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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

67 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
39 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
31 Teaching undergraduates who expect a high-school-like learning environment Dec 22 '17
30 Impressive examples where a “proof by picture” goes wrong Mar 20 '14
29 How to teach logical implication? Mar 17 '14
29 How can we help students learn to write about their mathematics? Mar 17 '14
28 What interesting properties of the Fibonacci sequence can I share when introducing sequences? Apr 28 '14
27 Students use WolframAlpha. Can we change calculus instruction to exploit it while discouraging 'cheating'? Mar 19 '14
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