrence Richard Blackman: curriculum vitae 1

• Associate Professor, Department of Mathematics, Medgar Evers College, CUNY, July 2015–Present

• Chair, Department of Mathematics, Medgar Evers College, CUNY, July 2015–October 2016

• Assistant Professor, Education Research, Policy & Practice (Mathematics & MathematicsEducation), Morgridge College of Education, The University of Denver, September 2013-June,2015.

• Dr. Martin Luther King, Jr. Assistant Professor, Department of Mathematics, MassachusettsInstitute of Technology, September 2012–September 2013.

• Assistant Professor, Department of Mathematics Medgar Evers College, CUNY August 2012-September 2013.

• Lecturer(CCE), Department of Mathematics Medgar Evers College, CUNY September 2006-September 2013

• Instructor, Department of Mathematics Medgar Evers College, CUNY September 2001-September2006

• NEAGEP Summer Faculty Fellow, Boston University, July 2010-August 2010

• Five College Fellow, Mount Holyoke College, July 2008-July 2009

• Instructor (Substitute), Department of Mathematics Medgar Evers College, September 2000-September 2001

• Adjunct Instructor, Department of Mathematics Medgar Evers College, September 1996-September 2000

• Graduate Teaching Fellow, Department of Mathematics Medgar Evers College, September1993-September 1996

• Instructor, Freshman Year Program, Medgar Evers College, Summer/Winter:1996- Present

• Instructor, REACH Program, Medgar Evers College, Summer: 1993-1995

• Adjunct Lecturer, Department of Mathematics, Lehman College, CUNY September 1996-September 2000

• Adjunct Lecturer, Department of Mathematics, John College, CUNY January 1996-December1997

Terrence Richard Blackman: curriculum vitae 2

Consultancies

• Cordinator & Facilitator of The West Ocala Roots and STEM Initiative

The West Ocala Roots and STEM Initiative is a community-based STEM project in the WestOcala community of Ocala, Florida. The effort has emerged out of a partnership involving theGreater Ocala Community Development Corporation (GOCDC), the TERC STEM and Boysof Color Project and the University of Denver, Morgridge College of Education. Additionalpartners include the Marion County NAACP, R.A.M.A.L. Educational and Social Services;the Howard Academy Community Center; College of Central Florida, Hampton Center, Sec-ond Bethlehem Baptist Association, Governors West Ocala Revitalization Council, Bridge toHope, Inc., Most Valued Parents (MVPs), among others in a growing list of organizations andinstitutions with a stake in a healthy vibrant future for the West Ocala Community. GOCDCis coordinating the West Ocala Roots and STEM Initiative as part of its mission to “establisha culture of excellence and self-sufficiency in the areas of employment, housing, entrepreneur-ship, and community development.” Partners in the effort recognize the vital importance ofSTEM capacity in these areas to the quality of life in and to the economic, political and socialwell-being of the West Ocala community. Further, embracing this initiative as a community-based effort presents opportunities to develop a model of community development based uponthe rich histories and cultural traditions, including the arts of West Ocala, hence the Rootsand STEM characterization. September 2013-Present.

• Member Cole Arts and Science Academy (CASA) Leadership Council(CLC). September 2013-June 2015. CASA is located in the Cole Neighborhood of Northeast Denver.

The Piton foundation data lists the Cole neighborhoods population at 4,651 (2010 data),while 957 students from the neighborhood were enrolled in DPS in 2011. About 20% of thepopulation is non-Latino white, 16% is African American, with 61% identified as Latino, andthe remaining percentages filled by less than 1% each of Native Americans, Asian/PacificIslanders, and other. Multi-racial people make up 1.7% of the population. Approximately41% of people are foreign born, and 35% identify as non-English speakers. 26% percent of theneighborhood population lives in poverty (2000 Data).

CASA is an innovation school, which means, essentially, that though the school is a districtbased school, there is latitude for the school to opt out of certain aspects of the district policiesand procedures. CASA has waivers from DPS board policy, Denver Classroom Teachers As-sociation Union bargaining agreements, and Colorado state polices. These waivers permit theschool to set its own budgeting, time, programming, and staffing priorities. Also, the waiversallow the school to be more responsive to the market in which it is located. The C.A.S.A.Leadership Council (CLC-Composed of 4-teachers, 2-staff members, 3-parents, 3-communitymembers, and 1-principal) is the body charged with overseeing this management process.

• Member One George Steering Committee, convened to re-envision the George WashingtonHigh School in Denver CO. September 2013-June 2015. The One George vision seeks to:

– Raise the bar to provide all students at GW a challenging, rigorous education that willprepare them for college and career.

Terrence Richard Blackman: curriculum vitae 3

– Strengthen GW as a strong neighborhood school that will appeal to and attract all stu-dents in our boundary, as well as students from other parts of Denver.

– Unify GW as one school with great opportunities and multiple, high-quality offeringsfor students, from a strong International Baccalaureate Diploma Programme to a widerange of Advanced Placement courses, Career and Technical programs, and ConcurrentEnrollment opportunities

• Program Leader, Legacy Pathways: an educational consulting group specializing in providingtraining and learning opportunities for schools and educational organizations. Legacy cur-rently works on behalf of the Partnership for Inner-City Education to develop outstanding,sustainable mathematics programs in Catholic elementary and middle schools in NYC thatprovide low-income students with the academic preparation, values and skills they need tobreak the cycle of poverty and lead fulfilling, productive lives. September 2013-June 2015.

Terrence Richard Blackman: curriculum vitae 4

Honors

• Appointment as member of the Council on Prizes and Awards for the Mathematical Associationof America effective Feb 1, 2019.

• Appointment as Chair of the Joint Mathematics Meeting Travel Grants Committee for a termof one year, effective February 1, 2019 through January 31, 2020.

• Appointment as Member at Large to the American Mathematical Society (AMS) Committeeon Science Policy for a term of three years( 2016-2019).

• Appointment as a Dr. Martin Luther King, Jr. Visiting Assistant Professor in the Departmentof Mathematics, Massachusetts Institute of Technology(MIT). Dr. Martin Luther King Jr.visiting professors are chosen for the contributions they have made to their profession, and fortheir potential contributions to the intellectual life of MIT

• Recipient of The Northeast Alliance for Graduate Education and the Professoriate(NEAGEP)Summer Faculty Fellowship Award 2010

• Recipient of The Five College Fellowship Award 2008-2009

• Recipient of The ADAFI Student Choice Awards, for Innovation, Passion, Inspiration, May28, 2005.

