# Mathematics & Statistics

Mathematics is one of the oldest disciplines of study. For all its antiquity, however, it is a modern, rapidly growing field. Only 70 years ago, mathematics might have been said to consist of algebra, analysis, number theory and geometry. Today, so many new areas have sprouted that the term “mathematics” seems almost inadequate. A new phrase, “the mathematical sciences” has come into fashion to describe a broad discipline that includes the blossoming fields of statistics, operations research, biomathematics and information science, as well as the traditional branches of pure and applied mathematics.

Mathematics faculty conduct research and write papers on algebra, combinatorics, dynamical systems, geometric knot theory, graph theory, logic, mathematical crystallography, mathematical biology, number theory, singularity theory, statistics and quantum logic. Within those fields, research spans the abstract to the applied. Faculty also write textbooks, mount exhibits and build sculptures. Students have ample opportunities to participate in research projects and to work as graders or teaching assistants.

### News

#### Mad Math

Join us for Mad Math, a mathematical field day, on Saturday, October 20. Magic, sculptures, puzzles, dancing and more ... Check out the Mad Math website!

#### Weekly Lunch Talk

Don't miss our weekly lunch talk (food provided!) for an interesting opportunity to discuss mathematics.

#### Problem of the Month

The Department of Mathematics & Statistics poses a Problem of the Month for our students to solve! At the end of the month, we randomly draw from the correct solutions and award the lucky participant a prize. For your chance at this month's mystery prize, submit a written solution to the problem to the MPOM dropbox on the third floor of Burton by the end of the month. Please be sure to include your name and email so we can contact you. February's problem looks at *nonlinear recursive sequences. *

Previous Problem and Solution

#### Calculus Training Groups

Peer mentoring is helping Smith students gain confidence in calculus. Read the Grécourt Gate article about the program.

### Center for Women in Mathematics

The Center for Women in Mathematics provides a dynamic community and resources for women mathematicians, including an extensive curriculum, mentoring and research opportunities.

- Given a problem, to recognize its mathematical aspects and to produce an abstract mathematical model for the problem.
- Basic mathematical skills (through discrete math, the calculus course, and linear algebra).
- To write mathematics effectively:
- Math track: To understand and write mathematical proofs.
- Stats track: To write a professional-level technical report.

- To speak mathematics or statistical terms effectively in oral presentations.
- To use technology appropriately to learn and understand mathematics.

**Advisers**: Pau Atela, Benjamin Baumer, Jennifer Beichman, Patricia Cahn, Christophe Golé, Katherine Halvorsen, James Henle, Rajan Mehta, Joseph O'Rourke, Daniel Schultheis, Gwen Spencer, Ileana Streinu, Nessy Tania, Julianna Tymoczko

The mathematics major has a foundation requirement, a core requirement, a depth requirement and a total credit requirement.

The foundation requirement consists of MTH 111, MTH 112, MTH 153, MTH 211, and MTH 212. Some of these requirements might be waived for a well-prepared student.

The core requirement consists of one course in algebra (MTH 233 or MTH 238) and one course in analysis (MTH 280 or MTH 281). Alternatively, a student may focus on statistics; students pursuing this track through the major are not required to take a course in algebra but instead must complete MTH 220, MTH 246, MTH 320, and either MTH 291 or MTH 290.

Majors are required to take at least one advanced course. This is the depth requirement. An advanced course is a mathematics course at Smith numbered between 310 and 390.

- In total, majors must take at least 36 credits among courses numbered at or above 153, with the following exceptions:
- With the approval of the department, up to 8 of the credits may be satisfied by courses taken outside the mathematics and statistics department.
- Courses taken outside the department must contain either substantial mathematical content at a level more advanced than MTH 211 and 212 or statistical content at a level more advanced than MTH 220. Generally, such a 4-credit course will be given 2 credits toward the mathematics major.
- Note that courses that are cross-listed with mathematics and another department (CSC 250, ECO 220, PHI 202, PHI 203, PHI 220, and SDS 292) are counted as mathematics courses and given full credit toward the mathematics major. The following courses meet the criteria for 2 credits toward mathematics major: AST 337, AST 351, AST 352, CHM 331, CHM 332, CSC 240, CSC 252, CSC 274, CSC 334, ECO 240, ECO 255, EGR 220, EGR 315, EGR 320, EGR 326, EGR 374, EGR 389, LOG 100, PHY 210, PHY 317, PHY 318, PHY 319, PHY 327, and SDS 293. A student may petition the department if she wishes credit for any course not on this list.

