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Brendan W. Sullivan

  • Graduate: Doctor of Arts (D.A.) in Mathematical Sciences, May 2013 from Carnegie Mellon University. Advised by John Mackey and Jack Schaeffer. My thesis was a textbook for an "Introduction to Proofs" course.
  • Undergraduate: Hamilton College, B.A. in Mathematics & Physics.

Now a Lecturer at Emmanuel College in Boston. Teaching a 4/4 load and doing research on Cops & Robbers on graphs. Recent publication with undergraduate collaborators featured in the College Mathematics Journal: http://www.jstor.org/stable/10.4169/college.math.j.48.5.322

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Top posts (74) All Questions Answers | Votes Newest

66 Whence the “everything is linear” phenomenon, and what can we do about it? Mar 27 '14
51 What female mathematician can I introduce to my High School students? Apr 21 '14
36 How can I teach my students the difference between a sequence and a series? Mar 27 '14
32 Are there any benefits to having an entire course's homework problems available from day one? Jun 25 '14
30 Impressive examples where a “proof by picture” goes wrong Mar 20 '14
29 How to teach logical implication? Mar 17 '14
28 Teaching undergraduates who expect a high-school-like learning environment Dec 22 '17
28 How can we help students learn to write about their mathematics? Mar 17 '14
27 What interesting properties of the Fibonacci sequence can I share when introducing sequences? Apr 28 '14
26 Students use WolframAlpha. Can we change calculus instruction to exploit it while discouraging 'cheating'? Mar 19 '14
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