• Recipient of The Medgar Evers College Student Government Association, Exceptional ServiceAward, June 25, 2004

• Recipient of The ADAFI Student Choice Awards, for Innovation, Passion and Inspiration, May28, 2004.

• Dean Harrison Fellow, The Graduate School and University Center, CUNY, Sept. 2000-Sept.2001

• Recipient of The City University of New York Office of Student Affairs, Student LeadershipAward, May15, 1998.

• Excellence in Teaching-Adjunct Award, Spring’97, Department of Mathematics ComputerScience, Lehman College CUNY.

• Graduate Teaching Fellow, The Graduate School and University Center, CUNY(GSUC, CUNY),1993-1996

Terrence Richard Blackman: curriculum vitae 5

Membership in Profesional Societies

• American Mathematical Society(AMS) Member at Large to the American Mathematical So-ciety (AMS) Committee on Science Policy.

• The Mathematical Association of America(MAA)

• National Association of Mathematicians(NAM)

The National Association of Mathematicians, Inc., known as NAM, was founded in 1969.NAM, a nonprofit professional organization, has always had as its main objectives, the pro-motion of excellence in the mathematical sciences and the promotion and mathematical de-velopment of under-represented minority mathematicians and mathematics students. It alsoaims to address the issue of the serious shortage of minorities in the workforce of mathematicalscientists.

• Conference of African American Researchers in the Mathematical Sciences(CAARMS).

Since 1995, CAARMS have been hosting conferences highlighting current research by African-American researchers and graduate students in the mathematical sciences.

• Member Mathematicians of the African Diaspora Editorial Board( MATHAD Ed Board)

The Mathematicians of the African Diaspora Editorial Board(MATHAD Ed Board) is a na-tional group of researchers in the mathematical sciences dedicated to promoting and highlight-ing the contributions of the African diaspora to mathematics. They work with individuals andorganizations that share their vision of a diverse mathematical research community.

Terrence Richard Blackman: curriculum vitae 6

Professional Activities

• Organizer, AMS Special Session on Quaternions, Joint Mathematics Meetings 2019, January16-19, 2019, Baltimore, MD;

• Invited Presentation, JMM 2019, Spectral correspondences on quaternion groups. January 16,2019, Baltimore, MD

• Organizer & Presenter, University of Guyana–Medgar Evers College Summer Mini Course onNumber Theory, July 16-19, 2018, Georgetown Guyana;

• Member of the National Science Foundations College of Reviewers for Undergraduate Educa-tion, July 2018 to June 2021;

• Invited Presentation, MSRI UP colloquium 2018: Mathematics, mathematicians, mathematicseducation, excellence and equity., July 06, 2018, MSRI, Berkeley, CA

• Invited Presentation, Critical Issues in Mathematics Education 2018: Access to mathematicsby opening doors for students currently excluded from mathematics, February 21 - 23, 2018 atMSRI, Berkeley, CA

• Panel Moderator, AMS Committee on Science Policy Panel Discussion,Funding at federal agen-cies & advocacy for grassroots support, Joint Mathematics Meetings 2018, Friday, January 12,2:30 pm – 4:00 pm, San Diego, CA

• Organizer, AMS Special Session on Quaternions, Joint Mathematics Meetings 2018, January9–January 13, San Diego, CA

• Invited Presentation, JMM 2018, Spectral correspondences on quaternion groups. January10–January 11, 2018, San Diego, CA

• Conference Organizer, MathFest XXVII: September 29 - October 1, 2017 at Medgar EversCollege (Region A) , NAM’s Undergraduate MATHFest is a three-day meeting, typically Fri-day through Sunday in the Fall, which rotates around the country based on NAM’s regionalstructure. It is held annually to encourage students to pursue advanced degrees in mathemat-ics and mathematics education. The conference is geared for undergraduates from HistoricallyBlack Colleges and Universities (HBCUs), although all are welcome to attend.

• Conference Organizer, NYC Math Sciences Alliance, A conference to launch a regional alliancein the NYC Metropolitan area in partnership with The National Alliance for Doctoral Studiesin the Mathematical Sciences.

• Panelist: The 2017 Aframath Symposium, African-American Mathematics: New Resarch/CareerTrends in the Mathematical Sciences, Seventeenth(17th) in the Annual Series of Symposia“Without Number: Mathematics and Culture”, April 29, 2017 Boston University, College ofArts and Sciences (CAS)

Terrence Richard Blackman: curriculum vitae 7

• Keynote Address, Inaugural Undergraduate Research Conference, University of Guyana, April2017

• Organizer, AMS Special Session on Quaternions, Joint Mathematics Meetings 2017, Friday,January 6, 2017, Atlanta Georgia

• Invited Presentation, JMM 2017, Spectral correspondences for Maass waveforms on quaterniongroups. Friday, January 6, 2017, Atlanta Georgia

• Invited Presentation, MAA Mathfest 2015, NAM David Harold Blackwell Lecture, Mathe-matics, Mathematicians, Mathematics Education and Equity: Challenges and OpportunitiesFriday, August 7, 1:00 PM - 1:50 PM, Marriott Wardman Park, Salon 2/3, Washington DC

• Invited Presentation, CAARMS 2015, Can you hear the shape of a drum? Space, Number,Symmetry & Equity June 24, ICERM, Brown University, Providence Rhode Island

• Invited Presentation, Automorphic forms and Representation Theory Seminar, Purdue Univer-sity, Spectral Correspondences for Maass waveforms on Quaternion Groups, Thursday, April30, West Lafayette, Indiana.

• Invited Presentation, 27th International Conference on Technology in Collegiate Mathemat-ics, Renewing Mathematics Education Using Maple, MathLynx and the Tablet PC., Saturday,March 14, 2015, Las Vegas, NV.

• Invited Presentation, Institute for the Development of Gifted Education Conference 2015:Weaving Together Innovative Thinking and Design–The Future of Differentiation. Addressingthe Underrepresentation of African Americans in Gifted Programs: Challenges and Opportu-nities., February 06, 2015, The University of Denver, Denver, CO

• Panelist, Institute for the Development of Gifted Education Conference 2015: Policy & Prac-tice: Trends and Challenges Impacting Gifted Learners, February 05, 2015, The University ofDenver, Denver, CO

• Invited Presentation, African Institute for Mathematical Sciences & Stellenbosch University–Number Theory Workshop, Why is Nnew

Γ0(12)(λ) of cocompact type? , January 18–24, 2015, CapeTown, South Africa.