Normally, all courses that are counted towards either the major or minor must be taken for a letter grade.

#### The Minor in Mathematical Sciences

The minor in mathematics consists of 211 and 16 credits taken from among the following: 153, 205 and courses numbered above 211, including two courses above 218. Four of the credits may be replaced by eight credits from the list in the description of major requirements found above.

#### The Minor in Applied Statistics

The interdepartmental minor in applied statistics offers students a chance to study statistics in the context of a field of application of interest to the student. The minor is designed with enough flexibility to allow a student to choose among many possible fields of application. The minor consists of five courses. Among the courses used to satisfy the student’s major requirement, a maximum of two courses can count towards the minor. Ordinarily, no more than one course graded S/U will be counted towards the minor. See the Statistical & Data Sciences website for more information.

##### Director: James Henle

An honors project consists of directed reading, investigation and a thesis. This is an opportunity to engage in scholarship at a high level. A student at any level considering an honors project is encouraged to consult with the director of honors and any member of the department to obtain advice and further information.

Honors projects in the Department of Mathematics & Statistics are worth 8–12 credits. Ideally, your program should be approved by the department in the spring before your senior year. (You might also consider applying for a summer research grant from Smith so you can spend the summer before your senior year in Northampton beginning the work on your project.)

#### Eligibility

Normally, a student who applies to do honors work must have an overall 3.0 GPA for courses through her junior year, and a 3.3 GPA for courses in her major. A student may apply either in the second semester of her junior year or by the second week of the first semester of her senior year; we strongly recommend the former.

#### Financial Assistance

The Tomlinson Memorial fund provides financial assistance for honors thesis projects. If you're interested in obtaining funds you must complete the application form "Financial Assistance for Departmental Honors" and submit it with your honors application. This application form can be obtained from the director of honors or the class deans office.

#### Timeline*

Typically, you meet with your project adviser several times a week. Usually the project focuses on one area and involves reading mathematics papers and books at an advanced level. The honors paper you write will be an assimilation and exposition of the area. Occasionally, a project will include new contributions by the student. By early spring, most of your research should be complete and you will begin writing. The paper is due in the middle of April. It is read by a panel of faculty members, and in early May you present a talk to the department on your work.

#### Presentation of Thesis

Smith College rules stipulate that the final draft of your thesis must be submitted to your faculty adviser (first reader) and second reader by April 15*. This final draft will be the one subject to evaluation by the first and second readers. Honors candidates give a 45-minute oral presentation of their honors research for the mathematics faculty, which will be open to all interested members of the Smith College community and others by invitation.

You should expect to take questions from the audience during and after the presentation. Following the open presentation there will be an additional question period for the mathematics faculty only. This presentation will be scheduled during the last week of classes, or reading period, but no later than the last day of the pre-examination study period.

#### Evaluation

- 60% thesis
- 20% oral presentation
- 20% grades in the major

Your grade for the project (pass, distinction, high distinction, highest distinction) is determined by a combination of your grades on the paper, the presentation and your mathematics courses. The presentation has the least weight in your grade, but it gives us all a chance to hear about what you have done. We also invite you to give a talk to your fellow majors, though this is not part of the official process.

**Timeline is for May graduates. Consult your adviser about dates if you plan to graduate in January.*

The introductory calculus courses at Smith are offered in small sections of 20-28 students, taught by different professors. The sections of each introductory course are closely coordinated to maximize the resources available to students and make it easy for students to work together during the semester.

For more information about the introductory calculus courses as Smith, including how they work and help you do the things you want to do with your time at Smith, visit this guide.

Read the Gate article on calculus training groups at Smith.

A student who wishes to study mathematics may place herself according to the following guidelines.

