A.A., Cumberland County College
B.A., Montclair State College
M.Ed., University of Massachusetts
C410 775-1333 firstname.lastname@example.org
B.S., Clarkson University
M.P.H., Yale University
M.S., Duke University
N415 775-1764 email@example.com
I chose to major in math at Clarkson University simply because I loved the subject and wanted to be able to take as many math courses as possible. After being captivated by my first statistics class, I decided to pursue a graduate degree in Public Health with a concentration in biostatistics at Yale University - then on to Duke for more graduate study in statistics. I had the privilege of working in the pharmaceutical industry in both New Haven and in Research Triangle Park. Although, I enjoyed the work in the field, I found my true joy came from tutoring and teaching students. I came to GCC in 2013 and immediately saw that the students, faculty, and staff were a remarkable group of people. Here, I have been honored with the opportunity to share my enthusiasm for mathematics.
B.A., Smith College
M.S., University of Massachusetts
N410 775-1478 firstname.lastname@example.org
I graduated from UMASS/Amherst with an M.S. in Mathematics and Statistics and taught my first math class as an adjunct instructor at HCC that same year. The class was a wonderful group of students whose eagerness to learn showed me how enjoyable teaching could be and for that I will always be thankful. I started teaching at GCC the following year and have been a member of the math department ever since. When I’m not teaching, I like to spend as much time as I can outside skiing, swimming or mountain biking. I also spend my summers teaching swimming lessons to children ages 4 and up.
B.S., M.S., University of Massachusetts
N420 775-1445 email@example.com
In the summer of 1980 while waiting to defend my Master’s thesis, I was offered what I thought would be a seven-week opportunity to teach MAT 105 at GCC before leaving to pursue a career in biostatistics. Surprise!—“There are plans and then there’s life!” This wonderful group of MAT 105 students changed the direction of my life forever and thankfully reconnected me to my passion, my heart and my love for teaching. In the past 31 years, I have grown up personally and professionally at GCC. I have been blessed with wonderful students (some of whom have become life-long friends), an energetic and dedicated group of professionals to work with and learn from, and the opportunity to live a fully engaged life. I will be eternally grateful to them and to my first boss, Carleton Stinchfield, who offered me this one chance.
B.S., M.S., Pennsylvania State University
S419E 775-1172 firstname.lastname@example.org
Amy Ehmann is a professor of engineering, math and physics. She received her bachelor’s in astrophysics and her master’s in geosciences from Penn State. Before landing as a scientist she immersed herself in the violin, film, pottery and writing. She used to have hobbies but now she spends all of her time outside of work wrangling her two wonderful, adorable boys.
B.S., Clarkson University
M.Ed., St. Lawrence University
M.S., University of Vermont
Ph.D., University of Massachusetts
N412 775-1447 email@example.com
Sandy Gokey earned a B.S. in Interdisciplinary Social Sciences and Mathematics from Clarkson University in 1984 and an M.Ed. in Counseling and Human Development from St. Lawrence University that same year. She worked in human services and taught evening math courses until realizing that teaching mathematics was a wonderful way to combine her interest in working with people with her interest in mathematics. She went on to earn an M.S. in Mathematics from the University of Vermont (1987) and a Ph.D. in Mathematics from the University of Massachusetts Amherst (1993). Sandy taught at the University of Vermont, the University of Massachusetts Amherst, Smith College and Keene State College before joining the Greenfield Community College (GCC) faculty in 1999. Sandy has taught developmental math, math for liberal arts, statistics, algebra, math for elementary education, precalculus, calculus I and II, multivariate calculus, differential equations, linear algebra, and a variety of higher level math courses. What Sandy especially enjoys about GCC is that her teaching is not limited to the classroom as it would be in most colleges. Years ago, Sandy and several others took a small idea (that faculty could work with students outside their own classes) and turned that idea into a vibrant community of learning. What once was a few students and faculty occasionally working together in a small conference room is now “The Math Studio,” a large airy space devoted exclusively to students working on math with the support of all math faculty, not just their own individual instructors. When she’s not teaching, Sandy can usually be found in the Math Studio working one on one with students from a large variety of math courses.