• Conference Participant, Western Regional Noyce Conference 2014, Implementing a SuccessfulRobert Noyce Scholarship Program, November 7,8 & 9, 2014, San Francisco CA

• Invited Presentation, The Queens College of Guyana, 170th Anniversary Symposium : Bridgingthe Past and Present, Looking to the Future , Creating and Nurturing Guyanese Mathemati-cians and Mathematical Scientists, October 28, 2014, Georgetown Guyana.

• Invited Presentation, The Fields Institute Math Education Forum, Mathematics, Mathemati-cians, Mathematics Education and Equity, September 27, 2014, Toronto Canada.

Terrence Richard Blackman: curriculum vitae 8

• Workshop Presentation, The International Group for Mathematical Creativity and Giftedness8th Annual Conference, Can you hear the shape of a drum ? Space, number , symmetry, equityand giftedness: mathematical creativity for all, July 28-30, 2014, University of Denver, DenverCO

• Invited Presentation(s), University of Gothenburg & Chalmers Insitute of Technology,

1. Access and Excellence: On creating and nurturing mathematicians among the underrep-resented

2. New spectral correspondences for Maass waveforms

May 27–29 2014, Gothenburg Sweden.

• Panelist, African-Americans in Mathematics: Professions in the Mathematical Sciences, Fif-teenth in the Annual Series of Symposia ”Without Number: Mathematics and Culture, April26, 2014, Boston University, Boston, MA

• Workshop Presentation, COSEBOC Annual Gathering 2014 Onward and Upward! Advancingthe Affirmative Development of Boys and Young Men of Color, The Affirmative STEM Devel-opment of Communities of Color–The West Ocala STEM Initiative, April 24, 2014, JacksonState University, Jackson, MS

• Invited Presentation, 26th International Conference on Technology in Collegiate Mathematics,Using Maple, MapleTA, Mathlynx and the Tablet PC to teach Undergraduate Calculus, March22, 2014, Marriott Rivercenter, San Antonio, TX

• Workshop Presentation, The Colorado Black Student Leadership Conference (CBSLC) 2014,Creating and Nurturing African American Leadership in Mathematics and Mathematics Edu-cation, March 07, 2014, The University of Denver, Denver CO

• Poster Presentation, The Alumni of Color Conference at the Harvard Graduate School ofEducation: Can you hear the shape of a drum? Space, number, symmetry and equity: Path-ways to African American STEM Leadership, Friday, February 28-Saturday, March 01, 2014,Cambridge MA

• Invited Presentation, Looking Ahead: Opportunities and Hurdles in P-20, Education Collo-quium: On creating and nurturing mathematicians among the underrepresented: Challengesopportunities, Feb 11, 2014, University of Denver, Morgridge College of Education

• Invited Presentation, AMS Special Session on “The Ubiquity of Dynamical Systems”, JointMathematics Meetings 2014, January 15-18, 2014, Baltimore Convention Center, Baltimore,MD : Spectral Correspondences for Maass forms on Quaternion Groups

• Invited Conference Participant, University of Northern Colorado, Colorado STEM TeacherPreparation Symposium, December 10, 2013, Greeley, CO.

Terrence Richard Blackman: curriculum vitae 9

• Panelist, African-Americans in Mathematics: Professions in the Mathematical Sciences, Four-teenth in the Annual Series of Symposia ”Without Number: Mathematics and Culture, Novem-ber 23, 2013, Boston University, Boston, MA

• Invited Conference Participant, Computer-Based Math(CBM) Education Summit Hosted ByUNICEF : How do we deliver improved life opportunities worldwide by cooperating on a fun-damental rethink of the mathematics curriculum? November 22 & 23, 2013, New York NY

• Workshop Presentation, Bridges 2013, Mathematics, Music, Art, Architecture, Culture: Hear-ing the Drum of the Rhythm, July 2013, Enschede, Netherlands.

• Session Presenter, International Conference on Technology in Collegiate Mathematics(ICTCM),March 23, 2013, Boston, MA: Maple, Mathlynx and The Tablet PC: On the emerging electronicclassroom.

• Selector, Math for America’s screening and selection committee for the 2013 MfA Fellowship,March 17&18, 2013, New York, NY

• Invited Presentation, Dr. Martin Luther King Visiting Scholar Program Lunch Workshops,Massachusetts Institute of Technology, Feb 13, 2013: On the Arithmetic and Geometry ofQuaternion Algebras.

• Invited Presentation, AMS Session on Mathematics Education and Teaching Strategies :Maple, Mathlynx and The Tablet PC: On the emerging electronic classroom. Joint Mathe-matics Meetings 2013, January 8–12, 2013 San Diego Convention Center

• Invited Presentation, AMS Special Session on The Present and Future of Mathematics on theWeb: Online Mathematics Pedagogy, Joint Mathematics Meetings 2013, January 8–12, 2013,San Diego Convention Center

• Invited Presentation, MIT Number Theory Seminar, Massachusetts Institute of Technology,Cambridge MA, Dec 11, 2012: Why is Nnew

Γ0(12)(λ) of cocompact type?

• Invited Participant, The Native Education Science Initiative, Massachusetts Institute of Tech-nology, November 27&28, 2012. A two day conference on Native American STEM relatedchallenges and opportunities.

• Session Presenter, International Conference on Technology in Collegiate Mathematics(ICTCM),March 23, 2013, Boston, MA: Maple, Mathlynx and The Tablet PC: On the emerging electronicclassroom.

• Selector, Math for America’s screening and selection committee for the 2013 MfA Fellowship,March 17&18, 2013, New York, NY

• Invited Presentation, MIT Number Theory Seminar, Massachusetts Institute of Technology,Cambridge MA, Dec 11, 2012: Why is Nnew

Γ0(12)(λ) of cocompact type?

Terrence Richard Blackman: curriculum vitae 10

• Invited Participant, The Native Education Science Initiative, Massachusetts Institute of Tech-nology, November 27 28, 2012. A two day conference on Native American STEM relatedchallenges and opportunities.