- A student with three years of high school math (typically one year of geometry and two years of algebra) should select Elementary Functions (MTH102).
- A student with four years of high school math (but little or no calculus) should select Calculus I (MTH111).
- A student with a year of high school calculus may take Discrete Mathematics (MTH153) or Calculus II (MTH112).
- A placement tool is available during the first week of MTH 111 and MTH 112 for students deciding between those two courses.
- Exceptionally well-prepared students might start at Smith with Linear Algebra (MTH211) or Calculus III (MTH212).
- A student who does not want to dive into either calculus or discrete mathematics might consider Discovering Mathematics (MTH105).

A student who wishes to study statistics may place herself according to the following guidelines.

A student with prior work in calculus or discrete math at college should start with Introduction to Probability & Statistics (MTH 220, 5 credits) or Probability and Statistics (MTH 219, 4 credits). These are the recommended statistics course for Biological Sciences majors, and they both satisfies the basis requirement for Engineering, Environmental Science, Neuroscience, and Psychology. These are also the recommended course for a student who took AP Statistics but didn't take the exam, or received a grade of 3 or below. ECO 220 is also a course at this general level.

A student with four years of high school math (but little or no calculus) should select MTH/PSY 201 (Statistical Methods for Undergraduate Research). MTH 201 also satisfies the basis requirement for Psychology. Other introductory courses at this level include GOV 190 and SOC 201.

A student with less preparation should select MTH 107 (Statistical Thinking).

A student who received a score of 4 or 5 on the AP Statistics exam should take MTH 291 (Regression Analysis) or MTH 290 (Design of Experiments).

Consult the Smith College Course Catalog for information on the current courses available in mathematics and statistics.

There are also several courses that are available for credit from other departments, including art, psychology and more. Consult the catalog.

What classes you should take depends a great deal on what you find most interesting and on what your goals are. Discuss your options with your adviser and also talk to the instructors of particular courses that interest you.

##### If you are interested in the sciences

The department offers a variety of courses to give you a solid mathematical experience. Calculus III and Linear Algebra are fundamental courses. You may also want to consider taking one or more of the following: Intro to Probability and Statistics, Differential Equations, Differential Equations and Numerical Methods, Discrete Mathematics, Advanced Topics in Continuous Applied Mathematics.

##### If you are interested in computer science

Consider taking some of these: Calculus III, Linear Algebra, Modern Algebra, Discrete Mathematics. Many of our students are double–majoring in mathematics and computer science.

##### If you are interested in economics

Calculus will give you a good, basic experience. You may consider other courses as well, so be sure to discuss your options with your adviser. If you are contemplating graduate school in economics, the economics department recommends you to take MTH 211, 212, 280 and 281. Taking a solid course in statistics is also a good idea (any of MTH 220, 246, 290, 291 and 320 would do). Many economics majors want to take MTH 264 as well. Double–majoring in mathematics and economics is a good choice.

##### If you are interested in applied mathematics

The following courses work specifically with applications: MTH 205, 264, 353 and 364. Other courses that contain many applications and are important for anyone considering graduate school in applied mathematics are: MTH 220, 246, 254, 255, 280, 290, 291, and 320.

##### If you are interested in theoretical mathematics

The following courses work with abstract structures: MTH 233, 238, 246, 254, 255, 280, 281, 333, 370, 381, and 382.

##### If you liked calculus

There are many reasons for liking calculus. If you delighted in the geometry, for example, you should consider MTH 270, 280, 370 and 382. If you enjoyed the power of calculus to describe and understand the world, you will want to take MTH 264. If you are fascinated with the ideas of limit and infinity and want to get to the bottom of them, you should take MTH 281.

##### If you liked linear algebra

You will like MTH 233 very much, and you will also like MTH 238 and 333.

##### If you liked discrete mathematics

The natural sequel to Discrete Mathematics is MTH 254 or 255 and then 353. In addition, you may be interested in MTH 246 and in CSC 252 (counts 2 credits toward the mathematics major).

##### If you are interested in graduate school in mathematics

Take a lot of courses, but be sure to take MTH 233, 254, and 281 and as many of MTH 264, 333, 370, 381, and 382 as possible. You should also consider taking a graduate course at the University of Massachusetts.

