MAA Teaching Award

MAA Teaching Award


Kevin Wortman, an Associate Professor and Director of Undergraduate Studies in the University of Utah Department of Mathematics, has been honored with the 2022 Mathematical Association of America (MAA) Distinguished Teaching Award for the Intermountain Region.

Kevin Wortman

The award honors professors of mathematics whose efforts have been recognized as influential beyond their own institutions. Since 2004, Wortman is the fifth U mathematics faculty member to receive this MAA award. Previous U math faculty recipients include Don Tucker, Nicholas Korevaar, Peter Alfeld, and Anne Roberts. Wortman joined the U's Math Department in 2007.

The Mathematical Association of America, with more than 25,000 members, is the primary professional organization for teachers of undergraduate mathematics. The MAA Intermountain Region includes all colleges and universities in Utah and southern Idaho.

by Michele Swaner, first published @ math.utah.edu

 

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NSF Fellowship

NSF Graduate Research Fellowship


Kaitlin O'Dell awarded a Graduate Research Fellowship from the National Science Foundation (NSF).

“I feel so honored to receive such a prestigious award,” said O’Dell. “I never imagined I would receive the amazing feedback I got while I was applying for the fellowship. The research I plan on doing is groundbreaking work in numerical methods, so to have that recognized is beyond exciting! The fellowship is really going to allow me to focus on my research and hopefully give not only the numerical community—but the science and engineering community—a great way
to model high-dimensional equations.”

O’Dell’s work is primarily focused on the numerical modeling of high-dimensional partial differential equations. She and her team specifically are developing a particle method that will preserve the energy dissipation structure of the physical systems. Once the actual numerical procedure is developed and analyzed for validity, the team hopes to test it on many physical models to gain a better understanding of these higher-order systems. These physical models can range from materials science to fluids, mechanics, and engineering.

Kaitlin O'Dell

“I never imagined I would receive the amazing feedback I got while I was applying for the fellowship. The research I plan on doing is groundbreaking work in numerical methods, so to have that recognized is beyond exciting!"

 

She excelled at math as a kid, but it wasn’t until she began doing research as an undergrad that she realized how much she enjoys math. “I was able to do research on engineering topics that I was already familiar with and combine them with my two favorite subjects—numerical analysis and ordinary differential equations,” she said. “This really opened my eyes as to what I could be doing in the field of math and the broad range of research I could perform as an applied mathematician.”

O’Dell started out studying engineering at the University of New Mexico (UNM) because of her love for space and science. She enjoyed internships and had the opportunity to work at NASA Ames Research Center. However, she began to find that she was enjoying the math modelling aspect of engineering more than the actual engineering. She decided to switch her major to applied math during her senior year, and she began doing research with Professor Emeritus Deborah Sulsky on beam theory (a way of calculating the load-bearing and deflection characteristics of beams) as part of her honors thesis.

“Dr. Sulsky is an amazing mentor, and she’s very much the reason that I’m now doing a Ph.D. in mathematics.” After O’Dell graduated from UNM in 2020, with honors from the university and honors in mathematics, she decided to apply to the U because of the reputation of the Math Department and the fact that the graduate students seemed happy. “At the time I wasn't sure what I would research, but I found a project that I absolutely fell in love with, and now I couldn’t be happier,” she said. After she obtains her Ph.D., O’Dell would like to stay in academia, but she also envisions working in industry. “I’ll most likely apply to a wide variety of things and choose which I think will be the best fit for me.”

by Michele Swaner, first published @ math.utah.edu

 

NSF Fellowship

NSF Graduate Research Fellowship


Samantha Linn awarded a Graduate Research Fellowship from the National Science Foundation (NSF).

“Recognition from the NSF feels like a pat on the back from one of your greatest role models,” said Linn. “It means “well done,” but it also means, “keep up the good work.” I am grateful because the fellowship gives me more freedom to focus on research and continue my participation in organizations that I care a lot about, such as the Association for Women in Mathematics, the Prison Mathematics Project, and the Living Room Exchange of Mathematics.”

The fellowship provides three years of support over a five-year fellowship period for individuals working on a graduate degree who have demonstrated potential for significant research achievements in STEM or STEM education.

