{"id":8796,"date":"2026-02-09T15:57:18","date_gmt":"2026-02-09T20:57:18","guid":{"rendered":"https:\/\/www.bates.edu\/academics\/?page_id=8796"},"modified":"2026-03-31T12:38:14","modified_gmt":"2026-03-31T16:38:14","slug":"mathematics","status":"publish","type":"page","link":"https:\/\/www.bates.edu\/academics\/majors-and-minors\/mathematics\/","title":{"rendered":"Mathematics"},"content":{"rendered":"\n<div class=\"wp-block-bates-office-dimp-association\"><div class=\"dimp-ctas dimp-floating-ctas\"><div class=\"wrapper\"><div class=\"wp-block-button is-style-garnet-button with-arrow\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/www.bates.edu\/mathematics\">Visit the full Mathematics site<\/a><\/div><\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:66.66%\">\n<p class=\"is-style-academic-introduction\">With connections to many disciplines, mathematics is vital in understanding science, technology, and society. <\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:33.3%\"><\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:66.66%\">\n<p>The Department of Mathematics provides students with essential foundational math knowledge while allowing them to tailor their studies to their areas of interest. Entry-level courses in the department introduce students to basic concepts and hint at some of the power and beauty behind these fundamental results, while upper-level courses and the capstone experience provide majors with the opportunity to explore mathematical topics in greater depth and sophistication.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-vertically-aligned-top is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:33.33%\"><div class=\"contact-information\">\n<h5>Contact Us<\/h5>\n\t<p class=\"address\">Peter N. Philbin, Academic Administrative Assistant<br \/>\nHathorn Hall<br \/>\n<span class=\"phone-num\"> Phone: 207-753-6963\n<\/span><span class=\"address-email\"><a href=\"mailto:pphilbin@bates.edu\">pphilbin@bates.edu<\/a><\/span><\/p><div class=\"bates-contact-info-social-grid\"><\/div><\/div><\/div>\n<\/div>\n\n\n\n<div style=\"height:50px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<div class=\"wp-block-group has-dark-color has-text-color\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<h2 class=\"wp-block-heading has-text-align-center\">What You Will Learn<\/h2>\n\n\n\n<div style=\"height:60px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"900\" height=\"300\" src=\"https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_A-900x300.webp\" alt=\"garnet iconography with calculator, brain, and desktop computer\" class=\"wp-image-9767\" srcset=\"https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_A-900x300.webp 900w, https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_A-400x133.webp 400w, https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_A-768x256.webp 768w, https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_A-200x67.webp 200w, https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_A.webp 1200w\" sizes=\"(max-width: 900px) 100vw, 900px\" \/><\/figure>\n\n\n\n<h6 class=\"wp-block-heading has-text-align-center\">To develop a strong foundational understanding of core mathematical concepts in calculus and linear algebra<\/h6>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"1200\" height=\"400\" src=\"https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_B.webp\" alt=\"garnet iconography with pie chart and academic building\" class=\"wp-image-9768\" srcset=\"https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_B.webp 1200w, https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_B-400x133.webp 400w, https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_B-900x300.webp 900w, https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_B-768x256.webp 768w, https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_B-200x67.webp 200w\" sizes=\"(max-width: 1200px) 100vw, 1200px\" \/><\/figure>\n\n\n\n<h6 class=\"wp-block-heading has-text-align-center\">How to recognize the role of, and application for, mathematical skill across various fields<\/h6>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"1200\" height=\"400\" src=\"https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_C.webp\" alt=\"garnet iconography with desktop computer, interlocking gears, and bar graph\" class=\"wp-image-9771\" srcset=\"https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_C.webp 1200w, https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_C-400x133.webp 400w, https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_C-900x300.webp 900w, https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_C-768x256.webp 768w, https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_C-200x67.webp 200w\" sizes=\"(max-width: 1200px) 100vw, 1200px\" \/><\/figure>\n\n\n\n<h6 class=\"wp-block-heading has-text-align-center\">To explore advanced mathematical topics such as analysis, algebra, geometry, computational mathematics, and mathematical modeling<\/h6>\n<\/div>\n<\/div>\n\n\n\n<div style=\"height:50px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"1200\" height=\"400\" src=\"https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_D.webp\" alt=\"garnet iconography with lightbulb, folder with papers, and pen\" class=\"wp-image-9773\" srcset=\"https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_D.webp 1200w, https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_D-400x133.webp 400w, https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_D-900x300.webp 900w, https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_D-768x256.webp 768w, https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_D-200x67.webp 200w\" sizes=\"(max-width: 1200px) 100vw, 1200px\" \/><\/figure>\n\n\n\n<h6 class=\"wp-block-heading has-text-align-center\">To develop independence in thinking, problem-solving, and the creative application of mathematical concepts<\/h6>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"1200\" height=\"400\" src=\"https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_E.webp\" alt=\"garnet iconography with chat bubbles, people, and globe\" class=\"wp-image-9769\" srcset=\"https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_E.webp 1200w, https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_E-400x133.webp 400w, https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_E-900x300.webp 900w, https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_E-768x256.webp 768w, https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_E-200x67.webp 200w\" sizes=\"(max-width: 1200px) 100vw, 1200px\" \/><\/figure>\n\n\n\n<h6 class=\"wp-block-heading has-text-align-center\">How to communicate mathematical topics to diverse audiences<\/h6>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"900\" height=\"300\" src=\"https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_F-900x300.webp\" alt=\"garnet iconography with academic building, people, and compass\" class=\"wp-image-9770\" srcset=\"https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_F-900x300.webp 900w, https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_F-400x133.webp 400w, https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_F-768x256.webp 768w, https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_F-200x67.webp 200w, https:\/\/www.bates.edu\/academics\/files\/2026\/03\/Mathematics_F.webp 1200w\" sizes=\"(max-width: 900px) 100vw, 900px\" \/><\/figure>\n\n\n\n<h6 class=\"wp-block-heading has-text-align-center\">How to analyze and critique mathematical arguments<\/h6>\n<\/div>\n<\/div>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-cover alignfull is-light has-parallax\" style=\"min-height:400px;aspect-ratio:unset;\"><div class=\"wp-block-cover__image-background wp-image-9168 size-full has-parallax\" style=\"background-position:50% 50%;background-image:url(https:\/\/www.bates.edu\/academics\/files\/2026\/02\/mathematics_1.webp)\"><\/div><span aria-hidden=\"true\" class=\"wp-block-cover__background has-background-dim-0 has-background-dim\"><\/span><div class=\"wp-block-cover__inner-container is-layout-constrained wp-block-cover-is-layout-constrained\">\n<p class=\"has-text-align-center\"><\/p>\n<\/div><\/div>\n\n\n\n<h2 class=\"wp-block-heading has-text-align-center\">Life After Bates<\/h2>\n\n\n\n<div style=\"height:40px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<div style=\"height:35px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p>Recent math graduates have pursued a variety of careers: public health, software engineering, biostatistics, law, consulting, education, and sports statistics, to name a few. Whether working as data scientists at Spotify, biostatisticians on AIDS research, or principal engineers for acoustical engineering firms, graduates from the program have found a wide range of uses for their degrees.