##### If you are interested in graduate school in statistics

Our statistics offerings are MTH 220, 246, 290, 291 and 320. In addition, you may wish to take a special studies or a course at the University of Massachusetts or Mt. Holyoke. Graduate schools in statistics will expect that you had Real Analysis (MTH 281) to enter a Ph.D. program.

##### If you are interested in graduate school in operations research

Operations research is a relatively new subarea of mathematics, bringing together mathematical ideas and techniques that are applied to large organizations such as businesses, computers, and governments. You should take MTH 211 and at least some of the courses listed for statistics above, some combinatorics (MTH 254) and some computer science. Consider also Topics in Applied Mathematics and Numerical Analysis.

##### If you want to be a teacher

Certification requirements vary widely from state–to–state. If you are interested in teaching in secondary school, a mathematics major plus practice teaching may be enough to get started. In Massachusetts, the major should include either MTH 233 or 238 and one of MTH 220 or 246. A course involving geometry, such as MTH 270 or MTH 370 is also helpful. You should also have some introduction to computers. For guidelines, look at the list of courses listed in the MAT program. Finally, while MTH 307 Topics in Mathematics Education is rarely offered, something equivalent is taught as a special studies whenever there are MAT students.

If you are interested in teaching elementary school, most of your required courses will be in the education department. In the mathematics department, our concern would be that you are comfortable with mathematics, have seen its variety, and most important, that you enjoy it. For all that, you should take the mathematics courses which appeal to you most. For education courses, the latest information is that you should take EDC 235, 238, 346, 347, 404 (practice teaching), and one elective to be certified. Note that during the semester when you take practice teaching EDC 404, you will likely be unable to take a math course. Plan ahead and consult the education department.

##### If you want to be a doctor

You are doing fine by majoring in mathematics. A course in statistics would be a very good idea. Other areas of mathematics that would be useful are differential equations and combinatorics.

##### If you want to be an actuary

Take MTH 246, 290, 291 and 320 and the actuarial exams that are offered periodically. Advancement as an actuary is achieved by passing of a series of examinations. Informal student study groups often form (ask around!).

##### If you want to get a good job when you graduate

A major in mathematics prepares you well, regardless of which courses you choose. Math majors learn to think on their feet; they aren't frightened of numbers and they're at home with abstract ideas. Often, this alone is what employers are looking for. That said, we should add that knowledge of computer programming is very useful, as is some familiarity with statistics.

##### If you want something Smith does not offer

If you are interested in a subject we do not offer, you should talk to professors whose fields of interest are closest to the subject, as a special studies. The arrangement must be approved by the department, but reasonable requests are not refused. If your interest is particularly strong, you might consider an honors project, or summer research work. You should also consider taking a course (or courses) at one of the consortium schools.

#### Postbaccalaureate Program

Sponsored by the Center for Women in Mathematics, the Postbaccalaureate Program is for women with bachelor's degrees who did not major in mathematics or whose mathematics major was light. This program is open to all women who have graduated college with some course work in mathematics above the level of calculus, and a serious interest in further pursuing mathematics. More information about the program is provided by the Center for Women in Mathematics.

#### Masters of Arts in Teaching

The Department of Mathematics and Statistics cooperates with the Department of Education and Child Study to offer a one–year Master of Arts in Teaching (MAT) program.

During one summer and two semesters, MAT candidates take three courses in mathematics and all the course work required for secondary teacher certification in Massachusetts. The program includes a semester–long internship in a local school. Applicants for the MAT program in mathematics should have an undergraduate degree in mathematics. College graduates with a different major will be considered if their undergraduate education included a strong foundation in mathematics.

#### Fifth-Year Master of Science in Statistics

Qualified graduates of the Department of Mathematics and Statistics can apply to the University of Massachusetts Amherst to earn a master's degree in statistics in a fifth year. Learn more about the program.

## Events

#### Thursday Lunch Talks

There is a department talk most Thursdays at lunch (provided, bring your own drink). The department talk is a chance for faculty, students and friends to hear an interesting talk and discuss mathematics. Several of the talks occur during the evening, often preceded by a tea or followed by dinner.