Linn’s research is focused on understanding randomness in various biological processes. In particular, she has spent time thinking about what is known as the “redundancy principle,” which is about the need of many copies of the same entity (think cells, molecules, or ions, for example) to fulfill a biological function. The redundancy principle states that while these copies may seem energetically wasteful, this redundancy is necessary for certain tasks to occur sufficiently fast. Such a task might be neurotransmitters, which we think of as random searchers, looking for postsynaptic receptors, which we think of as targets.

Samantha Linn

“Recognition from the NSF feels like a pat on the back from one of your greatest role models,” said Linn. “It means “well done,” but it also means, “keep up the good work.”

 

Linn has been working on characterizing what might be expected from the fastest searcher. “One advantage of my work is that the application doesn’t need to be solely centered on biology,” she said. “In fact, the questions I ask are often relevant to many areas of physics, chemistry, and sociology. There are many more questions to be asked, with specific applications in mind, so I’m sure this work will keep me busy for a while!”

Linn grew up loving math, and she spent a lot of her free time doing sudoku puzzles and other math games. It wasn’t until halfway through college that she became aware of the possibility of pursuing a career in mathematics.

Before moving to Utah for graduate school, she studied biomedical engineering at the University of Minnesota. She had planned to study medicine, but became concerned by the lack of math in her pre-med classes. With the help of mentors, she realized that she would be happier pursuing a Ph.D. in mathematics.

Samantha wasn’t sure where she wanted to go for graduate school—she had flights booked for graduate program visits, but everything was canceled at the last minute with the start of the COVID pandemic in March 2020. After participating in Zoom calls with at least 50 graduate students and faculty at various programs, she decided that the people in Utah were the happiest. She had never been to Salt Lake City until the day she moved here, but  it has worked out well. Linn likes the graduate program, finds it fun, and she’s very happy she made the decision to come to the U. After graduate school, she hopes to continue her research as a postdoc and, ultimately, have a career in academia as a full professor.

by Michele Swaner, first published @ math.utah.edu

 

Student Researcher

Student Researcher Award


Elijah Counterman has been rewarded for his excellence in research by winning the College of Science University Student Researchers Award.

“This is a great honor for me and comes with significant recognition for my mentor’s work and the work I’ve been fortunate to do with him,” said Counterman. “I feel extremely grateful to receive such an award!”

Under the guidance of Sean Lawley, Associate Professor in the Department of Mathematics, Counterman has been working on answers to some fundamental questions in the area of pharmacokinetics, the branch of pharmacology concerned with the movement of drugs within the body. Counterman has focused on the following question: if a patient misses a dose of medication, and they realize it the following day, should they take one pill or two to compensate for the missed dose?

Elijah Counterman

“The mathematical models are interesting because of their direct implication to medicine and the health and well-being of a patient,”

 

“These models use random variables to mimic the unpredictability and forgetfulness of human beings.” said Counterman. The models Counterman used were developed from some of the work of renowned Hungarian mathematician Paul Erdős and others in the 1930s.

“I’m interested in the research because I plan to graduate from the U next spring and attend medical school in the fall of 2023,” said Counterman. “Questions such as these—where math and medicine/biology overlap—are extremely applicable and interesting. I want to make an impact in the math world as a physician researcher. Mathematics seems to be one of the least utilized, yet potentially revolutionary fields, in the developing world of medical research.”

Counterman says he has always enjoyed studying math. He excelled in the subject in middle school, which allowed him to take undergraduate math classes at the U as a sophomore in high school. By the time he graduated from Highland High School in Salt Lake City, he was more than halfway through the coursework needed to obtain a bachelor’s degree in mathematics. “I love math because of its magnificently wide range of applications as well as its ability to answer fundamental questions,” he said.

Counterman has praise for the Math Department, noting that the professors are supportive, approachable, and easy to talk to. He has enjoyed the relatively small class size and the different teaching styles. He is impressed with the department’s research opportunities, teaching excellence, and reputation of the faculty.

Counterman’s entire college experience at the U has occurred during the pandemic. He has found online classes difficult because he thrives on interpersonal and face-to-face instruction.

Outside of math, Counterman makes the time to play violin and guitar. He enjoys running, hiking, skiing, and occasionally writing poetry. He is very involved with his local faith organization and in serving the community through those efforts.