<\/p>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:10%\"><\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:80%\">\n<h1 class=\"wp-block-heading has-text-align-center has-garnet-color has-text-color has-link-color wp-elements-8df115c7a0f8fb228d46aa9dc18029e2\">94%<\/h1>\n\n\n\n<p class=\"has-text-align-center\">of 2020-2024 Bates graduates are employed and\/or attending graduate school \u2014 settled into their next opportunity within 6 months of graduation.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:10%\"><\/div>\n<\/div>\n\n\n\n<div style=\"height:30px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<h6 class=\"wp-block-heading has-black-color has-text-color has-link-color wp-elements-2ab7c3a799664dcab6a3bf35fbf1a0e7\">Selected Places of Employment\/Service<\/h6>\n\n\n\n<ul class=\"wp-block-list has-black-color has-text-color has-link-color wp-elements-36393a623c51c80bcc43a2f01a16274b\">\n<li>Microsoft<\/li>\n\n\n\n<li>J.P. Morgan<\/li>\n\n\n\n<li>Barclays<\/li>\n\n\n\n<li>Bank of America<\/li>\n\n\n\n<li>Brigham and Women&#8217;s Hospital<\/li>\n\n\n\n<li>Federal Reserve Bank of New York<\/li>\n\n\n\n<li>Wayfair<\/li>\n\n\n\n<li>Liberty Mutual Insurance<\/li>\n\n\n\n<li>Analysis Group<\/li>\n<\/ul>\n\n\n\n<h6 class=\"wp-block-heading has-black-color has-text-color has-link-color wp-elements-c3d2bfd169d6a9bae4c19f53cab21650\">Selected Graduate Schools<\/h6>\n\n\n\n<ul class=\"wp-block-list\">\n<li class=\"has-black-color has-text-color has-link-color wp-elements-c1a4d689a80d6781c26d75501739b24a\">Broad Institute of MIT and Harvard<\/li>\n\n\n\n<li>University of Oxford<\/li>\n\n\n\n<li>Harvard University<\/li>\n\n\n\n<li>Yale University<\/li>\n\n\n\n<li>University of Pennsylvania<\/li>\n\n\n\n<li>Columbia University<\/li>\n\n\n\n<li>University of Chicago<\/li>\n\n\n\n<li>Northwestern University<\/li>\n\n\n\n<li class=\"has-black-color has-text-color has-link-color wp-elements-3432899590fc17103a2d2e696fcb64d3\">Brown University<\/li>\n\n\n\n<li>Stanford University<\/li>\n<\/ul>\n<\/div>\n<\/div>\n\n\n\n<div style=\"height:50px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<div class=\"wp-block-group alignfull is-style-lightgray-bg has-dark-color has-text-color\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<div class=\"wp-block-bates-slideshow2-slideshow swiper-effect-slide is-style-default\"><div class=\"slideshow-toolbar\"><a href=\"#\" class=\"js-open-fullscreen fullscreen-button\" title=\"View full screen\"><\/a><\/div><div id=\"slideshow4466\" class=\"swiper swiper-main has-pagination-progressbar\"><div class=\"swiper-button-next\"><\/div><div class=\"swiper-button-prev\"><\/div><div class=\"swiper-pagination\"><\/div><div class=\"swiper-wrapper\"><div class=\"swiper-slide\"><img decoding=\"async\" alt=\"Meredith Greer's upper-level &quot;Advanced Topics in Biomathematics&quot; today at 1:10-2:30pm in Hathorn 207.\n\nMathematics students in the class:\n\nSam Findlen-Golden '20, math major\nEl Khansaa Kaddioui '20, math and economics double major\nIn front fow with hat and black vest speaking with Meredith.\n\nThey are reviewing simplest compartmental model of diseases spread. Differential equations describe how disease moves. They are learning the details of that model so they know the groundwork and can then tackle more complicated models.\n\nThree students together in the back, from left:\n\nGabe Nelson '20, South Burlington, Vt.\nAdena Bernot '20, Old Westbury, N.Y.\nJosie Blanchon '20, Wash D&gt;C&gt;\n\nFront row, classroom right:\nLuca Polar '20, Budapest\nJason Canaday '20\n\nTwo women together\nHelen Daigle '20 in lilac\nCasey Snow '20, stripes\n\nRear, classroom right\nXuChong Show '20 Shanghai, China\nKatie Leeke '20, Minnetonka, Minn.\" data-id=\"9170\" data-fullsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/200123_Meredith_Greer_Classroom_0127.webp\" data-regsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/200123_Meredith_Greer_Classroom_0127-900x600.webp\" src=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/200123_Meredith_Greer_Classroom_0127-900x600.webp\" loading=\"lazy\"\/><div class=\"image_caption\"><p>Meredith Greer&#8217;s upper-level &#8220;Advanced Topics in Biomathematics&#8221; today at 1:10-2:30pm in Hathorn 207.\n\nMathematics students in the class:\n\nSam Findlen-Golden &#8217;20, math major\nEl Khansaa Kaddioui &#8217;20, math and economics double major\nIn front fow with hat and black vest speaking with Meredith.\n\nThey are reviewing simplest compartmental model of diseases spread. Differential equations describe how disease moves. They are learning the details of that model so they know the groundwork and can then tackle more complicated models.\n\nThree students together in the back, from left:\n\nGabe Nelson &#8217;20, South Burlington, Vt.\nAdena Bernot &#8217;20, Old Westbury, N.Y.\nJosie Blanchon &#8217;20, Wash D>C>\n\nFront row, classroom right:\nLuca Polar &#8217;20, Budapest\nJason Canaday &#8217;20\n\nTwo women together\nHelen Daigle &#8217;20 in lilac\nCasey Snow &#8217;20, stripes\n\nRear, classroom right\nXuChong Show &#8217;20 Shanghai, China\nKatie Leeke &#8217;20, Minnetonka, Minn.<\/p><\/div><div class=\"swiper-lazy-preloader\"><\/div><\/div><div class=\"swiper-slide\"><img decoding=\"async\" alt=\"Small, but sophisticated.\n\nThat\u2019s what first-year students of Professor of Mathematics Meredith Greer discovered about one kind of small robot during a visit to Bates by a team of Lewiston Public Schools educators on Nov. 14.\n\nThe team of instructional specialists and tech coaches brought Sphero BOLT robots with them during the morning visit to Chase Hall Lounge. Designed for educational and recreational purposes, they\u2019re often used in schools to teach coding and robotics.\n\nFrom left, first-year students Darien Chiang of Quincy, Mass., Julian Tilney of Arlington, Mass., and Finn Sheehy of Burlingame, Calif., get a handle on how to program the robots.\n\nThe students are in Greer\u2019s First-Year Seminar, \u201cLearning Math Using Crafts, Coding, and Games,\u201d which investigates \u201chow humans think about math at age 5, age 12, or age 18 and beyond.\u201d During the semester, the students focused on learning through a variety of methods, including hands-on crafts, open-ended class meetings, and age-appropriate computer coding.\n\nThis was the educators\u2019 third visit to the course, and for each visit, they brought with them age-appropriate robots.\n\nConnecting with the Lewiston educators, and gaining insights into \u201cspecific activities they do with the robots at specific grade levels,\u201d Greer explains, \u201chas given us multiple chances to connect our studies with specific grade-level-based math learning standards that are used across the state of Maine.\u201d\n\nFor the Lewiston educators, the three visits reflect growing outreach efforts into their community. \u201cThey were both enthusiastic and generous about bringing these lessons into our classroom,\u201d says Greer. \u201cMoving forward, we are continuing to think about ongoing collaborations.\u201d\" data-id=\"9171\" data-fullsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/231114_First_Year_Seminar_Robots_1740.webp\" data-regsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/231114_First_Year_Seminar_Robots_1740-900x600.webp\" src=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/231114_First_Year_Seminar_Robots_1740-900x600.webp\" loading=\"lazy\"\/><div class=\"image_caption\"><p>Small, but sophisticated.\n\nThat\u2019s what first-year students of Professor of Mathematics Meredith Greer discovered about one kind of small robot during a visit to Bates by a team of Lewiston Public Schools educators on Nov. 14.\n\nThe team of instructional specialists and tech coaches brought Sphero BOLT robots with them during the morning visit to Chase Hall Lounge. Designed for educational and recreational purposes, they\u2019re often used in schools to teach coding and robotics.\n\nFrom left, first-year students Darien Chiang of Quincy, Mass., Julian Tilney of Arlington, Mass., and Finn Sheehy of Burlingame, Calif., get a handle on how to program the robots.