• Invited Participant, Workshop on Arithmetic of Abelian Varieties in Families, Ecole Poly-technique Federale(EPFL) de Lausanne, Switzerland, November 12–16, 2012. A weeklongworkshop with a focus on the distribution of arithmetic quantities attached to abelian vari-eties.

• Panelist, MIT Office of Minority Affairs, Fall 2012 Faculty/Student Mixer on Monday, October1, 2012. This event is designed to create more opportunities for minority students to meet andconnect with faculty outside of the classroom.

• Panelist, MIT Undergraduate Society of Women in Mathematics (USWIM) Math Mixer,Thursday, Sept. 13th, 2012. The annual Math Mixer is one of the first introductions tothe math department for many freshmen entering MIT. Traditionally professors and recitationinstructors from popular undergraduate math courses are invited to speak on a panel andanswer questions from a student audience over dinner.

• Panelist, Council for Opportunity in Education, 31st annual conference, Marriott MarquisNew York, September 5–8, 2012, On Proven Interventions that Promote Success for Men ofColor in STEM Education.

• Invited Participant, STEM and Boys of Color, Planning Conference convened by TERC, Kim-ball Hall Lounge, Metropolitan Center for Urban Education, New York University, New York,New York, July 27-28, 2012

• Invited Paper Presentation, NSF-CBMS 2012: Unitary Representations of Reductive Groups,University of Massachusetts Boston, July 16–20, 2012, On creating and nurturing mathemati-cians among the Underrepresented: Challenges and Opportunities- The Case of Medgar EversCollege CUNY

• Keynote Speaker, High School Graduation Ceremony, The School for Human Rights 600Kingston Avenue Brooklyn, New York 11203, Friday, June 15, 2012.

• Panelist, 2nd Annual Wesley L. Harris Scientific Society Conference, March 11,2012, SherrerdHall, Princeton University.

• Paper Presentation, MAA General Contributed Paper Session: Mathematics and Technology I,Joint Mathematics Meeting, Boston, Massachusetts, January 4-7, 2012: A report on the impactuse of an Interactive Electronic Text on student engagement and learning in Pre-Calculus andCalculus at Medgar Evers College, CUNY.

• Invited Presentation, NAM Granville-Brown-Haynes Session of Presentations by Recent Doc-toral Recipients in the Mathematical Sciences, Joint Mathematics Meeting, Boston, Mas-sachusetts, January 4-7, 2012: A new spectral correspondence for Maaß waveforms.

Terrence Richard Blackman: curriculum vitae 11

• Workshop Facilitator, “On becoming a working Mathematician”, CAARMS17, June, 2011,IPAM, UCLA.

• Paper Presentation, CAARMS17, June, 2011, IPAM, UCLA: “On the Arithmetic and Geom-etry of Quaternion Algebras: A New Spectral Correspondence for Maaß waveforms.

• Paper Presentation, ICTCM 2011, March, 2010 Denver CO: MathLynx in the Classroom:Using a Mathematics Pedagogy environment.

• Paper Presentation, ICERI2010, Madrid Spain, November 2010: MathLynx in action: Studentlearning, engagement and the interactive text.

• Researcher in Residence, Boston University, Department of Mathematics, Summer 2010

• Poster Presentation, CAARMS16, Conference of African American Researchers in The Mathe-matical Sciences, June 15-18, 2010, Baltimore, MD: An assessment of the use of an InteractiveElectronic Text on student engagement and learning in Pre-Calculus and Calculus at MedgarEvers College.

• Paper Presentation, CUNY Technology in Mathematics Instruction Conference June 8, 2010,CUNY Graduate Center New York, NY: Maple, MapleTA, MathLynx at Medgar Evers Col-lege.

• WorkShop Presentation to the Freshman Year Program, Medgar Evers College, CUNY, Sum-mer Faculty Development: Strategies for engaging Students 05/22/2010, Universal Instruc-tional Design in Teaching Mathematics

• Panelist, The 2010 Aframath Symposium, African-American Mathematics: Cultural PathwaysTenth in the Annual Series of Symposia “Without Number: Mathematics and Culture April27, 2010 Boston University, College of Arts and Sciences (CAS)

• Paper Presentation, ICTCM, March 11-14, 2010 Chicago IL: MathLynx in Action: the Chal-lenge of Using an Interactive Environment.

• Panelist, The MDEC Caribbean Male Symposium, Medgar Evers College, November 18, 2009:Higher Education as a vehicle to increase political participation among Caribbean males inthe US and the Caribbean.

• Poster Presentation, CAARMS 15, Conference of African American Researchers in The Math-ematical Sciences, Rice University June 23-26, 2009: Arithmetic and Geometry of QuaternionAlgebras.

• Panel Moderator: The 2009 Aframath Symposium, African-American Mathematics: Judge-ments of Value Ninth in the Annual Series of Symposia ”Without Number: Mathematics andCulture April 25, 2009 Boston University, College of Arts and Sciences (CAS)

• Conference Participant Pedagogy and Student Services for Institutional Transformation (PASSIT INSTITUTE ): August 01-03, 2007 University of Minnesota.

Terrence Richard Blackman: curriculum vitae 12

• Panel Moderator: The 2007 Aframath Symposium, African-American Mathematics: A ThreadThrough History: Eighth in the Annual Series of Symposia “Without Number: Mathematicsand Culture”, February 28, 2007 Boston University, College of Arts and Sciences (CAS)

Press

• Panel Participant, CUNY Lecture Series, March 2007: Mathematics Professor Terrance Black-man of Medgar Evers College and Dr. Dexter McKenzie, president of the Provident ClinicalSociety of Brooklyn, argue that science and society benefit when the scientific communitynurtures and mentors blacks in the sciences.

• WBAI Radio Interview–A radio interview with Larry Martin, the Executive Director of theMale Development and Empowerment Center at Medgar Evers College, and I conducted byHugh Hamilton of WBAI Radio on the success of the Frank Ragland Math Masters Initiative:An effort we conceived and implemented to prepare inner city students in the Central Brooklyncommunity for the New York City Specialized High School Exams.

Grant Related Activities

• PI, A Strategic Initiative to Expand Online Education and Instructional Technology at MedgarEvers College. Funded by the City University of New York

– 11/01/15–06/30/16 $701,000.00

• PI, ASAP (Accelerated Study in Associate Programs ) Developmental Mathematics Initiativeusing MapleTA Technology Mediated Instruction.