#### Women in Mathematics in New England (WiMiN)

##### September 22, 2018

Our Women in Mathematics in New England (WiMiN) annual conference celebrates women in mathematics. We feature talks by dozens of undergraduates, graduate students and invited guests working in various mathematical fields.

#### Register

To register for the conference, please go to our registration page.

Please register by September 7. There is no fee to register.

#### Smith Mathematicians (SMath)

SMath is a gathering of this is an opportunity for current students, alumnae, and faculty to discuss their projects. This conference features food, faculty and student talks, and various panels.

#### Joint Mathematics Meetings (JMM)

JMM is a national conference organized by the Mathematical Association of America (MAA) and the American Mathematical Society. Past students of the Center's research class (MTH 300) have attended to present talks on their work, as well as hear about the latest advancements in a variety of mathematical topics.

#### Hudson River Undergraduate Mathematics Conference (HRUMC)

The HRUMC is a one-day mathematics conference held annually each spring semester at rotating institutions, and attended by students and faculty from various universities, colleges and community colleges in New York and New England. The conference features short talks by students and faculty and a longer invited address by a noted mathematician. Lunch and other light refreshments are served.

## Opportunities

#### The Math Forum

The third floor of Burton Hall is the home of the Department of Mathematics and Statistics. All faculty offices are located there, along with two computer laboratories/classrooms, a seminar room and the Forum.

The Forum is a welcoming and comfortable space for conversation, study, relaxation, tea and cookies. It is a gathering place for students and teachers alike: a place to meet tutors, a place for groups to work, a place to ask questions both serious and idle, a place to read speculative fiction.

#### Mathematics and Statistics Department Talks

There is a department talk most Thursdays at lunch (provided, bring your own drink, see the events calendar for upcoming events). The department talk is a chance for faculty, students and friends to hear an interesting talk and discuss mathematics. Several of the talks occur during the evening, often preceded by a tea or followed by dinner.

#### STATCOM

Statistics in the Community (STATCOM) is a volunteer community outreach organization. Directed and staffed by students, it provides professional statistical consulting services to governmental and nonprofit groups free of charge. The Five College Chapter includes graduates and undergraduates from the Five College system.

#### Work Opportunities as a Grader or Teaching Assistant

The department is often looking for students to work as graders or teaching assistants. In addition, the Spinelli Center for Quantitative Learning hires many of our students.

#### MathStudio

MathStudio is an ongoing creative studio space focusing on process and dialog about art and mathematics, directed by Pau Atela.

#### Awards

The department determines recipients for the following awards:

**Suzan Rose Benedict Prize**

Each year, the department awards the Suzan Rose Benedict Prize to an outstanding second-year student—and not necessarily a math major. In many years the prize has been shared.

2017 Recipients:

- Ojaswi Acharya '19
- Oumayma Koulouh '19
- Rebecca Rohrlich '19

**Ann Kirsten Pokora Prize**

Each year the department awards the Ann Kirsten Pokora Prize to a senior (or seniors) who excel in mathematics.

2017 Recipients:

- Kyra Gan
- Ellie Mainou
- He Yun

#### Competitions

**Monthly Math Contest**

During each month of the academic year, a mathematical problem is posted. The Smith student(s) with the largest number of correct solutions over the course of the year wins an all-expenses-paid trip to MathFest. They also take part in a national contest held during the conference. Anyone can submit a solution, but only Smith students are eligible for the prize. See the Problem Page for the monthly question and submission requirements.

#### National Competitions

Talk to faculty in the department to find out who is coaching students for the following competitions:

**Putnam Competition **(sponsored by the MAA)

The Putnam Competition involves one day of solving 12 hard math problems, requiring little more than calculus. Solve one and you're better than average. The competition occurs in early December, but Putnam practice sessions are held on campus beforehand.

**Mathematical Contest in Modeling (COMAP)**

This modeling contest occurs over three days, in which you and your team use mathematical modeling to present your solutions to real-world problems. The contest is in February.