N413 775-1449 firstname.lastname@example.org
I have been teaching math as an adjunct at GCC since 2002. My goal is for students to be comfortable, confident, and competent with math. I find taking time to learn the way students in each class are thinking about math is the key to teaching students in ways that that they can be successful learners. I encourage students to take responsibility for their learning by identifying the topics of challenge and topics of review,doing homework, asking questions in class, working together in groups, getting tutoring, etc. I also work with students to overcome math anxiety by teaching in a relaxed classroom environment, teaching text taking skills, and building on what students already know.
N411 775-1477 email@example.com
I suppose I just fell into being a mathematics professor. Each step along the way seemed to be the right thing to do. I think my love of mathematics started in high school and after that I always wanted to learn more. From then on mathematics has been an inexhaustible source of amazing beauty. After college learning more naturally led to graduate school. In graduate school I discovered that I also love sharing what I learn and helping others learn, which led to teaching. After finishing my PhD I joined the faculty of the mathematics department at the University of Massachusetts in Amherst. I worked there, teaching and doing research, for six years and then moved to Westfield State where I taught for 29 years and did other things such as chairing the mathematics department for a total of 12 years. I retired from Westfield State but found I couldn’t entirely give up teaching. When Peter Rosnick called me one day to see whether I knew of anyone who would be able to fill a last minute teaching vacancy at GCC I offered my services and have been an adjunct at GCC ever since. I had heard a lot about GCC and was curious to see what it was like from the inside. I found a warm and welcoming academic community with a caring, dedicated faculty and staff and a diverse and stimulating student body. I also appreciate the strong connection to the local community. Outside of mathematics I have broad interests in foreign languages, literature, art and classical music. I play classical violin and viola and have been a member of the Pioneer Valley Symphony for over 20 years. I also frequently play chamber music with friends. My wife, Julia Bady, is a concert pianist and piano teacher and has occasionally taught instrumental music at GCC. We are a GCC family. Our daughter Abigail McGuigan graduated from GCC and parlayed her two-year degree into a bachelor’s degree in English from the University of Washington in Seattle.
B.S., College of Mount Saint Vincent
M.A., University of Kentucky
N409 775-1445 firstname.lastname@example.org
I first solved a Rubik’s Cube in February 2003 when I stumbled on a website that claimed to have a method to solve any Rubik’s Cube, no matter how scrambled. My first solve took an hour and a half and my second solve took an hour and forty-five minutes. I’ve been hooked ever since! I have given several talks on mathematics and the Rubik’s Cube. An exciting result that was proven in 2010 is that any Rubik’s Cube can be solved in twenty moves or fewer. This theorem was proven using a combination of mathematics and computer science. Playing with the Rubik’s Cube strengthened my interest in mathematical puzzles and games like Set, Quarto, and Connect Four. I enjoy playing these games with GCC students. I have been teaching at GCC since 2009 and I’m having a blast. Since I’ve been here, I’ve taught Math 095, 096, 107, 108, 117, 201, and 202 and I hope to teach all of the classes we offer at some point in my career. I appreciate the passion and openness that GCC students bring to the classroom day in and day out. I also feel very fortunate to have access to a variety of technological tools when I teach.
B.A., Ithaca College
M.S., University of New Hampshire
M.S., University of Massachusetts
N419 775-1466 email@example.com
Growing up, I was surrounded by math. My dad is a math teacher, my mom is an accountant, and my grandfather was an engineer. Despite all of this exposure (or maybe because of it?), I was always intimidated by math and never considered myself very good at it. When I went to Ithaca College as a biology major, part of my early course work included Calculus. To my shock and amazement, I loved it! I decided then that I wanted to help other people discover how fun and amusing and amazing math could really be. So I thought, “Maybe I’ll become a teacher.” In the years that followed I received two more degrees and taught math in elementary schools, middle schools, high schools, and universities. I came to GCC in 2010 and have loved being here! I get to teach a wide variety of courses, work with a student population that is eager to learn, and collaborate with passionate and creative colleagues. What more could a teacher want?!?!