– 10/01/15—$9052.00

• Co-Pi NSF DUE-1439779(NOYCE Capacity Building Grant): Title: Access in Mathematicsfor All: Increasing the number of diverse and low-income STEM majors who become secondaryschool mathematics teachers.

– 09/01/14- 09/01/16–$349,971.00

• PI, University of Denver Faculty Research Grant( FRF Grant 89789-194851), Spring 2015,Gleaning in the vineyard: Mathematics at Medgar Evers College, 2000-2015. Using studentnarratives as tools to explore the challenges and the opportunities inherent in building asuccessful mathematics program, committed to access excellence at a Predominantly BlackInstitution(PBI). Funded: $2,921

• Co-Pi Minority Science Improvement Grant Team(MSEIP): Title: A March from Post-secondaryto Post-Baccalaureate funded by the Department of Education

– 10/01/12- 09/30/13–$154,850.00

Terrence Richard Blackman: curriculum vitae 13

– 10/01/13-09/30/14–$249,608.00

– 10/01/14-09/30/15–$247,761.00

• Member Minority Science Improvement Grant Team(MSEIP), funded by the Department ofEducation, 10/01/2010-9/30/2013. Funding Level : 300,000.00. Main Grant Objective: Thestrengthening of undergraduate mathematics instruction in a predominantly female minorityinstitution using critical writing, a melded Theory of Constraints, Critical Chain Project Man-agement, and an innovative approach to content, process, student support, service learning andresearch mentoring.

Teaching Experience

I have taught most of the courses which span the traditional undergraduate mathematics curriculumwith particular emphasis on Algebra, Pre-Calculus, Calculus & Number Theory. I have also taughta number of Mathematics Education and Curriculum and Instruction courses at the graduate level.A sampling of my teaching schedule from Fall 2007 through Spring 2016 is listed below:

The University of Denver

• Spring 2015,

– Analysis of Teaching

– Seminar on Dissertation Organization & Research

• Winter 2015,

– Math in Secondary School

– History and Philosophy in Mathmatics Education

• Autumn 2014

– Curriculum & Instruction Research Seminar

– Critical Race Theory in Education

• Summer 2014

– Mathematics For Elementary School Teachers, I

– Mathematics For Elementary School Teachers II

– Mathematics For Secondary School Teachers

– Independent Study in Mathematics Education

• Spring 2014,

– Seminar on Dissertation Organization & Research

• Winter 2014,

Terrence Richard Blackman: curriculum vitae 14

– Math in Secondary School

– Models of Curriculum

• Autumn 2013

Introduction To Secondary Methods (Math & Science)

• Summer 2013

Math For Elementary School Teachers I

Dissertations

• Hope Kentnor (Spring 2015): COMPARING STUDENT LEARNING OUTCOME ACHIEVE-MENT IN AN ONLINE AND AN IN-CLASS GRADUATE LEVEL LEGAL ADMINISTRA-TION COURSE

• Eron Reed (Summer 2015): NAVIGATING THE GAP BETWEEN THE IDEAL AND THEREAL: A HEURISTIC INQUIRY WITH TEACHER EDUCATORS INFLUENCED BY THEWORK OF PARKER PALMER

The Massachusetts Institute of Technology

• Spring 2013–Lecturer Math 18.01, Single Variable Calculus

• Fall 2012–Recitation Instructor for three(3) Sections of Math 18.01, Single Variable Calculus

Medgar Evers College, CUNY

• Spring 2019,

– History of Mathematics

• Fall 2018,

– Probability & Statistics

• Spring 2018,

– Senior Seminar: An Introduction to Scientific Computing

– History of Mathematics

• Fall 2017,

– Independent Study: Intro to Math Proofs

– Number Theory

Terrence Richard Blackman: curriculum vitae 15

– Independent Study: History of Mathematics

• Spring 2017,

– Calculus III, Multivariable Calculus

– Probability & Statistics

• Fall 2016,

– Calculus II, Integral Calculus

– Probability & Statistics

• Spring 2016,

– Number Theory

– History of Mathematics

• Summer 2013,

– Calculus II

– Grant funded Summer Undergraduate Research Seminar with ten(10) students on Spec-tral Geometry.

• Summer 2012

– Single Variable Calculus(Integral)

– Grant funded Summer Undergraduate Research Seminar with twelve(12) students onElementary Cryptography

• Spring 2012–

– Single Variable Calculus (Differential)

– Number Theory

– Directed Independent Research project for one(1) student in cloud computing.

• Fall 2011

– Pre-Calculus

– Calculus III, Multivariable Calculus

Terrence Richard Blackman: curriculum vitae 16

• Summer 2011

– Calculus II, Single Variable Calculus(Integral)

– Middle School Problem Solving Initiative @MS61

– Grant funded Summer Undergraduate Research Seminar with five(5) students on Quater-nion Algebras.

• Spring 2011

– Intermediate Algebra

– Calculus II, Integral Calculus

• Fall 2010

– Number Theory

– Calculus I, Single Variable Calculus (Differential)

Mount Holyoke College

• Spring 2009

– Calculus II, Single Variable Calculus(Integral)

Publications Number Theory

(i) On the Arithmetic and Geometry of Quaternion Algebras: A spectral correspondence for Maasswaveforms. Thesis (Ph.D.) City University of New York. 2011. 95 pp. ISBN: 978-1124-71850-7ProQuest LLC

This thesis addresses questions related to the spectral theory of automorphic Laplacians.Within the classical context we can view this theory either through geometric or arithmeticlens. Seen through the geometric lens, it is natural to begin with a consideration of the spec-tral resolution of the Laplacian on L2 (Y ), where Y is a compact surface endowed with aRiemannian metric of constant negative curvature. From an arithmetic perspective, it is nat-ural to start with the modular group PSL2 (Z) and its automorphic Laplacian. In this case,the corresponding modular surface PSL2 (Z) \H is non-compact and the spectral resolutionhas an absolutely continuous part in addition to the discrete one that characterizes the com-pact case. In certain situations it is possible to relate the spectral resolutions of automorphicLaplacians in the compact case to the non-compact case. These correspondences are predictedby the Jacquet-Langlands correspondence, which establishes, among other things, that to any

Terrence Richard Blackman: curriculum vitae 17

nonconstant eigenfunction of the Laplacian on a cocompact arithmetic Fuchsian group therecorresponds a nontrivial cuspform with the same eigenvalue on some non-cocompact but cofi-nite arithmetic Fuchsian group. In this work, using the classical Selberg trace formula, weestablish an explicit spectral correspondences between the positive Laplace eigenvalues, in-cluding multiplicities, for Maaß forms on cocompact Fuchsian groups derived from QuaternionAlgebras and the Laplace spectrum for Maaß newforms defined on the Hecke congruence groupΓ0(M) where, M, the level of the congruence group, is precisely related the discriminant ofthe Quaternion Algebra from which the cocompact Fuchsian group is derived.