\n\nThe students are in Greer\u2019s First-Year Seminar, \u201cLearning Math Using Crafts, Coding, and Games,\u201d which investigates \u201chow humans think about math at age 5, age 12, or age 18 and beyond.\u201d During the semester, the students focused on learning through a variety of methods, including hands-on crafts, open-ended class meetings, and age-appropriate computer coding.\n\nThis was the educators\u2019 third visit to the course, and for each visit, they brought with them age-appropriate robots.\n\nConnecting with the Lewiston educators, and gaining insights into \u201cspecific activities they do with the robots at specific grade levels,\u201d Greer explains, \u201chas given us multiple chances to connect our studies with specific grade-level-based math learning standards that are used across the state of Maine.\u201d\n\nFor the Lewiston educators, the three visits reflect growing outreach efforts into their community. \u201cThey were both enthusiastic and generous about bringing these lessons into our classroom,\u201d says Greer. \u201cMoving forward, we are continuing to think about ongoing collaborations.\u201d<\/p><\/div><div class=\"swiper-lazy-preloader\"><\/div><\/div><div class=\"swiper-slide\"><img decoding=\"async\" alt=\"Small, but sophisticated.\n\nThat\u2019s what first-year students of Professor of Mathematics Meredith Greer discovered about one kind of small robot during a visit to Bates by a team of Lewiston Public Schools educators on Nov. 14.\n\nThe team of instructional specialists and tech coaches brought Sphero BOLT robots with them during the morning visit to Chase Hall Lounge. Designed for educational and recreational purposes, they\u2019re often used in schools to teach coding and robotics.\n\nFrom left, first-year students Darien Chiang of Quincy, Mass., Julian Tilney of Arlington, Mass., and Finn Sheehy of Burlingame, Calif., get a handle on how to program the robots.\n\nThe students are in Greer\u2019s First-Year Seminar, \u201cLearning Math Using Crafts, Coding, and Games,\u201d which investigates \u201chow humans think about math at age 5, age 12, or age 18 and beyond.\u201d During the semester, the students focused on learning through a variety of methods, including hands-on crafts, open-ended class meetings, and age-appropriate computer coding.\n\nThis was the educators\u2019 third visit to the course, and for each visit, they brought with them age-appropriate robots.\n\nConnecting with the Lewiston educators, and gaining insights into \u201cspecific activities they do with the robots at specific grade levels,\u201d Greer explains, \u201chas given us multiple chances to connect our studies with specific grade-level-based math learning standards that are used across the state of Maine.\u201d\n\nFor the Lewiston educators, the three visits reflect growing outreach efforts into their community. \u201cThey were both enthusiastic and generous about bringing these lessons into our classroom,\u201d says Greer. \u201cMoving forward, we are continuing to think about ongoing collaborations.\u201d\" data-id=\"9172\" data-fullsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/231114_First_Year_Seminar_Robots_0684.webp\" data-regsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/231114_First_Year_Seminar_Robots_0684-900x600.webp\" src=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/231114_First_Year_Seminar_Robots_0684-900x600.webp\" loading=\"lazy\"\/><div class=\"image_caption\"><p>Small, but sophisticated.\n\nThat\u2019s what first-year students of Professor of Mathematics Meredith Greer discovered about one kind of small robot during a visit to Bates by a team of Lewiston Public Schools educators on Nov. 14.\n\nThe team of instructional specialists and tech coaches brought Sphero BOLT robots with them during the morning visit to Chase Hall Lounge. Designed for educational and recreational purposes, they\u2019re often used in schools to teach coding and robotics.\n\nFrom left, first-year students Darien Chiang of Quincy, Mass., Julian Tilney of Arlington, Mass., and Finn Sheehy of Burlingame, Calif., get a handle on how to program the robots.\n\nThe students are in Greer\u2019s First-Year Seminar, \u201cLearning Math Using Crafts, Coding, and Games,\u201d which investigates \u201chow humans think about math at age 5, age 12, or age 18 and beyond.\u201d During the semester, the students focused on learning through a variety of methods, including hands-on crafts, open-ended class meetings, and age-appropriate computer coding.\n\nThis was the educators\u2019 third visit to the course, and for each visit, they brought with them age-appropriate robots.\n\nConnecting with the Lewiston educators, and gaining insights into \u201cspecific activities they do with the robots at specific grade levels,\u201d Greer explains, \u201chas given us multiple chances to connect our studies with specific grade-level-based math learning standards that are used across the state of Maine.\u201d\n\nFor the Lewiston educators, the three visits reflect growing outreach efforts into their community. \u201cThey were both enthusiastic and generous about bringing these lessons into our classroom,\u201d says Greer. \u201cMoving forward, we are continuing to think about ongoing collaborations.\u201d<\/p><\/div><div class=\"swiper-lazy-preloader\"><\/div><\/div><div class=\"swiper-slide\"><img decoding=\"async\" alt=\"Small, but sophisticated.\n\nThat\u2019s what first-year students of Professor of Mathematics Meredith Greer discovered about one kind of small robot during a visit to Bates by a team of Lewiston Public Schools educators on Nov. 14.\n\nThe team of instructional specialists and tech coaches brought Sphero BOLT robots with them during the morning visit to Chase Hall Lounge. Designed for educational and recreational purposes, they\u2019re often used in schools to teach coding and robotics.\n\nFrom left, first-year students Darien Chiang of Quincy, Mass., Julian Tilney of Arlington, Mass., and Finn Sheehy of Burlingame, Calif., get a handle on how to program the robots.\n\nThe students are in Greer\u2019s First-Year Seminar, \u201cLearning Math Using Crafts, Coding, and Games,\u201d which investigates \u201chow humans think about math at age 5, age 12, or age 18 and beyond.\u201d During the semester, the students focused on learning through a variety of methods, including hands-on crafts, open-ended class meetings, and age-appropriate computer coding.\n\nThis was the educators\u2019 third visit to the course, and for each visit, they brought with them age-appropriate robots.\n\nConnecting with the Lewiston educators, and gaining insights into \u201cspecific activities they do with the robots at specific grade levels,\u201d Greer explains, \u201chas given us multiple chances to connect our studies with specific grade-level-based math learning standards that are used across the state of Maine.\u201d\n\nFor the Lewiston educators, the three visits reflect growing outreach efforts into their community. \u201cThey were both enthusiastic and generous about bringing these lessons into our classroom,\u201d says Greer. \u201cMoving forward, we are continuing to think about ongoing collaborations.\u201d\" data-id=\"9174\" data-fullsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/231114_First_Year_Seminar_Robots_3098.webp\" data-regsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/231114_First_Year_Seminar_Robots_3098-900x600.webp\" src=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/231114_First_Year_Seminar_Robots_3098-900x600.webp\" loading=\"lazy\"\/><div class=\"image_caption\"><p>Small, but sophisticated.\n\nThat\u2019s what first-year students of Professor of Mathematics Meredith Greer discovered about one kind of small robot during a visit to Bates by a team of Lewiston Public Schools educators on Nov. 14.\n\nThe team of instructional specialists and tech coaches brought Sphero BOLT robots with them during the morning visit to Chase Hall Lounge. Designed for educational and recreational purposes, they\u2019re often used in schools to teach coding and robotics.\n\nFrom left, first-year students Darien Chiang of Quincy, Mass., Julian Tilney of Arlington, Mass., and Finn Sheehy of Burlingame, Calif., get a handle on how to program the robots.\n\nThe students are in Greer\u2019s First-Year Seminar, \u201cLearning Math Using Crafts, Coding, and Games,\u201d which investigates \u201chow humans think about math at age 5, age 12, or age 18 and beyond.\u201d During the semester, the students focused on learning through a variety of methods, including hands-on crafts, open-ended class meetings, and age-appropriate computer coding.