Counterman’s awards from the U and at Highland High School

  • College of Science University Student Researchers Award: spring 2022
  • Calvin Wilcox Memorial Scholarship fall 2022 - spring 2023
  • Dean’s List: fall 2021
  • Mathematics Departmental Scholarship: fall 2021 - spring 2022
  • Dean’s List: spring 2021
  • Research Experiences for Undergraduates (REU) Program participant: spring 2021
  • Research Experiences for Undergraduates (REU) Program participant: fall 2020
  • Dean’s List: fall 2020
  • Mathematics Departmental Scholarship: fall 2020 - spring 2021
  • College of Science Freshman Scholarship in Science and Mathematics: fall 2020 - spring 2021
  • Utah Flagship Scholarship: fall 2020 - spring 2024
  • Mathematics Sterling Scholar: spring 2020
  • Valedictorian: spring 2020 Highland High School
  • High School University Program Participant: fall 2017 - spring 2020
  • National Honors Society: fall 2018 - spring 2019
  • Academic All State (Cross Country 2019)

by Michele Swaner, first published @ physics.utah.edu

 

Staff Excellence

Staff Excellence


Vicki Nielsen

Vicki Nielsen, Accountant in the Department of Physics & Astronomy, has received a Staff Excellence Award from the College of Science.

“It’s an honor and very exciting to be selected by the College for this special recognition,” said Nielsen. “I’m humbled by the nomination. I’ve received kudos at other jobs but nothing compared to this extraordinary award. Excellence is a word I take seriously, and this a goal to which I will continue to aspire for the Physics Department and the College of Science!”

Nielsen came to accounting through a circuitous route—originally she graduated with a Bachelor of Fine Arts in Theatre from the U in 1994. She was lucky enough to work and gain practical experience in Pioneer Theatre Company’s costume shop for several years as a student and after graduation. She had always wanted to experience living outside Utah, so she left to backpack across Europe. Eventually she returned to the states, moved to Oregon, and worked different temporary jobs. When she returned to Utah, two genealogy companies she had worked for before hired her to perform searches at the Family History Library for customers and professional genealogists. A close friend who worked in the accounting area in the Department of Physics & Astronomy told Nielsen about a secretarial job opening.

“This was 2006, and it was one of the first group interviews I had, which I found exciting and challenging,” said Nielsen. Once she was hired and began working as a secretary, she was offered part-time work in accounting and, eventually, full-time with payroll duties. “My supervisor at the time said she trusted me with those duties and that gave me confidence. All my work experience has helped me in becoming competent at meeting deadlines, getting tasks accomplished quickly and correctly, and finding fulfillment in helping people”

In her current role, Nielsen communicates with supervisors and new employees throughout the hiring process. She initiates student job changes through HR every semester and department job changes for the new fiscal year. She also works with HR in off-boarding employees to help with a smooth transition as they leave the U. She has frequent interaction with the  U’s office of  International Student & Scholar Services regarding work authorization for department employees.  In addition, she is involved with the department’s graduate program and has a general knowledge of all the business services provided in the Accounting Department.

Nielsen enjoys working in the department, and she values the inclusion and support she finds. She also respects the emphasis on and support for education. “I really love working with all the impressive people in the department who have such insight and drive,” she said. “In turn, I hope this is reflected in how I help people.”

by Michele Swaner, first published @ math.utah.edu

 

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Distinguished Researcher

Distinguished Research Award


Jon Chaika, associate professor in the Department of Mathematics, has been awarded the Distinguished Research Award (DRA) from the University of Utah.

The DRA recognizes outstanding achievements in research by University of Utah faculty. Up to three awards for outstanding achievements in research are awarded to university faculty each year. This prestigious research award provides a faculty member with a $10,000 grant to pursue research and/or creative pursuits, as well as recognition at the university’s commencement exercises.

"It’s a big honor to receive the DRA, and it adds to my excitement to continue working on the problems that I have been pursuing," he said.

The funds from the award will allow Chaika to meet with other colleagues on his research. "The type of mathematics I do doesn’t need labs or expensive machinery, but it does rely heavily on interactions with other people,” he said. “This award will allow me to work with my collaborators, domestically and abroad."

Jon Chaika

Research on dynamical systems

Chaika’s research is in the field of dynamical systems, which seeks to understand a space and a map by following individual points. The map could represent the passage of time in a physical system. Ergodic theory is a sub-branch of dynamical systems that uses an idea called a measure to do this. A measure is an abstraction of the idea of length or area (or volume). One of the families of systems Chaika studies is billiards in polygons. In these systems, a point travels in a straight line inside a polygon until it hits one of the sides. Once it hits a side, it obeys the law of elastic collision, bouncing off the side the same way a billiard ball would off the side of a pool table. It then continues to travel in a straight line until it hits the next side, where it again has an elastic collision. Chaika and Giovanni Forni, a mathematician at the University of Maryland, have been able to show there are billiards in polygons in which the flow in different directions is usually uncorrelated.