(ii) Blackman, Terrence Richard, and Stefan Lemurell. ”Spectral correspondences for Maass wave-forms on quaternion groups.” Journal of Number Theory 158 (2016): 1-22.

In this paper, we prove a stronger and more explicit version of this correspondence betweenthe compact case and the non-compact case addressed in the thesis. The main result is a one-to-one correspondence between Maass newforms on Γ0(N)\H and Maass newforms on O1\H,where O1 is the unit group of a certain quaternion order with discriminant N . We prove thisfor any N with at least two prime divisors of odd order. The main tool used is the Selbergtrace formula.

Terrence Richard Blackman: curriculum vitae 18

Publications in Education & Mathematics Education

Conference Proceedings

• Blackman T.R., Belcher J. (2018) Using a Mathematics Cultural Resonance Approach forBuilding Capacity in the Mathematical Sciences for African American Communities. In: JaoL., Radakovic N. (eds) Transdisciplinarity in Mathematics Education. Springer, Cham

• Blackman, Terrence Richard., & Belcher, J. (2014). Rhythmic Similarity and Symbolic Dy-namics. In Proceedings of Bridges 2014: Mathematics, Music, Art, Architecture, Culture (pp. 477-478). Tessellations Publishing.

• Blackman, Terrence Richard., & Belcher, J. (2014). Can you hear the shape of a drum? Space,number , symmetry, equity and giftedness: mathematical creativity for all. In Proceedings ofThe International Group for Mathematical Creativity and Giftedness 8th Annual Conference(2014).

• Blackman, Terrence Richard (2014). Using Maple, MapleTA, Mathlynx and the Tablet PC toteach undergraduate Calculus. In Proceedings of International Conference on Technology inCollegiate Mathematics(ICTCM) 2014.

• Belcher, J., & Blackman, T. (2013). Hearing the Drum of the Rhythm. In Proceedings ofBridges 2013: Mathematics, Music, Art, Architecture, Culture (pp. 611-618). TessellationsPublishing.

• Contributor: Higbee, Jeanne L., and Emily Goff. ”Pedagogy and Student Services for In-stitutional Transformation: Implementing Universal Design in Higher Education.” Center forResearch on Developmental Education and Urban Literacy (2008).

Works in Progress

• Recuritment, Retention and Graduation of African Americans in the STEM Pipeline, Theneed for mathematicians, scientist, engineers, and qualified mathematics teachers and profes-sionals at all levels is an urgent national issue. This sense of urgency is based on very realpressures being exerted by both industry and academia locally, nationally and internationally.This issue is even more urgent within the context of the African American community. Inthis article we describe an intentional intervention, The Frank Ragland Math Masters Insti-tute at Medgar Evers College(MEC), an initiative designed to engage middle school studentsin Central Brooklyn in the development of their mathematical interests and talents and itsimpact on the goal of increasing the number of African Americans in the Science, Technology,Engineering and Mathematics(STEM) Pipeline.

• Building Community Based STEM Capacity: Envisioning, designing and actualizing cultur-ally resonant pathways to STEM excellence in West Ocala Florida, (with John Belcher, JimmiGriffin, AND Henry Degeneres.) In this paper we describe a community-based initiative, theWest Ocala Roots and STEM Initiative (WORASI), which aims to build STEM capacity inthe predominately African American West Ocala community in Ocala, Florida. We explore

Terrence Richard Blackman: curriculum vitae 19

what it means to build STEM capacity in ways that promote excellence, affirm and buildupon the histories and cultural assets and resources of the community and ultimately lead toa communities owner- ship of its scientific products. We draw on experiences in West Ocalaand our own experiences in mathematics and the arts to propose a theoretical frame- workfor the teaching and learning of science and mathematics in the African American and othercommunities underrepresented in the STEM disciplines. We refer to our framework as CulturalResonance. In particular, we describe the need and value of such a framework for develop-ing robust STEM identities and constructing pathways to STEM excellence within AfricanAmerican communities. In this context, we argue for the importance of strategies that linkSTEM pedagogy, active STEM research, and STEM knowledge and practices embedded withinAfrican, African American and/or other African Diasporic cultural traditions. Among our in-tents for sharing the story of the evolving WORASI is to provide a model for how approachesbased on a STEM Cultural Resonance framework might generalize to other communities thathave experienced patterns of marginalization and disenfranchisement such as Latino Ameri-can, Native American, Pacific American, and Southeast Asian American communities–patternsthat have contributed to manifestations such as underrepresentation in STEM disciplines andconstrained participation in the STEM, innovation economy.

• Gleaning in the vineyard: Mathematics at Medgar Evers College, 2000-2015. In the fall of2000 a new undergraduate degree program in mathematics was started at Medgar Evers Collegein Central Brooklyn New York. Over the last fifteen years this program has graduated morethan thirty–five(35) underrepresented students with an undergraduate degree in Mathematics.Who are these students? Why did they take the degree? How did they succeed? Where arethey now? This work documents the stories of each graduate of the program and it uses thesestories to examine the challenges and the opportunities inherent in creating and nurturing amathematics community committed to access & excellence. These stories will serve to inspirea new generation of mathematics majors in Central Brooklyn and beyond.

• Mathematicians of the African Diaspora and their work: 1980-2015, with (John Belcher.)The work proposed is a three volume set: Mathematicians of the African Diaspora and Theirwork, Vol I–1980s, Vol II–1990s, Vol III–2000-current). Each book will consist of ten(10)biographical memoirs of mathematicians of the African Diaspora which integrates and describestheir mathematical ideas and contributions in a manner accessible to an undergraduate studentin the sciences or the humanities.