\n\nThis was the educators\u2019 third visit to the course, and for each visit, they brought with them age-appropriate robots.\n\nConnecting with the Lewiston educators, and gaining insights into \u201cspecific activities they do with the robots at specific grade levels,\u201d Greer explains, \u201chas given us multiple chances to connect our studies with specific grade-level-based math learning standards that are used across the state of Maine.\u201d\n\nFor the Lewiston educators, the three visits reflect growing outreach efforts into their community. \u201cThey were both enthusiastic and generous about bringing these lessons into our classroom,\u201d says Greer. \u201cMoving forward, we are continuing to think about ongoing collaborations.\u201d<\/p><\/div><div class=\"swiper-lazy-preloader\"><\/div><\/div><div class=\"swiper-slide\"><img decoding=\"async\" alt=\"Associate Professor of Mathematics Katy Ott teaches \u201cMathematics for Justice&quot; course in Carnegie 339 on Thursday, Sept. 28, at 1:10 p.m.\n\nMATH 233 - Mathematics for Social Justice\nThis course teaches quantitative literacy, critical thinking and problem solving skills in a socially relevant context. Students use mathematics as a powerful analytic framework for understanding and developing realistic solutions to issues of social, political, and economic justice. The overarching goal of this course is for students to develop the ability and inclination to use mathematics to understand, and improve, the world around them. Prerequisite(s): MATH 106. Recommended background: MATH 205.\" data-id=\"9175\" data-fullsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/230928_Katy_Ott_Class_0061.webp\" data-regsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/230928_Katy_Ott_Class_0061-900x600.webp\" src=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/230928_Katy_Ott_Class_0061-900x600.webp\" loading=\"lazy\"\/><div class=\"image_caption\"><p>Associate Professor of Mathematics Katy Ott teaches \u201cMathematics for Justice&#8221; course in Carnegie 339 on Thursday, Sept. 28, at 1:10 p.m.\n\nMATH 233 &#8211; Mathematics for Social Justice\nThis course teaches quantitative literacy, critical thinking and problem solving skills in a socially relevant context. Students use mathematics as a powerful analytic framework for understanding and developing realistic solutions to issues of social, political, and economic justice. The overarching goal of this course is for students to develop the ability and inclination to use mathematics to understand, and improve, the world around them. Prerequisite(s): MATH 106. Recommended background: MATH 205.<\/p><\/div><div class=\"swiper-lazy-preloader\"><\/div><\/div><div class=\"swiper-slide\"><img decoding=\"async\" alt=\"Small, but sophisticated.\n\nThat\u2019s what first-year students of Professor of Mathematics Meredith Greer discovered about one kind of small robot during a visit to Bates by a team of Lewiston Public Schools educators on Nov. 14.\n\nThe team of instructional specialists and tech coaches brought Sphero BOLT robots with them during the morning visit to Chase Hall Lounge. Designed for educational and recreational purposes, they\u2019re often used in schools to teach coding and robotics.\n\nFrom left, first-year students Darien Chiang of Quincy, Mass., Julian Tilney of Arlington, Mass., and Finn Sheehy of Burlingame, Calif., get a handle on how to program the robots.\n\nThe students are in Greer\u2019s First-Year Seminar, \u201cLearning Math Using Crafts, Coding, and Games,\u201d which investigates \u201chow humans think about math at age 5, age 12, or age 18 and beyond.\u201d During the semester, the students focused on learning through a variety of methods, including hands-on crafts, open-ended class meetings, and age-appropriate computer coding.\n\nThis was the educators\u2019 third visit to the course, and for each visit, they brought with them age-appropriate robots.\n\nConnecting with the Lewiston educators, and gaining insights into \u201cspecific activities they do with the robots at specific grade levels,\u201d Greer explains, \u201chas given us multiple chances to connect our studies with specific grade-level-based math learning standards that are used across the state of Maine.\u201d\n\nFor the Lewiston educators, the three visits reflect growing outreach efforts into their community. \u201cThey were both enthusiastic and generous about bringing these lessons into our classroom,\u201d says Greer. \u201cMoving forward, we are continuing to think about ongoing collaborations.\u201d\" data-id=\"9176\" data-fullsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/231114_First_Year_Seminar_Robots_1369.webp\" data-regsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/231114_First_Year_Seminar_Robots_1369-900x600.webp\" src=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/231114_First_Year_Seminar_Robots_1369-900x600.webp\" loading=\"lazy\"\/><div class=\"image_caption\"><p>Small, but sophisticated.\n\nThat\u2019s what first-year students of Professor of Mathematics Meredith Greer discovered about one kind of small robot during a visit to Bates by a team of Lewiston Public Schools educators on Nov. 14.\n\nThe team of instructional specialists and tech coaches brought Sphero BOLT robots with them during the morning visit to Chase Hall Lounge. Designed for educational and recreational purposes, they\u2019re often used in schools to teach coding and robotics.\n\nFrom left, first-year students Darien Chiang of Quincy, Mass., Julian Tilney of Arlington, Mass., and Finn Sheehy of Burlingame, Calif., get a handle on how to program the robots.\n\nThe students are in Greer\u2019s First-Year Seminar, \u201cLearning Math Using Crafts, Coding, and Games,\u201d which investigates \u201chow humans think about math at age 5, age 12, or age 18 and beyond.\u201d During the semester, the students focused on learning through a variety of methods, including hands-on crafts, open-ended class meetings, and age-appropriate computer coding.\n\nThis was the educators\u2019 third visit to the course, and for each visit, they brought with them age-appropriate robots.\n\nConnecting with the Lewiston educators, and gaining insights into \u201cspecific activities they do with the robots at specific grade levels,\u201d Greer explains, \u201chas given us multiple chances to connect our studies with specific grade-level-based math learning standards that are used across the state of Maine.\u201d\n\nFor the Lewiston educators, the three visits reflect growing outreach efforts into their community. \u201cThey were both enthusiastic and generous about bringing these lessons into our classroom,\u201d says Greer. \u201cMoving forward, we are continuing to think about ongoing collaborations.\u201d<\/p><\/div><div class=\"swiper-lazy-preloader\"><\/div><\/div><div class=\"swiper-slide\"><img decoding=\"async\" alt=\"Associate Professor of Mathematics Katy Ott teaches \u201cMathematics for Justice&quot; course in Carnegie 339 on Thursday, Sept. 28, at 1:10 p.m.\n\nMATH 233 - Mathematics for Social Justice\nThis course teaches quantitative literacy, critical thinking and problem solving skills in a socially relevant context. Students use mathematics as a powerful analytic framework for understanding and developing realistic solutions to issues of social, political, and economic justice. The overarching goal of this course is for students to develop the ability and inclination to use mathematics to understand, and improve, the world around them. Prerequisite(s): MATH 106. Recommended background: MATH 205.\" data-id=\"9177\" data-fullsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/230928_Katy_Ott_Class_0092.webp\" data-regsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/230928_Katy_Ott_Class_0092-900x600.webp\" src=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/230928_Katy_Ott_Class_0092-900x600.webp\" loading=\"lazy\"\/><div class=\"image_caption\"><p>Associate Professor of Mathematics Katy Ott teaches \u201cMathematics for Justice&#8221; course in Carnegie 339 on Thursday, Sept. 28, at 1:10 p.m.\n\nMATH 233 &#8211; Mathematics for Social Justice\nThis course teaches quantitative literacy, critical thinking and problem solving skills in a socially relevant context. Students use mathematics as a powerful analytic framework for understanding and developing realistic solutions to issues of social, political, and economic justice. The overarching goal of this course is for students to develop the ability and inclination to use mathematics to understand, and improve, the world around them. Prerequisite(s): MATH 106. Recommended background: MATH 205.