Mentoring Math Minds

Jehan Alarfaj – Being part of the Math Mind Mentoring program has provided me with invaluable guidance. It has allowed me to engage in meaningful academic discussions, receive constructive feedback, and receive support in refining my research and presentations. The opportunity
to connect with peers, learn from their experiences, and explore various conference opportunities has been truly enriching. What makes this program even more special is the genuine willingness of the team to help, creating an environment where students feel comfortable asking questions and reaching out for support. It’s not like a traditional classroom setting, it’s a collaborative space that encourages growth, open discussion, and mentorship in a way that feels both supportive and inspiring.

Sam Doll – While attending Saint Louis University I have found that the most influential and inspiring part of my education was as a participant in the Mentoring Math Minds program. I transferred into SLU not knowing how I wanted to advance my mathematical ventures, but being part of the program has opened my eyes to countless endeavors I could pursue with my degree. Being directly connected with knowledgeable professors and peers has elevated my understanding of mathematical research and connected me with numerous networking and research opportunities. The program has provided me with greater connections to potential colleagues, peers, and professors that share a deep connection with mathematics and encourage me to think deeply about what I want out of my mathematics program and degree. The workshops have engrossed me in technology that I may not have had the chance to use in the classroom such as LateX/Overleaf and given me the opportunity to showcase my interpretations of mathematics. The program has left me with greater confidence in my ability, a greater sense of mathematical community, and a deeper connection with Saint Louis University as a whole.

Preetinder Kaur – I joined the Mentoring Math Program in Fall 2024 as one of the first scholars. Initially, I had some expectations, such as discussing research with the mentors. However, since this was the program’s inaugural semester, the experience was new for both the faculty and the participants, so I did not have many preconceived notions beyond that. Throughout the program, my expectations were not only met but exceeded.

One of the most valuable aspects of the program was the opportunity to engage in one-on-one interactions with visiting mathematics faculty and colloquium speakers. From a student’s perspective, the journeys of these professors-how they explored their careers and defined their goals—often seemed distant and unattainable. However, these conversations provided a window into their experiences, making a career in mathematics, or even pursuing a graduate degree, feel within reach.

Another significant component of the Mentoring Math Program was the series of workshops designed to enrich our professional and academic experiences. Attending a LaTeX workshop was particularly beneficial for me. Before this, I had never even heard of LaTeX, but the introduction to professional mathematical writing was invaluable. As someone taking a statistics course with R, I found that incorporating LaTeX into my assignments greatly improved their presentation. Additionally, the resume-building workshop was incredibly useful. Although resume-building is occasionally discussed in core classes, this workshop provided an opportunity to ask more personalized questions. Moreover, the session on personal statements was eye-opening. While I had heard of personal statements before, I had never received guidance on what differentiates a well-written statement from a truly captivating one. Learning how to make a personal statement reflective of my personality and traits while staying relevant to the topic was a gamechanger.

Through this program, I was also introduced to the Nebraska Conference for Undergraduate Women in Mathematics (NCUWM). Before my mentors mentioned it, I had never heard of this conference and likely never would have. Attending NCUWM was a transformative experience. The road trip to Nebraska allowed me to bond with two of my three mentors in a way that transcended the traditional student-professor dynamic-we were simply people excited to explore the conference together. (Not to say that professors aren’t people outside of class, of course!)

My first reaction upon attending the conference’s welcome orientation was amazement at the sheer number of undergraduate women majoring in mathematics. The realization that this was just a fraction of the field was even more astonishing. The conference was likely the only place where I would ever see so many female math professors gathered in one location. Hearing about their experiences-the challenges they faced and the successes they achieved-was truly inspiring.

One aspect that stood out to me in both the Mentoring Math Program and the conference was the exposure to career paths beyond academia. While graduate degrees in mathematics were frequently discussed, there were also sessions on industry applications of mathematics, which was refreshing. Before this, the only people I had met with mathematics degrees were professors. As someone majoring in both Computer Science and Mathematics, I greatly appreciated this broadened perspective, which reaffirmed my decision to pursue a math major.

I wouldn’t go so far as to say that the Mentoring Math Program and NCUWM completely changed my perspective on mathematics, as I have always loved the subject. However, they certainly opened my eyes to the vastness of the field and the numerous opportunities within it. These experiences deepened my appreciation for mathematics and expanded my understanding of the many directions my studies could take me.