• An African American Mathematician visits a Middle School, The essay is a reflection onmy work over the academic year 2013-2014 as an educational consultant providing trainingand learning opportunities for mathematics teachers and schools and leaders in a Catholicelementary and middle school in NYC. The work describes that challenges and opportuni-ties encountered in trying to implement ideas related to the Common Core and to developoutstanding, sustainable mathematics programs that provide low-income students with theacademic preparation, values and skills they need to break the cycle of poverty and lead ful-filling, productive lives.

• Number Theory in Mathematics Education Number Theory plays an essential role of in teach-

Terrence Richard Blackman: curriculum vitae 20

ing and learning mathematics. One, two, three, four...as naive as it is, the world of numberscontains great wonders. The core ideas of this theory, explorations of patterns and their un-derlying arithmetic principles, provides an accessible and resonant entry point to a meaningfulengagement with mathematics for learners of all ages and it cultivates the dispositions neces-sary for a deep understanding of mathematics. This essay advocates a more central place fornumber theory in mathematics education.

• Transdisciplinarity in Mathematics Education: Blurring Disciplinary Boundaries Springer ispublishing an edited book titled, Transdisciplinarity in Mathematics Education: Blurring Dis-ciplinary Boundaries. Topics include multiple ways of knowing and experiencing mathematics(e.g., aboriginal and indigenous perspectives, queer theory, diverse cultural and religious per-spectives), mathematics and the arts (visual arts, music, literature), mathematics and socialsciences (including equity and social justice), mathematics outside of the classroom (math-ematics and social media, mathematics in the media, mathematical walks, mathematics inpopular culture). Each of the above topics also speak to the multimodality of mathematicsand themes of embodiment and multiple representations will also be reflected in the book.The book will be edited by Limin Jao (McGill University) and Nenad Radakovic (College ofCharleston). We will be contributing a chapter to to book on the issue of equity. In particu-lar we our chapter will address underrepresentation of minority students in mathematics, andculturally resonant and authentic approaches to teaching and learning of mathematics.

Web Publications

• Blog, ”terrence’s take”, on Mathematics and the African American community. In his book,Radical Equations: Math Literacy and Civil Rights, Robert P. Moses, argues that “In todaysworld, economic access and full citizenship depend crucially on math and science literacy”. Hewrites, “I believe that the absence of math literacy in urban and rural communities throughoutthis country is an issue as urgent as the lack of registered black voters in Mississippi was in1961...and Math Literacy–and Algebra in particular–is the key to the future of disenfranchisedcommunities”. The task of institutionalizing mathematics literacy in the family, and commu-nity is the challenge to which this blog is addressed. Particular emphasis is placed on issuesimpacting African American families, communities and institutions in the discussions.

Terrence Richard Blackman: curriculum vitae 21

Other Professional Experiences & Skills

Medgar Evers College

1. Member Medgar Evers College New Student Orientation Committee, July 2015–Present

2. Member Executive Committee, Medgar Evers College Council

3. Member CUNY Council of Math Chairs, August 2015-Present.

4. Member Medgar Evers College Middle States Self Study Sub–Committee & Work Group III:Leadership, Governance & Administration, September 2015–Present

5. Member The Medgar Evers College Council of Department Chairs, August 2015-Present.

6. Member The Medgar Evers College Pipeline Faculty Advisory Board, September 2015-Present.

7. Member The Medgar Evers College Male Development and Empowerment Center Board, Au-gust 2015-Present.

8. Member The Medgar Evers College ASAP Expansion Committee, September 2015-Present.

9. Chair of Medgar Evers College Department of Mathematics Search Committee tasked withhiring three(3) faculty members for the fall semester of 2012.

10. Medgar Evers College Division III Faculty Athletic Representative (FAR) Institute with theNational College Athletic Association (NCAA)

11. National Mathematics Alliance Undergraduate Mentor.

12. Member Math for America Fellowship Screening and Selection Committee.

13. MSEIP Undergraduate Summer Research advisor

14. Co-Creator and coordinator of the Medgar Evers College, Department of Mathematics, NROC-Pilot Initiative. An activity designed to use online tools to better facilitate the movement ofstudents from Developmental to credit bearing courses in mathematics.

15. Creator and coordinator of the Medgar Evers College, Department of Mathematics, MiddleSchool Initiative on Problem Solving. An endeavor designed to prepare middle school studentsin the Central Brooklyn area for the NYC Specialized High School Admissions Tests.

16. Chairperson of the Cunymath Oversight Committee. CUNYMath exists to provide studentsand faculty in the City University of New York with a central location for information aboutmathematics and resources that CUNY and the Internet have to offer.

17. Member of the Medgar Evers School of Science Health & Technology Black History MonthActivities Committee. This committee is tasked with organizing activities in the School ofScience Health & Technology in support of the College’s Black History Month endeavors.

Terrence Richard Blackman: curriculum vitae 22

18. Member of the Medgar Evers School of Science Health & Technology Faculty Awards & Ap-preciation Ceremony Committee. This committee is tasked with organizing the annual MedgarEvers School of Science Health & Technology Faculty Awards & Appreciation Ceremony.

19. Coordinator, Medgar Evers College, Department of Mathematics Tutorial and Teaching As-sistant Programs.

20. Course Coordinator, Intermediate Algebra, Department of Mathematics, Medgar Evers Col-lege: responsibilities included the development of and coordination of departmental exams inthis area.

21. Co–Organizer Aframath Conference at Boston University in 2010.

22. Founding member and faculty advisor of the Medgar Evers College Math Society.

23. Creator and coordinator of the Medgar Evers College, Department of Mathematics, Conver-sation Series. An activity designed to engage the students of Medgar Evers College in the lifeand work of mathematicians in general and African Americans in particular who work in areasrequiring the use of advanced mathematics.

24. Developed on-line MapleTA homework system for Elementary and Intermediate Algebra, Pre-Calculus, Single variable Calculus and Multivariable Calculus at Medgar Evers College

25. Developed expertise in use of and the integration of Maple and other Computer AlgebraSystems in the classroom. In this regard I have been actively engaged in the MathLynxProject in collaboration with Professor John Velling at Brooklyn College, CUNY. In thisregard Medgar Evers College is currently involved in a collaboration with Brooklyn College,Arkansas - Little Rock, Texas A&M University, and the University of South Carolina in testingMathlynx and Maplets for Calculus in some of its Calculus courses.