<\/p><\/div><div class=\"swiper-lazy-preloader\"><\/div><\/div><div class=\"swiper-slide\"><img decoding=\"async\" alt=\"Associate Professor of Mathematics Katy Ott teaches \u201cMathematics for Justice&quot; course in Carnegie 339 on Thursday, Sept. 28, at 1:10 p.m.\n\nMATH 233 - Mathematics for Social Justice\nThis course teaches quantitative literacy, critical thinking and problem solving skills in a socially relevant context. Students use mathematics as a powerful analytic framework for understanding and developing realistic solutions to issues of social, political, and economic justice. The overarching goal of this course is for students to develop the ability and inclination to use mathematics to understand, and improve, the world around them. Prerequisite(s): MATH 106. Recommended background: MATH 205.\" data-id=\"9178\" data-fullsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/230928_Katy_Ott_Class_0166.webp\" data-regsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/230928_Katy_Ott_Class_0166-900x600.webp\" src=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/230928_Katy_Ott_Class_0166-900x600.webp\" loading=\"lazy\"\/><div class=\"image_caption\"><p>Associate Professor of Mathematics Katy Ott teaches \u201cMathematics for Justice&#8221; course in Carnegie 339 on Thursday, Sept. 28, at 1:10 p.m.\n\nMATH 233 &#8211; Mathematics for Social Justice\nThis course teaches quantitative literacy, critical thinking and problem solving skills in a socially relevant context. Students use mathematics as a powerful analytic framework for understanding and developing realistic solutions to issues of social, political, and economic justice. The overarching goal of this course is for students to develop the ability and inclination to use mathematics to understand, and improve, the world around them. Prerequisite(s): MATH 106. Recommended background: MATH 205.<\/p><\/div><div class=\"swiper-lazy-preloader\"><\/div><\/div><div class=\"swiper-slide\"><img decoding=\"async\" alt=\"Associate Professor of Mathematics Katy Ott teaches \u201cMathematics for Justice&quot; course in Carnegie 339 on Thursday, Sept. 28, at 1:10 p.m.\n\nMATH 233 - Mathematics for Social Justice\nThis course teaches quantitative literacy, critical thinking and problem solving skills in a socially relevant context. Students use mathematics as a powerful analytic framework for understanding and developing realistic solutions to issues of social, political, and economic justice. The overarching goal of this course is for students to develop the ability and inclination to use mathematics to understand, and improve, the world around them. Prerequisite(s): MATH 106. Recommended background: MATH 205.\" data-id=\"9179\" data-fullsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/230928_Katy_Ott_Class_0170.webp\" data-regsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/230928_Katy_Ott_Class_0170-900x600.webp\" src=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/230928_Katy_Ott_Class_0170-900x600.webp\" loading=\"lazy\"\/><div class=\"image_caption\"><p>Associate Professor of Mathematics Katy Ott teaches \u201cMathematics for Justice&#8221; course in Carnegie 339 on Thursday, Sept. 28, at 1:10 p.m.\n\nMATH 233 &#8211; Mathematics for Social Justice\nThis course teaches quantitative literacy, critical thinking and problem solving skills in a socially relevant context. Students use mathematics as a powerful analytic framework for understanding and developing realistic solutions to issues of social, political, and economic justice. The overarching goal of this course is for students to develop the ability and inclination to use mathematics to understand, and improve, the world around them. Prerequisite(s): MATH 106. Recommended background: MATH 205.<\/p><\/div><div class=\"swiper-lazy-preloader\"><\/div><\/div><div class=\"swiper-slide\"><img decoding=\"async\" alt=\"Associate Professor of Mathematics Katy Ott teaches \u201cMathematics for Justice&quot; course in Carnegie 339 on Thursday, Sept. 28, at 1:10 p.m.\n\nMATH 233 - Mathematics for Social Justice\nThis course teaches quantitative literacy, critical thinking and problem solving skills in a socially relevant context. Students use mathematics as a powerful analytic framework for understanding and developing realistic solutions to issues of social, political, and economic justice. The overarching goal of this course is for students to develop the ability and inclination to use mathematics to understand, and improve, the world around them. Prerequisite(s): MATH 106. Recommended background: MATH 205.\" data-id=\"9180\" data-fullsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/230928_Katy_Ott_Class_0238.webp\" data-regsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/230928_Katy_Ott_Class_0238-900x600.webp\" src=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/230928_Katy_Ott_Class_0238-900x600.webp\" loading=\"lazy\"\/><div class=\"image_caption\"><p>Associate Professor of Mathematics Katy Ott teaches \u201cMathematics for Justice&#8221; course in Carnegie 339 on Thursday, Sept. 28, at 1:10 p.m.\n\nMATH 233 &#8211; Mathematics for Social Justice\nThis course teaches quantitative literacy, critical thinking and problem solving skills in a socially relevant context. Students use mathematics as a powerful analytic framework for understanding and developing realistic solutions to issues of social, political, and economic justice. The overarching goal of this course is for students to develop the ability and inclination to use mathematics to understand, and improve, the world around them. Prerequisite(s): MATH 106. Recommended background: MATH 205.<\/p><\/div><div class=\"swiper-lazy-preloader\"><\/div><\/div><div class=\"swiper-slide\"><img decoding=\"async\" alt=\"\" data-id=\"9181\" data-fullsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/230928_Katy_Ott_Class_0338.webp\" data-regsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/230928_Katy_Ott_Class_0338-900x600.webp\" src=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/230928_Katy_Ott_Class_0338-900x600.webp\" loading=\"lazy\"\/><div class=\"swiper-lazy-preloader\"><\/div><\/div><div class=\"swiper-slide\"><img decoding=\"async\" alt=\"Associate Professor of Mathematics Katy Ott teaches \u201cMathematics for Justice&quot; course in Carnegie 339 on Thursday, Sept. 28, at 1:10 p.m.\n\nMATH 233 - Mathematics for Social Justice\nThis course teaches quantitative literacy, critical thinking and problem solving skills in a socially relevant context. Students use mathematics as a powerful analytic framework for understanding and developing realistic solutions to issues of social, political, and economic justice. The overarching goal of this course is for students to develop the ability and inclination to use mathematics to understand, and improve, the world around them. Prerequisite(s): MATH 106. Recommended background: MATH 205.\" data-id=\"9182\" data-fullsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/230928_Katy_Ott_Class_0575.webp\" data-regsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/230928_Katy_Ott_Class_0575-900x600.webp\" src=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/230928_Katy_Ott_Class_0575-900x600.webp\" loading=\"lazy\"\/><div class=\"image_caption\"><p>Associate Professor of Mathematics Katy Ott teaches \u201cMathematics for Justice&#8221; course in Carnegie 339 on Thursday, Sept. 28, at 1:10 p.m.\n\nMATH 233 &#8211; Mathematics for Social Justice\nThis course teaches quantitative literacy, critical thinking and problem solving skills in a socially relevant context. Students use mathematics as a powerful analytic framework for understanding and developing realistic solutions to issues of social, political, and economic justice. The overarching goal of this course is for students to develop the ability and inclination to use mathematics to understand, and improve, the world around them. Prerequisite(s): MATH 106. Recommended background: MATH 205.<\/p><\/div><div class=\"swiper-lazy-preloader\"><\/div><\/div><div class=\"swiper-slide\"><img decoding=\"async\" alt=\"Francisca, Mallika and I have been friends since the first day of freshman year as we all lived in Page Hall on the 4th floor. Francisca and Mallika were first-year roommates and Francisca and Livia met through their Calc II class and became closer after forming a study group for it.  