**Undergraduate Statistics Project Competition (USPROC)**

This undergraduate competition in statistics involves students working on a statistical project involving real data. It occurs between January and May.

**Study Abroad Adviser:** Patricia Sipe

#### Budapest Semesters in Mathematics

The Budapest Semesters in Mathematics program (BSM) offers a broad spectrum of intermediate and advanced mathematics courses taught (in English) by respected Hungarian professors, as well as courses in Hungarian language and culture and European history. Most of the classes focus on the Hungarian fortes of discrete math and analysis.

Students can choose to attend the program for either a semester or a full year. Although a year's stay offers the most opportunity to learn about the Hungarian language and culture and to take more of the great courses the program offers, it is really a semester-based program and one semester will give you the time to enjoy all the amazing aspects of Budapest. Students who cannot afford to go abroad for more than one semester due to other requirements or commitments should keep the one semester option in mind as a unique opportunity to study mathematics abroad and meet those obligations at the same time.

Students live either with a host Hungarian family or in an apartment with another student from the program. Either choice of living arrangements has its benefits and adds a wonderful dimension to the experience.

Public transportation is cheap and excellent, and there are even night buses along the main routes. The program schedule allows students the opportunity to travel around Hungary itself and to other nearby countries, such as Italy, the Czech Republic, Slovakia, Poland and Germany.

It is in your best interest to complete Modern Algebra and Intro to Analysis before you go.

Students may work during the summer on mathematical projects under the direction of a member of the department. The projects vary from mathematical research (usually juniors and seniors) to assisting professors on publishing projects.

#### SURF @ Smith

There are opportunities to undertake a paid 10-week summer research project in math at Smith. This can be a very rewarding experience. If you are interested, ask your professors for possibilities. Possible projects are announced in December/January.

#### Research Experience for Undergraduates

In addition to opportunities at Smith, there are many Research Experience for Undergraduates (REU) programs across the country that you can apply for:

George Washington University, Carleton College and St. Olaf College host summer programs for undergraduate women in mathematics.

Joint Program in Survey Methodology

This program combines paid summer research assistantships at federal statistical agencies in Washington, D.C., and ongoing educational seminars in survey research.

Summer Institute for Training Biostatistics (SIBS)

SIBS offers a comprehensive summer training course on biostatistics for undergraduates to help address a growing imbalance between the demand and supply for biostatisticians.

IBM Research Intern Program

IBM notes, "No matter where discovery takes place, IBM Researchers push the boundaries of science, technology and business to make the world work better. Our global network of scientists work on a range of applied and exploratory research projects to help clients, governments and universities apply scientific breakthroughs to solve real-world business and societal challenges."

Park City Mathematics Institute

This residential summer institute in Park City, Utah, offers an intensive, three-week program for undergraduates in mathematics. See the website for details on particular areas of mathematics being covered.

National Security Agency (NSA) Summer Internships

The NSA offers a variety of internships in the mathematical sciences and applied fields, including cryptanalysis and computer science.

**Teaching and Counseling Assistantships**

Motivated middle and high school students need teaching assistants and counselors. Visit the following websites for requirements and applications.

- Hampshire College Summer Studies in Mathematics
- Program in Mathematics for Young Scientists (PROMYS)
- MathPath
- Summer Institute for Mathematics at the University of Washington
- AMS listing of summer math camps and programs

Microsoft Summer Internships

Microsoft offers internships in a variety of fields, which has led to employment for at least one Smith mathematics major.

United States Census Bureau

The bureau offers internships in a variety of fields, including mathematical analysis and information technology.

#### Teaching Assistants

Mathematics and statistics teaching assistants are available Sundays through Thursdays from 7–9 p.m. during the semester. Mathematics teaching assistants are located in the Burton Forum (third floor). Statistics teaching assistants are located in Burton 301. After hours, the entrance to Burton is available from the main door or through the ramp from Sabin-Reed.

#### Spinelli Center for Quantitative Learning

Tutoring, drop–in hours, one–on–one appointments and other resources are available for many mathematics and statistics classes at the Spinelli Center for Quantitative Learning.