Other awards

In July 2022, Chaika will give an invited lecture at the International Congress of Mathematicians (ICM). Originally scheduled to be held in St. Petersburg, Russia, the conference now will be held remotely. Chaika will present jointly with Barak Weiss, professor of mathematics at Tel Aviv University.  Invited lectures are organized into sections, and Professors Chaika and Weiss will present within the “Dynamics” section. The U’s Department of Mathematics will have outstanding representation at the ICM. In addition to Chaika, Mladen Bestvina, Distinguished Professor of Mathematics, will give a plenary lecture at the event.

In 2020, Chaika received a Simons Fellows Award in Mathematics. He obtained a Ph.D. in mathematics in 2010 from Rice University and joined the University of Utah in 2013.

by Michele Swaner, first published @ math.utah.edu

 

Faculty Fellow

Faculty Fellow Award


Priyam Patel receives Faculty Fellow Award from the University of Utah.

Priyam Patel, assistant professor of mathematics, has received a Faculty Fellow Award from the University of Utah.

Priyam Patel

Faculty Fellow Awards provide a semester of full release time from teaching and administrative tasks at full salary to tenure-line faculty for scholarly and creative projects. The funding can also be used to support pilot studies for external funding proposal submissions.

“Receiving this award is such an honor, and I am thankful for the time it will afford me to build on the momentum in my current research program,” said Patel.

Patel studies curves on surfaces, symmetries of surfaces, and objects called hyperbolic manifolds and their finite covering spaces. Surfaces come in two types: finite or infinite. Traditionally, finite-type surfaces have been studied more extensively; however, infinite-type surfaces are the focus of a quickly growing, new subfield of geometry and topology. One of the biggest unsolved problems in mathematics is to classify the symmetries of infinite-type surfaces. Patel plans to use the award to further her research in this area.

In 2021, she received a National Science Foundation (NSF) CAREER Award, which is considered the most prestigious NSF award for faculty members early in their careers as researchers and educators.

Patel joined the Math Department in 2019.

by Michele Swaner, first published @ math.utah.edu

 

Noriene Jee

Noriene Jee


Noriene Jee

Noriene Jee always dreamed of attending the U.

Born in Ogden, Utah, and raised in Davis County, Noriene Jee (BA’83 Mathematics) always knew she wanted to attend the U. While at Clearfield High, she made plans with a friend at Ogden High to apply to the university as roommates. Their plans worked—they both attended the U and are still close friends.

During her undergraduate years, Jee’s favorite math professor was the late Professor Emeritus William J. Coles, who taught a class in differential equations. “I really enjoyed the application aspect of differential equations,” said Jee. “Later I used the math he taught me during my work as a contractor for the Air Force.”

When she wasn’t attending classes or studying, Jee enjoyed skiing and playing golf.

After graduating from the U, Jee began her career working as a rate analyst for Mountain Fuel Supply, which became Questar Corporation (and was acquired by Dominion Energy in 2016). Eventually, she moved on to work as a reliability engineer for TRW Inc., a defense contractor.

While working at TRW she was able to earn a master's degree in statistics from Utah State University. When the defense industry took a downturn, Jee left the company and became a statistician for eight years for the Internal Revenue Service.

Later she returned to TRW, which was acquired by Northrop Grumman in 2002. She worked for Northrop Grumman for 17 years as a quality engineer. With her background in statistics, she was promoted to a quality manager position. By the time she retired, she had served as the Northrop Grumman mission assurance manager for a major program for the Air Force.

Value of a Math Degree

She is grateful for her education at the U. “The mathematics degree gave me the tools and useful skills to work as a reliability engineer and statistician,” she said. “Earlier in my career, statisticians were not as common as they are now, and my education gave me the skills needed to get jobs that provided better opportunities.”

In looking back at her college years, Jee has a few observations. “I didn’t appreciate the value of a mathematics degree as an undergrad. I thought I needed to be an engineer or something that had a descriptive title that led to a job. I took longer than I needed to graduate because I changed my major from engineering to mathematics. I should have just started with the math curriculum. I believe students know the value of a math degree better now since there are so many jobs that require a mathematics or a STEM degree.”