After the first day of classes, Livia invited Francisca to her birthday get-together that night, Mallika tagged along, and the rest was history! We all stayed very good friends for the entirety of our college careers and are very thankful for having each other through a very stressful freshman year. Living through freshman year with all of the COVID restrictions brought us closer together and here we are four years later still best friends (and all Math majors). \n\nFor the binding today, Mallika Jena and I bound our math capstone first. We took Katy Ott's math capstone class titled Mathematical Exposition, where our class produced a collaborative final math magazine for the audience of undergraduate mathematics majors or potential majors. The magazine is titled, The Bates Equation, and specifically includes Mallika's and I's written work that analyzes primary sources of mathematical literature associated with the Pythagorean theorem, which we all know and love.\n\nYour name: Maria Francisca Rocha\nHometown: Porto, Portugal\nMajors: Biochemistry, Mathematics\nThe title of each of your theses and advisor:\n\u2022\t\u201cMathematical Model of the Response of Bacterial Biofilms to Antibiotic Treatments\u201d Professor Colleen O'Loughlin.- Professor Meredith Greer, Mathematics department\n\u2022\t\u201cCharacterizing the morphology of Staphylococcus epidermidis bacterial biofilms using scanning electron microscopy\u201d\nGuests: I am part of the frisbee team, I work at the Office of Global Education, and I am one of the Managers of the Ronj, so I invited my teammates, coworkers, and friends from those groups and beyond! \nQuote: It was heartwarming to see all my friends gathered to celebrate the culmination of my work a\" data-id=\"9183\" data-fullsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/240429_Thesis_Bindings_Campus_1753.webp\" data-regsrc=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/240429_Thesis_Bindings_Campus_1753-900x600.webp\" src=\"https:\/\/www.bates.edu\/academics\/files\/2026\/02\/240429_Thesis_Bindings_Campus_1753-900x600.webp\" loading=\"lazy\"\/><div class=\"image_caption\"><p>Francisca, Mallika and I have been friends since the first day of freshman year as we all lived in Page Hall on the 4th floor. Francisca and Mallika were first-year roommates and Francisca and Livia met through their Calc II class and became closer after forming a study group for it.  After the first day of classes, Livia invited Francisca to her birthday get-together that night, Mallika tagged along, and the rest was history! We all stayed very good friends for the entirety of our college careers and are very thankful for having each other through a very stressful freshman year. Living through freshman year with all of the COVID restrictions brought us closer together and here we are four years later still best friends (and all Math majors). \n\nFor the binding today, Mallika Jena and I bound our math capstone first. We took Katy Ott&#8217;s math capstone class titled Mathematical Exposition, where our class produced a collaborative final math magazine for the audience of undergraduate mathematics majors or potential majors. The magazine is titled, The Bates Equation, and specifically includes Mallika&#8217;s and I&#8217;s written work that analyzes primary sources of mathematical literature associated with the Pythagorean theorem, which we all know and love.\n\nYour name: Maria Francisca Rocha\nHometown: Porto, Portugal\nMajors: Biochemistry, Mathematics\nThe title of each of your theses and advisor:\n\u2022\t\u201cMathematical Model of the Response of Bacterial Biofilms to Antibiotic Treatments\u201d Professor Colleen O&#8217;Loughlin.- Professor Meredith Greer, Mathematics department\n\u2022\t\u201cCharacterizing the morphology of Staphylococcus epidermidis bacterial biofilms using scanning electron microscopy\u201d\nGuests: I am part of the frisbee team, I work at the Office of Global Education, and I am one of the Managers of the Ronj, so I invited my teammates, coworkers, and friends from those groups and beyond! \nQuote: It was heartwarming to see all my friends gathered to celebrate the culmination of my work a<\/p><\/div><div class=\"swiper-lazy-preloader\"><\/div><\/div><\/div><\/div><\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-vertically-aligned-center is-layout-flow wp-block-column-is-layout-flow\">\n<h6 class=\"wp-block-heading has-black-color has-text-color has-link-color wp-elements-59d8920af9f0261bf38f20f23d7a208d\">Why Study Mathematics at Bates?<\/h6>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p>Mathematics is an integral part of a liberal arts education. Students can choose to focus on theoretical or applied mathematics courses, and mathematics majors at Bates often double major in a related field, such as economics, physics, or engineering. Students get the chance to engage in math beyond the classroom, whether through math competitions, community-engaged learning opportunities at local schools and nonprofits, or on-campus math seminars.<\/p>\n<\/div>\n<\/div>\n<\/div><\/div>\n\n\n\n<div style=\"height:80px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<div class=\"wp-block-group is-style-garnet-bg has-white-color has-text-color\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<h3 class=\"wp-block-heading has-text-align-center\">Featured Courses<\/h3>\n\n\n\n<div style=\"height:12px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n<aside class=\"course-teaser-wrap\">\n\t<div class=\"course-teasers _columns-3\" style=\"--displayColumns:3;\">\t<div class=\"course-teaser-course\">\n\t\t\n\t\t<h5 class=\"course-title\" title=\"MATHS45V\">Oscillation<\/h5>\n\t\t\n\t\t\n\t\t<p class=\"course-description\">In this project-based course, students investigate oscillation both in terms of mathematical theory and in real-world systems. The mathematics used draws from t&hellip;<\/p>\n\t<\/div>\t<div class=\"course-teaser-course\">\n\t\t\n\t\t<h5 class=\"course-title\" title=\"DCSS45T-MATHS45T\">Mathematical Image Processing<\/h5>\n\t\t\n\t\t\n\t\t<p class=\"course-description\">This course introduces mathematical methods in digital image processing, including basic image processing tools and techniques with an emphasis on their mathema&hellip;<\/p>\n\t<\/div>\t<div class=\"course-teaser-course\">\n\t\t\n\t\t<h5 class=\"course-title\" title=\"DCSS45T-MATHS45T\">Mathematical Image Processing<\/h5>\n\t\t\n\t\t\n\t\t<p class=\"course-description\">This course introduces mathematical methods in digital image processing, including basic image processing tools and techniques with an emphasis on their mathema&hellip;<\/p>\n\t<\/div><\/aside><\/div><\/div>\n\n\n\n<div style=\"height:80px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<div class=\"wp-block-cover alignfull\"><span aria-hidden=\"true\" class=\"wp-block-cover__background has-gray-light-background-color has-background-dim-100 has-background-dim\"><\/span><div class=\"wp-block-cover__inner-container is-layout-constrained wp-block-cover-is-layout-constrained\">\n<div style=\"height:60px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:33.33%\">\n<h2 class=\"wp-block-heading has-text-align-left has-black-color has-text-color has-link-color wp-elements-c3447d431100b3b4517fc9ee6c141a62\">Meet the Faculty<\/h2>\n\n\n\n<p class=\"has-text-align-left has-black-color has-text-color has-link-color wp-elements-8bce573e060be62f00fd5b370d491a20\">Faculty members teach classes across a wide range of subjects and come from a diverse set of academic backgrounds, with expertise in various aspects of the field. Specialty areas include mathematical epidemiology, noncommutative algebra, mathematical ecology, and algebraic geometry.