IBL Fellows

PAREKH FAMILY FELLOWS

Andrew Sack (2024)
I study algebraic and polyhedral combinatorics. The majority of my research has been centered around objects known as poset associahedra, which can be thought of as polytopes that encode the different ways to assemble a piece of furniture. I am also interested in polytopes whose 1-skeletons orient to lattices.

I am a firm believer that most learning in mathematics occurs while personally solving problems, rather than watching lectures or reading somebody else’s solutions. In my experience as a teaching assistant at UCLA, I have seen that students learn best in an engaged, inclusive, and collaborative classroom. To this end, I am excited to teach IBL classes and guide students through the process of discovery, empowering them to become independent and confident problem solvers.

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Roberta Shapiro (2024)
I work in an intersection of geometric group theory and low-dimensional topology. My research explores a connection between topology and combinatorics via algebra. In particular, I use combinatorial tools to study surfaces and their symmetries. I hope to further extend these ideas to study parallels between geometric topology and complex dynamics.

My goal as an IBL instructor is to facilitate not only mathematical learning, but also the development of transferrable skills that are fundamental to any job and can be applied to any endeavor. I hope that the mathematical experimentation central to IBL opens a new perspective from which people can experience mathematics and become confident in their own abilities.

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Neza Zager Korenjak (2024)
My research is in geometric structures on manifolds – the study of what kinds of geometric notions such as length or straight lines and triangles, make sense on a more complicated topological space. There is a rich interplay between the various properties of these notions, Lie groups, and dynamics, that I use in my work. I’m particularly interested in hyperbolic and affine geometry.

I’m excited about teaching an IBL style course because I think it encourages everyone to contribute and thus build confidence and take charge of their own learning. Through mutual trust and respect of each individual in the classroom – both as a person and as a mathematician – I believe we can prove to ourselves that anyone who wants to do mathematics, can.

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DESAPIO FELLOWS

Stephen Pietromonaco (2024)

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