Fortunately, Jee’s daughter listened to her mother and followed a different route. She graduated from the U in 2020 with a degree in mathematics and is currently in a master’s program at Columbia University’s Fu Foundation School of Engineering and Applied Science. “People are impressed that my daughter’s University of Utah undergraduate degree gave her the path to go to Columbia,” said Jee.

Jee has two horses and she and her daughter love to go riding. For now, riding may have to wait since Jee is living in New York while her daughter studies at Columbia.

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Teaching Excellence

Distinguished Teaching Award


Tabitha Buehler

Tabitha Buehler Honored with U’s Distinguished Teaching Award

Tabitha Buehler, Associate Lecture Professor of Physics and Astronomy, has been recognized for her significant contributions to teaching by receiving a Distinguished Teaching Award from the University of Utah. Only five faculty members are honored each year with the award.

Faculty who are selected must meet several criteria, including a consistent record of outstanding teaching performance; implementing innovative and effective teaching methods that demonstrate exceptional abilities to motivate student learning; a concern for students and their wider education and career preparation; and contributions to the educational process outside of the classroom.

Below is a conversation with Professor Buehler about the award, her approach to teaching, and working with students.

Could you discuss your teaching philosophy and approach to working with students? Has your teaching style changed/evolved? 

In the classroom.

In my instruction, I try to promote the idea that intelligence and abilities are not fixed—they can be improved over time with work. For example, a student is not inherently “bad at math.” Instead, there are just some math concepts or skills that the student has not mastered yet. Different students may learn in different ways, but I believe that everyone is capable of growth in all areas of study, even in areas in which they don’t feel naturally competent. I explicitly encourage this kind of thinking in my students. Part of the way I do this is by setting clear expectations and holding students accountable for their learning. I present students with challenges that I expect them to struggle with, but I also give them tools and support to help them through these challenges, highlighting their growth and success so that it is evident to them that they are progressing.

I believe it is within my sphere of influence to create a classroom environment that facilitates growth and learning for all students. I work to create a positive learning experience that includes both effective learning activities and a space in which all students feel comfortable asking questions and admitting confusion. I utilize a lot of active and collaborative learning. One of my goals is for students from all backgrounds and perspectives to have their learning needs addressed, and I strive to make sure materials are presented in a respectful way. I appreciate and carefully consider any input and suggestions for improvement from all students.

I have worked through my experiences as an instructor to identify areas where I can improve and to research and independently inform myself of effective teaching methods. My practice has evolved over time as I test different methods and retain the ones that I find most effective. I try to balance the accountability that my students have for their own learning with the responsibility that I have as a learning facilitator.

What does it mean to you to have received this recognition from the U? 

It’s such an honor to receive this award. It’s humbling since I personally know so many excellent and dedicated instructors at the university.

On the roof of the South Physics building

What do you enjoy about teaching and working with students?

I love participating in another person’s learning experience. It’s so fun for me to witness those moments when someone makes an exciting discovery, gains a deeper understanding, or “finally gets it.” My goal is to facilitate learning in such a way so that every one of my students has the opportunity to experience at least one of these moments.

I really enjoy getting to know my students, and it’s important to me to learn their names. I primarily teach introductory science courses to non-science majors, and in these classes my students often don’t begin a semester believing that the course might apply to their chosen fields or their everyday lives. It’s fun to help them discover how physics is directly applicable in their lives and interests or how it can help them gain proficiencies and tools that are relevant in their fields. It’s my hope that my students carry with them the sense that I care about them and am committed to supporting them in their learning.

You’re also involved in numerous public outreach activities.

I supervise student Teaching Assistants (TAs) who work as science communicators in the South Physics Observatory public outreach group. The group, led by Paul Ricketts, holds free public star parties on Wednesday nights; gives presentations to groups who come to campus; and takes telescopes and presentations off campus to schools, workshops, scout groups, and other community groups. I support the TAs as they practice communication skills and develop content and activities. I also personally give several outreach presentations on physics and astronomy topics at schools, workshops, and community gatherings each year.

Could you discuss your work with CSME?

I am a Faculty Associate with the Center for Science and Mathematics Education (CSME), and I served as a Faculty Fellow in the CSME’s UPSTEM (Utah Pathways to STEM) Initiative in 2018-2019, helping to build inclusive curricula in the College of Science and improved degree pathways for transfer students to the University of Utah from Salt Lake Community College.