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:66.66%\"><div class=\"is-style-grid bates-faculty-profiles-department-list \" style=\"--columnCount:3;--columnWidth:300px;\">\t<div class=\"faculty-profile profile-row\">\n\t\t<img decoding=\"async\" alt=\"Photo of Laurie L. Baker\" src=\"https:\/\/www.bates.edu\/faculty\/wp-content\/blogs.dir\/263\/files\/2024\/04\/laurie-288x300.webp\" class=\"profile-image wp-image-6793\" \/>\n\t\t<h3 class=\"profile-name\"><a href=\"https:\/\/www.bates.edu\/academics\/faculty-profile\/laurie-l-baker\">Laurie L. Baker<\/a><\/h3>\n\t\t<h4 class=\"profile-title\">Assistant Professor of Mathematics<\/h4>\n\t\t<div class=\"departmental-associations department-meta\">\n\t\t\t\t\t\tMathematics\n\t\t\t\t\t\t<\/div>\n\t\t\n\t\t\n\t\t\n\t\t\n\t<\/div>\t<div class=\"faculty-profile profile-row\">\n\t\t<img decoding=\"async\" alt=\"Photo of Scott H. Balcomb\" src=\"https:\/\/www.bates.edu\/faculty\/wp-content\/blogs.dir\/263\/files\/2015\/08\/Scott.jpg\" class=\"profile-image wp-image-342\" \/>\n\t\t<h3 class=\"profile-name\"><a href=\"https:\/\/www.bates.edu\/academics\/faculty-profile\/scott-h-balcomb\">Scott H. Balcomb<\/a><\/h3>\n\t\t<h4 class=\"profile-title\">Visiting Instructor in Mathematics<\/h4>\n\t\t<div class=\"departmental-associations department-meta\">\n\t\t\t\t\t\tMathematics\n\t\t\t\t\t\t<\/div>\n\t\t\n\t\t\n\t\t\n\t\t\n\t<\/div>\t<div class=\"faculty-profile profile-row\">\n\t\t<img decoding=\"async\" alt=\"Photo of Grace L. Coulombe\" src=\"https:\/\/www.bates.edu\/faculty\/wp-content\/blogs.dir\/263\/files\/2015\/08\/glc_headshot02-e1416233824635-325x300.jpg\" class=\"profile-image wp-image-465\" \/>\n\t\t<h3 class=\"profile-name\"><a href=\"https:\/\/www.bates.edu\/academics\/faculty-profile\/grace-l-coulombe\">Grace L. Coulombe<\/a><\/h3>\n\t\t<h4 class=\"profile-title\">Lecturer and Director of Student Academic Support<\/h4>\n\t\t<div class=\"departmental-associations department-meta\">\n\t\t\t\t\t\tStudent Academic and Speaking\/Presentation Support, Mathematics\n\t\t\t\t\t\t<\/div>\n\t\t\n\t\t\n\t\t\n\t\t\n\t<\/div>\t<div class=\"faculty-profile profile-row\">\n\t\t<img decoding=\"async\" alt=\"Photo of Meredith L. Greer\" src=\"https:\/\/www.bates.edu\/faculty\/wp-content\/blogs.dir\/263\/files\/2015\/08\/M_thumbnail-300x300.webp\" class=\"profile-image wp-image-5289\" \/>\n\t\t<h3 class=\"profile-name\"><a href=\"https:\/\/www.bates.edu\/academics\/faculty-profile\/meredith-l-greer\">Meredith L. Greer<\/a><\/h3>\n\t\t<h4 class=\"profile-title\">Professor of Mathematics<\/h4>\n\t\t<div class=\"departmental-associations department-meta\">\n\t\t\t\t\t\tMathematics, Gender and Sexuality Studies\n\t\t\t\t\t\t<\/div>\n\t\t\n\t\t\n\t\t\n\t\t\n\t<\/div>\t<div class=\"faculty-profile profile-row\">\n\t\t<img decoding=\"async\" alt=\"Photo of Logan Hambric\" src=\"https:\/\/www.bates.edu\/faculty\/wp-content\/blogs.dir\/263\/files\/2024\/08\/1000006262-e1733844886965-300x300.webp\" class=\"profile-image wp-image-6717\" \/>\n\t\t<h3 class=\"profile-name\"><a href=\"https:\/\/www.bates.edu\/academics\/faculty-profile\/logan-hambric\">Logan Hambric<\/a><\/h3>\n\t\t<h4 class=\"profile-title\">Visiting Assistant Professor of Mathematics<\/h4>\n\t\t<div class=\"departmental-associations department-meta\">\n\t\t\t\t\t\tMathematics\n\t\t\t\t\t\t<\/div>\n\t\t\n\t\t\n\t\t\n\t\t\n\t<\/div>\t<div class=\"faculty-profile profile-row\">\n\t\t<img decoding=\"async\" alt=\"Photo of Martin W. Montgomery\" src=\"https:\/\/www.bates.edu\/faculty\/wp-content\/blogs.dir\/263\/files\/2015\/08\/Martin_crop.jpg\" class=\"profile-image wp-image-751\" \/>\n\t\t<h3 class=\"profile-name\"><a href=\"https:\/\/www.bates.edu\/academics\/faculty-profile\/martin-w-montgomery\">Martin W. Montgomery<\/a><\/h3>\n\t\t<h4 class=\"profile-title\">Visiting Lecturer in Mathematics<\/h4>\n\t\t<div class=\"departmental-associations department-meta\">\n\t\t\t\t\t\tMathematics\n\t\t\t\t\t\t<\/div>\n\t\t\n\t\t\n\t\t\n\t\t\n\t<\/div>\t<div class=\"faculty-profile profile-row\">\n\t\t<img decoding=\"async\" alt=\"Photo of Katharine A. Ott\" src=\"https:\/\/www.bates.edu\/faculty\/wp-content\/blogs.dir\/263\/files\/2015\/08\/KOtt-300x300.jpg\" class=\"profile-image wp-image-729\" \/>\n\t\t<h3 class=\"profile-name\"><a href=\"https:\/\/www.bates.edu\/academics\/faculty-profile\/katharine-a-ott\">Katharine A. Ott<\/a><\/h3>\n\t\t<h4 class=\"profile-title\">Thomas Sowell Professor of Mathematics<\/h4>\n\t\t<div class=\"departmental-associations department-meta\">\n\t\t\t\t\t\tMathematics <span class=\"chair-flag-inline\">Chair<\/span>\n\t\t\t\t\t\t<\/div>\n\t\t\n\t\t\n\t\t\n\t\t\n\t<\/div>\t<div class=\"faculty-profile profile-row\">\n\t\t<img decoding=\"async\" alt=\"Photo of Fatoumata Sanogo\" src=\"https:\/\/www.bates.edu\/faculty\/wp-content\/blogs.dir\/263\/files\/2022\/06\/221024_Fatoumato_Sanogo_Portrait_0092-400x267.webp\" class=\"profile-image wp-image-5251\" \/>\n\t\t<h3 class=\"profile-name\"><a href=\"https:\/\/www.bates.edu\/academics\/faculty-profile\/fatoumata-sanogo\">Fatoumata Sanogo<\/a><\/h3>\n\t\t<h4 class=\"profile-title\">Assistant Professor of Mathematics<\/h4>\n\t\t<div class=\"departmental-associations department-meta\">\n\t\t\t\t\t\tMathematics\n\t\t\t\t\t\t<\/div>\n\t\t\n\t\t\n\t\t\n\t\t\n\t<\/div>\t<div class=\"faculty-profile profile-row\">\n\t\t<img decoding=\"async\" alt=\"Photo of Austyn W. Simpson\" src=\"https:\/\/www.bates.edu\/wp-content\/plugins\/bates-faculty-profiles\/public-assets\/noimage.png\" class=\"profile-image wp-image-0\" \/>\n\t\t<h3 class=\"profile-name\"><a href=\"https:\/\/www.bates.edu\/academics\/faculty-profile\/austyn-w-simpson\">Austyn W. Simpson<\/a><\/h3>\n\t\t<h4 class=\"profile-title\">Assistant Professor of Mathematics<\/h4>\n\t\t<div class=\"departmental-associations department-meta\">\n\t\t\t\t\t\tMathematics\n\t\t\t\t\t\t<\/div>\n\t\t\n\t\t\n\t\t\n\t\t\n\t<\/div>\t<div class=\"faculty-profile profile-row\">\n\t\t<img decoding=\"async\" alt=\"Photo of Laura S. Storch\" src=\"https:\/\/www.bates.edu\/faculty\/wp-content\/blogs.dir\/263\/files\/2022\/08\/221025_Campus_0723-e1669647843528-291x300.webp\" class=\"profile-image wp-image-5248\" \/>\n\t\t<h3 class=\"profile-name\"><a href=\"https:\/\/www.bates.edu\/academics\/faculty-profile\/laura-s-storch\">Laura S. Storch<\/a><\/h3>\n\t\t<h4 class=\"profile-title\">Assistant Professor of Mathematics<\/h4>\n\t\t<div class=\"departmental-associations department-meta\">\n\t\t\t\t\t\tMathematics\n\t\t\t\t\t\t<\/div>\n\t\t\n\t\t\n\t\t\n\t\t\n\t<\/div>\t<div class=\"faculty-profile profile-row\">\n\t\t<img decoding=\"async\" alt=\"Photo of Cigole Thomas\" src=\"https:\/\/www.bates.edu\/faculty\/wp-content\/blogs.dir\/263\/files\/2025\/07\/250904_Cigole_Thomas_Portrait_0051-copy-1-347x300.webp\" class=\"profile-image wp-image-7625\" \/>\n\t\t<h3 class=\"profile-name\"><a href=\"https:\/\/www.bates.edu\/academics\/faculty-profile\/cigole-thomas\">Cigole Thomas<\/a><\/h3>\n\t\t<h4 class=\"profile-title\">Assistant Professor of Mathematics<\/h4>\n\t\t<div class=\"departmental-associations department-meta\">\n\t\t\t\t\t\tMathematics\n\t\t\t\t\t\t<\/div>\n\t\t\n\t\t\n\t\t\n\t\t\n\t<\/div>\t<div class=\"faculty-profile profile-row\">\n\t\t<img decoding=\"async\" alt=\"Photo of Peter N. Wong\" src=\"https:\/\/www.bates.edu\/faculty\/wp-content\/blogs.dir\/263\/files\/2015\/08\/Peter_crop-150x150.jpg\" class=\"profile-image wp-image-1833\" \/>\n\t\t<h3 class=\"profile-name\"><a href=\"https:\/\/www.bates.edu\/academics\/faculty-profile\/peter-n-wong\">Peter N. Wong<\/a><\/h3>\n\t\t<h4 class=\"profile-title\">Phillips Professor of Mathematics<\/h4>\n\t\t<div class=\"departmental-associations department-meta\">\n\t\t\t\t\t\tMathematics\n\t\t\t\t\t\t<\/div>\n\t\t\n\t\t\n\t\t\n\t\t\n\t<\/div><\/div><\/div>\n<\/div>\n\n\n\n<div style=\"height:60px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-cover alignfull is-light has-parallax\"><div class=\"wp-block-cover__image-background wp-image-9184 size-full has-parallax\" style=\"background-position:50% 50%;background-image:url(https:\/\/www.bates.edu\/academics\/files\/2026\/02\/mathematics_3.webp)\"><\/div><span aria-hidden=\"true\" class=\"wp-block-cover__background has-background-dim-0 has-background-dim\"><\/span><div class=\"wp-block-cover__inner-container is-layout-constrained wp-block-cover-is-layout-constrained\">\n<p class=\"has-text-align-center\"><\/p>\n<\/div><\/div>\n\n\n\n<div style=\"height:100px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<style data-is=\"custom-styles\" class=\"wp-block-bates-page-specific-css-css\">.contact-information h5 {margin-top: 0; !important }<\/style>\n\n\n\n\t\t\t<div class=\"aside-stories-wrap\" data-nosnippet>\n\t\t\t\t<h1>News &#038; Events<\/h1>\n\n\t\t\t\t<section class=\"aside-stories news-updates is-style-grid\"><article class=\"aside-story\"><a class=\"aside-image\" href=\"https:\/\/www.bates.edu\/news\/2026\/03\/26\/a-15th-century-play-reimagined-for-the-21st-century\/\"><img loading=\"lazy\" decoding=\"async\" width=\"400\" height=\"267\" src=\"https:\/\/www.bates.edu\/news\/wp-content\/blogs.dir\/174\/files\/2026\/03\/202603_Everybody_Play_Theater-Dance_SCW-7-400x267.webp\" class=\"attachment-medium size-medium\" alt=\"Death comes for everybody. The question is who shows up to walk alongside them.