Sam Liu – If you’re even slightly curious about what a career in mathematics, education, or academic research looks like, apply to the Mentoring Math Minds program. Dr. Pozzi, Dr. Ugurlu, and Dr. Ghoreishi have an unbelievable knack for mentoring students and an immeasurable dedication to the cohort, which I know to be exceptional. I recall that in the first few weeks of the program, an eminent researcher came to the university to give a colloquium talk, and the mentors arranged for us to have a private exchange with him. Arriving early, I found Professor Pozzi already engaged in conversation with the visiting scholar. She quickly introduced me to him, and her enthusiasm was palpable-the way she spoke about me made it clear that I was a part of the great mathematical research conducted in the department. Dr. Pozzi has long supported my ambitions even before the program, but that moment during the program made me realize that I belonged in the Saint Louis University math community. Later, during the conversation, Dr. Urgulu asked the scholar a question I’ll never forget: “So, do you have any research opportunities for our students?” That’s who Dr. Urgulu is-a reliable, trustworthy person who is always thinking of my best interests. As you work through the program, you will attend a series of workshops designed to fundamentally grow your professional and academic potential and create presentations on topics that excite you. This semester, the students are tasked with assembling and giving a poster presentation. Since last November, I’ve been working with Dr. Ghoreishi to solidify a geometric understanding of linear algebra and to learn about its applications in frame theory. Often, I find studying mathematics and writing proofs challenging to start. Dr. Ghoreishi has been incredible in meeting me where I am and challenging me to foster good learning practices, which has completely changed my perspective on approaching mathematics. Dr. Ghoreishi’s kind and patient love for mathematics is infectious and has ignited a passion in the deepest parts of my consciousness. My experience as a 2024-25 mentee has been fulfilling, to say the least. This past year, l’ve grown by creating memorable, meaningful experiences: learning technical skills, building projects, engaging in professional development, and connecting with a greater community. These three important people have given my undergraduate education its rigorous shape. To Dr. Pozzi, Dr. Ugurlu, and Dr. Ghoreishi, thank you for investing in me. You are a fundamental part of my undergraduate experience, and this junior year would have been incomplete without you. To all prospective students: just apply – you will not regret it.

Nat Stonebrook – I joined this program at an interesting time in my life. At the age of 28 , I had been out of school for over 10 years, which meant that I had gone a very long time without any mathematical training. When I applied to the program, I had felt an insecurity that this gap would make it hard for me to participate; or worse that I would not be allowed in. But without much waiting, I had received an email asking me to meet with each of the mentors (Professors Dorsa, Pozzi, and Ugurlu). In moments of my first meeting, I was offered assurance that this academic gap would have no bearing on my time with the program, and this assurance was repeated in the following meetings.

Soon after joining, I began working with a mentor on a research project. When I entered her office for the first time, I observed the black board and saw a scattering of equations, partial derivatives and symbols for functions that weren’t an $f$ or $g$. We started working immediately. She wanted to catch me up on her projects and some of the notation, but when she got to a particular sum, she introduced a symbol and turned to me:
“Is this okay?” she said, gesturing to the board. I nodded in agreement.

The symbol in question was the Greek capital letter sigma, a notation which is learned long before the partial derivatives surrounding it, and to ask me if it was known to me showed a compassion that has been shared by my other mentors. It is never easy for professional mathematicians to place themselves in a beginner’s mind, but they have made it seem very effortless.

These things and many others put my mind at ease, and I was able to attend the weekly meetings, and ask questions and voice myself, without any concern for looking silly. I am now in my 2nd semester with Mentoring Math Minds, and I have met with dozens of professors from around the world. Each week, or nearly each week, we get the opportunity to sit down with a visiting professor and ask them anything we’d like. For professional reasons, this has the obvious benefit of gaining contacts in a very competitive field; and for developmental reasons, one gets to hear from someone in the field talk about what it’s like working in academia. As well, we’ve had workshops on LaTex (which I have now used nearly every day), professional skills like resume building, and more academic things like mathematical analysis.

I am deep into two reading courses, working on an expository paper and poster, and soon participating in another workshop for Python. These are skills that are becoming, or already are, necessary to be a working mathematician, but many of them are not taught to students until they need them. Learning them early, having access to office hours with the mentors, and getting the chance to type up real documents is invaluable.

Mentoring Math Minds is an oddly unique program, and having a sense of belonging in the mathematics community is a wonderful thing. Joining has been one of the better decisions of my life, and I’m looking forward to coming back one day as a mathematician myself.

Sasha Trejo-Arciles – As someone who discovered their passion for mathematics in their final year of college, I realized how much I needed mentorship. The prospect of attending graduate school felt incredibly daunting and uncertain. Additionally, while I knew I wanted to pursue something involving mathematics after graduation, I wasn’t exactly sure what that path would look like. Through the Mentoring Math Minds program, I have gained experiences that have been profoundly transformative in both my personal and professional life. The mentors in the program have been incredibly supportive and have provided guidance every step of the way. Their encouragement, along with the program’s overall welcoming and supportive environment, has helped me navigate my goals with greater clarity and confidence. I now feel much more confident about my future in mathematics.