26. Member of the Mathematics Conferences & Graduate Programs Visits team of the Departmentof Mathematics at Medgar Evers College: This project seeks to deepen connections betweenmathematics content and professional practice by taking students to graduate mathematicsinstitutions and professional conferences. Some recent highlights:

(a) January 2010: Accompanied and helped to secure funding for seven students to attendthe MAA/AMS Joint Meetings in San Francisco in 2010.

(b) June 2010: Secured funding for one student to attend and participate in poster presen-tation session at the CAARMS conference at John Hopkins University.

(c) June 2011: Secured funding for three of our students to attend and present Undergrad-uate Research Posters at the CAARMS Conference at IPAM, UCLA.

(d) June 2012: Secured funding for three of our students to attend and present Undergrad-uate Research Posters at the CAARMS Conference at Princeton University.

Terrence Richard Blackman: curriculum vitae 23

(e) September 2011 & October 2012: Accompanied and helped to secure funding for sixstudents to attend the GEM GRAD Lab at the Broad Institute at MIT.

27. Medgar Evers College Representative to CUNY Math Online Tutoring / Learning Committee

28. Representative of the School of Science to the College Council, MEC, CUNY.

29. Chair of Curriculum Committee, Department of Mathematics, Medgar Evers College

30. Member of Master Plan Committee, Department of Mathematics, Medgar Evers College

31. Member of Scholarship Committee, Department of Mathematics, Medgar Evers College

32. Math Department Representative to College Wide Committee on Recruitment, Admission andRetention.

33. Medgar Evers College Math Department Representative to College Wide CommencementCommittee

34. Medgar Evers College Math Department Representative to College Wide Affirmative ActionCommittee

35. Medgar Evers College Math Department liaison to the Department of Academic Foundations,Medgar Evers College

University of Denver

1. CODE.ORG Affiliate. Code.org provides professional development for teachers at schoolson the integration of computer science in the elementary, middle and high school curriculum.The elementary school professional development is executed through local affiliates. I am aCODE.ORG Affiliate trained to carry out K-12 Professional Development Workshops.

2. Received Certificate of Completion from the Office of Teaching & Learning for CompletedTeaching Online Workshop (TOW) The Teaching Online Workshop is designed for participantsto learn best practices for designing an online course using the Quality Matters course designstandards. Participants

• Develop an online course as part of the workshop activities;

• Collaborate and network with colleagues through weekly online discussions and peerreviews; and

• Identify the challenges and benefits of teaching online.

3. Faculty Advisor, Morgridge College of Education Student Association(COESA)

4. Member of the Faculty Admissions Interview Committee Morgridge College of Education.

Terrence Richard Blackman: curriculum vitae 24

5. Member Curriculum & Instruction Mathematics Education Committee, Morgridge Collegeof Education, University of Denver. The committee established MA, EdD and PhDconcentrations in Mathematics Education in the Curriculum Studies and TeachingProgram. The concentrations described above have been established as of Spring 2014.Inaugural courses were offered in the Fall of 2014.

6. Member Colorado State PARCC Educator Review Team Mathematics Invited by the ETS toparticipate in the PARCC Secondary Mathematics item review meeting. March 18-21, 2014in Denver.

Massachusetts Institute of Technology

1. Awarded Certificate of Distinction in recognition of my sharing of my skills, knowledge, andprofessionalism in mathematics with MIT and especially with the African American communityon campus.

Areas of research interest

(I) Number Theory In the domain of Number Theory, my research addresses aspects of theJacquet-Langlands correspondence in the Langlands program. One recalls that, among otherthings, this correspondence establishes that to any nonconstant eigenfunction of the Laplacianon a cocompact Fuchsian group there corresponds a nontrivial cuspform with the same eigen-value on some non-cocompact Fuchsian group. It is often desirable to formulate these spectralcorespondences in classical language so as to make them explicit. This classical approach hasits roots in the 1950’s in the work of Eichler and Selberg. My work on spectral correspon-dences of Maass waveforms(square-integrable eigenfunctions of the Laplace-Beltrami operatoron certain Riemann surfaces with constant negative curvature and finite area) is in this tradi-tion. These investigations are, broadly speaking, number-theoretic. They involve ideas fromrepresentation theory, the theory of automorphic forms, harmonic and complex analysis andthe arithmetic theory of quaternion algebras.

(II) Mathematics Education: In the area of mathematics education my emerging researchagenda is grounded in the pedagogical, content, socio–economic, cultural and structural issueswhich inform the low rates of mathematics achievement by students of color. I am particularlyinterested in:

(i) Strategies which enhance the mathematical preparedness of underrepresented studentsfor college level mathematics and those which support access to meaningful mathematicswhile in college.

(ii) Understanding and implementing strategies which facilitate recruitment, retention andpersistence in mathematics for all students but particularly those from underrepresentedcommunities.

Terrence Richard Blackman: curriculum vitae 25

(iii) Innovative use of emerging instructional technologies:

∗ Use of Computer Algebra Systems,

∗ Access to mathematics via the web,

∗ Creation and utilization of intelligent electronic mathematics texts.

(iv) Community/Social infrastructure that supports mathematics achievement in underrepre-sented communities, in particular, the challenges and opportunities for the developmentof institutional partnerships aimed at connecting mathematics to the community specif-ically the creating and sustaining of links between Middle Schools, High Schools, Twoand four year College and Research Institutions in a particular geographic region.

(v) Strategies to support the participation of members of underrepresented communities inresearch mathematics.

References

(i) Michael SipserDean School of ScienceDepartment of MathematicsMassachusetts Institute of Technology77 Massachusetts Ave. Cambridge MA 02139617-253-4992sipser@math.mit.edu

(ii) David VoganProfessorDepartment of MathematicsMassachusetts Institute of Technology77 Massachusetts Ave. Cambridge MA 02139617-253-4991dav@math.mit.edu

(iii) Donal OsheaPresidentNew College of Florida5800 Bay Shore Road, COH 204 Sarasota, Florida 34243941-487-4100doshea@ncf.edu, Assistant--Shelley Wilbur (mwilbur@ncf.edu).

Terrence Richard Blackman: curriculum vitae 26

(iv) Stefan LemurellDocentDepartment of MathematicsChalmers University of TechnologySE-412 96 G?teborg, Sweden+46(0)31 772 5303+46(0)70-291 70 41 (mobile)sj@chalmers.se

Terrence Richard Blackman: curriculum vitae 27