\nBranden Jacobs-Jenkins&#039; Pulitzer Prize-finalist Everybody arrives in Gannett Theater this week \u2014 a darkly funny, quietly devastating riff on one of the oldest plays in the English language. Each night, the cast draws lots to determine who faces Death, and who becomes the friends, the memories, the stuff of a life left behind. One hundred and twenty possible versions of the same human question: what does it mean to have lived?\nDirected by Tim Dugan. Tickets close one hour before curtain; rush seats may be available at the door.\" srcset=\"https:\/\/www.bates.edu\/news\/wp-content\/blogs.dir\/174\/files\/2026\/03\/202603_Everybody_Play_Theater-Dance_SCW-7-400x267.webp 400w, https:\/\/www.bates.edu\/news\/wp-content\/blogs.dir\/174\/files\/2026\/03\/202603_Everybody_Play_Theater-Dance_SCW-7-900x600.webp 900w, https:\/\/www.bates.edu\/news\/wp-content\/blogs.dir\/174\/files\/2026\/03\/202603_Everybody_Play_Theater-Dance_SCW-7-942x628.jpg 942w, https:\/\/www.bates.edu\/news\/wp-content\/blogs.dir\/174\/files\/2026\/03\/202603_Everybody_Play_Theater-Dance_SCW-7-1536x1024.webp 1536w, https:\/\/www.bates.edu\/news\/wp-content\/blogs.dir\/174\/files\/2026\/03\/202603_Everybody_Play_Theater-Dance_SCW-7-200x133.webp 200w, https:\/\/www.bates.edu\/news\/wp-content\/blogs.dir\/174\/files\/2026\/03\/202603_Everybody_Play_Theater-Dance_SCW-7.webp 1919w\" sizes=\"(max-width: 400px) 100vw, 400px\" \/><\/a><div class=\"aside-text-container\">\n\t\t\t\t\t<div class=\"aside-date\">March 26, 2026<\/div>\n\t\t\t\t\t<h2 class=\"aside-title\">\n\t\t\t\t\t\t<a href=\"https:\/\/www.bates.edu\/news\/2026\/03\/26\/a-15th-century-play-reimagined-for-the-21st-century\/\">\n\t\t\t\t\t\t\tEveryone is a star in &#8216;Everybody&#8217;\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<\/h2>\n\t\t\t\t\t<p class=\"aside-text\">Bates Theater\u2019s production of &#8216;Everybody&#8217; sold out every performance at Gannett Theater last week \u2014 waitlists at the door, eager audience members finding out they\u2019d gotten seats five minutes before curtain \u2014 and the room earned that anticipatory urgency. <\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/article><article class=\"aside-story\"><a class=\"aside-image\" href=\"https:\/\/www.bates.edu\/news\/2026\/03\/26\/yun-garrison-wins-lee-young-leadership-award-from-ywca\/\"><img loading=\"lazy\" decoding=\"async\" width=\"400\" height=\"267\" src=\"https:\/\/www.bates.edu\/news\/wp-content\/blogs.dir\/174\/files\/2026\/02\/200910_Yun_Garrison_0041-400x267.webp\" class=\"attachment-medium size-medium\" alt=\"Assistant Professor of PsychologyYunkyoung &quot;Yun&quot; Garrison poses for a portrait on the edge of the Bates campus across from Lindholm House on Campus Avenue on Sept. 10, 2020\" srcset=\"https:\/\/www.bates.edu\/news\/wp-content\/blogs.dir\/174\/files\/2026\/02\/200910_Yun_Garrison_0041-400x267.webp 400w, https:\/\/www.bates.edu\/news\/wp-content\/blogs.dir\/174\/files\/2026\/02\/200910_Yun_Garrison_0041-900x600.webp 900w, https:\/\/www.bates.edu\/news\/wp-content\/blogs.dir\/174\/files\/2026\/02\/200910_Yun_Garrison_0041-942x628.jpg 942w, https:\/\/www.bates.edu\/news\/wp-content\/blogs.dir\/174\/files\/2026\/02\/200910_Yun_Garrison_0041-1536x1024.webp 1536w, https:\/\/www.bates.edu\/news\/wp-content\/blogs.dir\/174\/files\/2026\/02\/200910_Yun_Garrison_0041-200x133.webp 200w, https:\/\/www.bates.edu\/news\/wp-content\/blogs.dir\/174\/files\/2026\/02\/200910_Yun_Garrison_0041.webp 1919w\" sizes=\"(max-width: 400px) 100vw, 400px\" \/><\/a><div class=\"aside-text-container\">\n\t\t\t\t\t<div class=\"aside-date\">March 26, 2026<\/div>\n\t\t\t\t\t<h2 class=\"aside-title\">\n\t\t\t\t\t\t<a href=\"https:\/\/www.bates.edu\/news\/2026\/03\/26\/yun-garrison-wins-lee-young-leadership-award-from-ywca\/\">\n\t\t\t\t\t\t\tYun Garrison wins Lee Young Leadership Award from YWCA\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<\/h2>\n\t\t\t\t\t<p class=\"aside-text\">Yun Garrison, associate professor of psychology, was honored on March 8 with the Lee Young Leadership Award from the YWCA of Central Maine in recognition for her community-engaged work.<\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/article><article class=\"aside-story\"><a class=\"aside-image\" href=\"https:\/\/www.bates.edu\/news\/2026\/03\/26\/equally-at-home-everywhere-brett-karpf-26-wins-watson-fellowship\/\"><img loading=\"lazy\" decoding=\"async\" width=\"400\" height=\"109\" src=\"https:\/\/www.bates.edu\/news\/wp-content\/blogs.dir\/174\/files\/2026\/03\/8_260318_Brett_Karpf_2738-400x109.webp\" class=\"attachment-medium size-medium\" alt=\"Brett Karpf \u201926, of New York City, walks up Mount David at Bates College on March 18, 2026. (Theophil Syslo | Bates College)\" srcset=\"https:\/\/www.bates.edu\/news\/wp-content\/blogs.dir\/174\/files\/2026\/03\/8_260318_Brett_Karpf_2738-400x109.webp 400w, https:\/\/www.bates.edu\/news\/wp-content\/blogs.dir\/174\/files\/2026\/03\/8_260318_Brett_Karpf_2738-900x246.webp 900w, https:\/\/www.bates.edu\/news\/wp-content\/blogs.dir\/174\/files\/2026\/03\/8_260318_Brett_Karpf_2738-1200x328.jpg 1200w, https:\/\/www.bates.edu\/news\/wp-content\/blogs.dir\/174\/files\/2026\/03\/8_260318_Brett_Karpf_2738-1536x420.webp 1536w, https:\/\/www.bates.edu\/news\/wp-content\/blogs.dir\/174\/files\/2026\/03\/8_260318_Brett_Karpf_2738-200x55.webp 200w, https:\/\/www.bates.edu\/news\/wp-content\/blogs.dir\/174\/files\/2026\/03\/8_260318_Brett_Karpf_2738.webp 1919w\" sizes=\"(max-width: 400px) 100vw, 400px\" \/><\/a><div class=\"aside-text-container\">\n\t\t\t\t\t<div class=\"aside-date\">March 26, 2026<\/div>\n\t\t\t\t\t<h2 class=\"aside-title\">\n\t\t\t\t\t\t<a href=\"https:\/\/www.bates.edu\/news\/2026\/03\/26\/equally-at-home-everywhere-brett-karpf-26-wins-watson-fellowship\/\">\n\t\t\t\t\t\t\t\u2018Equally at home everywhere\u2019: Brett Karpf \u201926 wins Watson Fel&hellip;\n\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<\/h2>\n\t\t\t\t\t<p class=\"aside-text\">Brett Karpf walks to make sense of the world and because he has to, for reasons he\u2019s still trying to understand. Beginning in August, fully funded by a fellowship from the Thomas J. Watson Foundation, Karpf will spend a full year walking \u2014 and thinking about walking.<\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/article><\/section><!-- .aside-stories -->\n\t\t\t<\/div><!--.aside-stories-wrap-->\n\n\n<div style=\"height:100px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>With connections to many disciplines, mathematics is vital in understanding science, technology,&hellip;<\/p>\n","protected":false},"author":5,"featured_media":9167,"parent":7912,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-templates\/dimp.php","meta":{"_hide_ai_chatbot":false,"_ai_chatbot_style":"","associated_faculty":[],"_Page_Specific_Css":"","_bates_restrict_mod":false,"_batesModPostContentOverride_prepend":false,"_batesModPostContentOverride_append":false,"_batesModPostContentOverride_append_before_footer":false,"_dimp_site_id":"59","_dimp_override_contact":true,"_table_of_contents_display":false,"_table_of_contents_location":"","_table_of_contents_disableSticky":false,"_is_featured":false,"footnotes":"","_bates_seo_meta_description":"","_bates_seo_block_robots":false,"_bates_seo_sharing_image_id":0,"_bates_seo_sharing_image_twitter_id":0,"_bates_seo_share_title":"","_bates_seo_canonical_overwrite":"","_bates_seo_twitter_template":""},"class_list":["post-8796","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www.bates.edu\/academics\/wp-json\/wp\/v2\/pages\/8796","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.bates.edu\/academics\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.bates.edu\/academics\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.bates.edu\/academics\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/www.bates.edu\/academics\/wp-json\/wp\/v2\/comments?post=8796"}],"version-history":[{"count":14,"href":"https:\/\/www.bates.edu\/academics\/wp-json\/wp\/v2\/pages\/8796\/revisions"}],"predecessor-version":[{"id":10128,"href":"https:\/\/www.bates.edu\/academics\/wp-json\/wp\/v2\/pages\/8796\/revisions\/10128"}],"up":[{"embeddable":true,"href":"https:\/\/www.bates.edu\/academics\/wp-json\/wp\/v2\/pages\/7912"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.bates.edu\/academics\/wp-json\/wp\/v2\/media\/9167"}],"wp:attachment":[{"href":"https:\/\/www.bates.edu\/academics\/wp-json\/wp\/v2\/media?parent=8796"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}