I have been heavily involved in the Learning Assistant (LA) program that the CSME has deployed in the College of Science: https://csme.utah.edu/la/

LAs are undergraduates who receive pedagogical training to facilitate active learning and support instructors in building collaborative classroom environments, with the goal of increasing effective learning. I am the LA Coordinator for the Physics and Astronomy Department and have worked to increase the involvement of the department in this program. I reach out to fellow instructors, encouraging them to use LAs in their courses and offer support and resources for them to do so. I have helped to recruit and place LAs in well-matched courses, and I act as a resource for the LAs who are working in the instructional teams in our department. I also teach the pedagogy course (SCI 5050) for the CSME’s program that provides the training for the LAs. In the course, I introduce the LAs to research-based teaching strategies that have been shown to lead to long-term learning. I support them in effectively applying these practices in their various instructional teams throughout the College of Science and also help them to build a foundation for their own lifelong learning.

Where did you receive your education? When did you join the U?

I completed a Ph.D. in Physics and Astronomy at Brigham Young University fall 2011, and I began as an Assistant Lecture Professor in the Physics and Astronomy Department at the University of Utah in spring 2012.

 

by Michele Swaner first published @ physics.utah.edu

Ray Greer

Ray Greer


Peter Trapa, Jill Clements, Ray Greer

When Ray Greer, BS’86, was just 12 years old, his mother, Sandra J. Bromley, moved her young family from Texas to Utah. The year was 1976. Sandra was promptly hired at the University of Utah and enjoyed a successful career as a technical illustrator in the College of Mines and Earth Sciences under the direction of Frank H. Brown.

Ray spent his teenage years in Midvale and attended Hillcrest high school.

“My mother was the single greatest influence in my life,” says Greer. “She taught me the value of hard work and perseverance. She also insisted that college was not optional. It was like going from junior high to high school – you just did it!”

Ray enrolled at the U for Fall semester 1981 and was initially interested in computer science and engineering. However, computer science was highly competitive at the time so available classes were scarce.

“Fortunately, Hugo Rossi, a math professor, convinced me that if I majored in mathematics I could get as much course work in computer science as I wanted. And the rest is history,” says Greer.

After receiving his math degree at the U, Greer went on to earn a Master’s of Science in Information Systems and Telecommunications from Christian Brothers University, a small private college in Memphis.

Honoring a Legacy
In 2000, after retiring from the U, Ray’s mother, Sandra, moved back to Texas for the remaining years of her life. She passed away in 2011. Shortly thereafter, Ray established the Sandra J. Bromley scholarship in the College of Science to honor his mother by providing a way for deserving students to earn a college degree.

“She worked hard to provide for her family, but her greatest regret in life was not attending college herself, hence the vision behind the Bromley scholarship,” says Greer.

“Her requirement was that she would support me as long as I didn’t quit school,” says Greer. “That is why the Bromley scholarship requires continuous attendance.”

The Bromley scholarship is designed to provide financial support to undergraduate students who are declared Science majors and who stay enrolled and make steady progress towards a science degree. The award covers full tuition for up to four years.

Four students currently hold the Bromley scholarship – Noel McAllister, Keegan Benfield, Michaela Fluck, and Dannon Allred. As part of his commitment to student success, Greer visits campus at least once a year to meet and encourage the scholarship recipients.

Dannon Allred, Michaela Fluck, Jill Clements, Ray Greer, Keegan Benfield, Noel McAllister

On the Move
Greer has more than 35 years of experience in logistics and transportation industries. He has held senior management positions for Greatwide Logistics Services, Newgistics, Ryder Logistics and FedEx. He served as president of BNSF Logistics, headquartered near Dallas, Texas, from 2011 to 2018.

“Math allows me to think critically about situations and problems generally. Not just numerically but logically, to find patterns and trends that point to likely outcomes,” says Greer.

In 2018, Ray was named as CEO of Omnitracs, a leading company in onboard technology for the transportation industry. Omnitracs is an international billion-dollar company that provides telematic devices and logistics to support drivers and their organizations to be compliant, safe and efficient.

“Math is universal and most importantly it teaches you discipline and persistence to work a problem until it is solved. That process of critical thinking and problem solving has served me well throughout my entire career,” says Greer.

Greer has high hopes and expectations for today’s college students. His advice: “Connecting with people, not apps and cell phones, will differentiate you from the competition.”

 

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