#### Organizations

The Center for Women in Mathematics is a place for women to get intensive training in mathematics at the advanced undergraduate level, and an opportunity to do math in a community that is fun, friendly and serious about mathematics. The experience should also help build the skills and confidence needed to continue to graduate school in the mathematical sciences.

### Our Programs

#### Eligibility

The Junior Program is for undergraduate women mathematics majors who want a mathematically intense semester or year among other women. (While the program is intended to take place during the junior year, second-semester sophomores and rising seniors will also be considered.)

There are no formal mathematical prerequisites for the Junior Program. An applicant should be majoring or intending to major in mathematics and should include two letters of recommendation from mathematics professors as part of her application.

#### About the Program

Students spend a semester or year at Smith, taking three math courses each term.

Standards include courses in analysis, algebra, statistics, number theory, combinatorics, graph theory, differential equations, complex analysis, topology and geometry. There are also topics courses reflecting the diverse interests of the faculty. In recent years, these have included relativity, analysis of algorithms, chaos and fractals, cryptography, mathematical sculpture, set theory and phyllotaxis. Participants may also take undergraduate and graduate courses at the neighboring campuses of Hampshire College, Amherst College, Mount Holyoke College and the University of Massachusetts Amherst.

Visiting students take a seminar together that includes a lecture series, undergraduate curriculum review, an introduction to mathematical research and writing, and discussions on career paths, applying to graduate school and taking the GREs.

Every student has the opportunity to join a research team, working on a project with a Smith faculty member. The projects and topics vary from year to year, and faculty supervising research introduce their projects at the start of the fall semester.

One of the most valuable aspects of visiting Smith is becoming part of the Smith mathematical community. Each student will have mentoring to help her find her place in the mathematical sciences.

#### Financial Aid

U.S. citizens and permanent residents can apply for need-based financial aid. With the support of the National Science Foundation and Smith College, we are able to meet the full demonstrated financial need of every accepted student.

#### How to Apply

Paperwork for applications to the Junior Program is handled by the Smith College Office of Admission. Detailed application information and forms are posted on the admission website.

#### Eligibility

The Postbaccalaureate Program is for women with bachelor's degrees who did not major in mathematics or whose mathematics major was light. This program is open to all women with a serious interest in pursuing a higher degree in the mathematical sciences. Successful applicants will have completed at least Linear Algebra and Vector Calculus before enrolling in our program. The program is designed to make you graduate-school-ready in one year.

#### About the Program

Students spend a semester or year at Smith, taking three math courses each term.

Standards include courses in analysis, algebra, statistics, number theory, combinatorics, graph theory, differential equations, complex analysis, topology and geometry. There are also topics courses reflecting the diverse interests of the faculty. In recent years, these have included relativity, analysis of algorithms, chaos and fractals, cryptography, mathematical sculpture, set theory and phyllotaxis. Participants may also take undergraduate and graduate courses at the neighboring campuses of Hampshire College, Amherst College, Mount Holyoke College and the University of Massachusetts Amherst.

Postbaccalaurreate students take a seminar together that includes a lecture series, undergraduate curriculum review, an introduction to mathematical research and writing, and discussions on career paths, applying to graduate school and taking the GREs.

Every student has the opportunity to join a research team, working on a project with a Smith faculty member. The projects and topics vary from year to year, and faculty supervising research introduce their projects at the start of the fall semester.

One of the most valuable aspects of visiting Smith is becoming part of the Smith mathematical community. Each student will have mentoring to help her find her place in the mathematical sciences.

#### Financial Aid

Full fellowships may be available for some applicants.

#### How to Apply

Paperwork for applications to the Postbaccalaureate Program is handled by the Office of Graduate and Special Programs. Detailed application information and forms are posted on the graduate study website.

#### Women in Mathematics in New England (WiMiN)

##### September 22, 2018

Our Women in Mathematics in New England (WiMiN) annual conference celebrates women in mathematics. We feature talks by dozens of undergraduates, graduate students and invited guests working in various mathematical fields.

#### Register

To register for the conference, please go to our registration page.

Please register by September 7. There is no fee to register.

### Contact

Clark Science Center

Smith College

Burton Hall 115

Northampton, MA 01063