Graduate Program in Mathematics

As a recipient of a Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring, the Nebraska Department of Mathematics is committed to providing a friendly and supportive atmosphere. With more than 75 graduate students and more than 30 faculty members, our community allows graduate students to become involved in a full range of activities—teaching, outreach, scholarship, and internships—during their time at Nebraska.

Nationwide, only 36% of graduate students and 25% of Ph.D. recipients are women. However, in our department, 44% of our current teaching assistants are women, and we have 11 women faculty members. Forty-two percent of our Ph.D. recipients in the past five years have been women. We are known nationally for our Nebraska Conference for Undergraduate Women in Mathematics, which supports students in their pursuit of graduate school.

After graduation, our students go on to successful careers in academia, government, and industry. In the past seven years, our department has had five National Science Foundation Graduate Fellowship recipients enter our program or obtain one of these prestigious fellowships while a student at Nebraska. Three of our graduates have earned NSF Postdoctoral Fellowships.

Our Master of Arts for Teachers offers a degree program in mathematics for secondary mathematics teachers and also an option for middle-level teachers (grades 5-8) who can earn a specialization in the teaching of middle-level mathematics. Emphasis is placed on deepening teachers' mathematical knowledge for teaching by focusing on advanced mathematical concepts that underlie or have strong connections to the school curriculum. Applicants must have a valid teaching certificate.

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Active-learning Strategies

The department is known as a national leader in active learning. Faculty with our first-year mathematics program oversee the training and mentoring of our graduate teaching assistants in active-learning strategies, which encourage the student-led questioning, reasoning and communication of key mathematical concepts, with instructors promoting engagement and building on student thinking. For the past five years, faculty member Nathan Wakefield, director of first-year mathematics programs, has taught a pedagogy course to the graduate teaching assistants before they teach their first course, which has greatly contributed to the department’s successful transformation. Student success in undergraduate calculus is growing alongside the number of classrooms that incorporate active learning. The department measures student success as the percentage of students earning a grade of C or better. By that metric, the success rate of Calculus I has risen from 62% to more than 75%. The success rate in Calculus II, meanwhile, has approached 80%.

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Office of Diversity and Inclusion

The University of Nebraska-Lincoln offers many opportunities for students to explore issues related to diversity and inclusion in formal educational settings, from individual courses to various degree programs. Here is a list of some of these opportunities. Additional information may be found in the Graduate Bulletin.

University of Nebraska–Lincoln faculty, postdoctoral scholars and graduate students lead and are involved in externally and internally funded projects that explore issues related to diversity, inclusion and equity. Learn more at https://diversity.unl.edu/research.

Financial Support

Teaching Assistantships:

  • Beginning stipends for 2020-2021 are $17,000 for the nine-month academic year.
  • Complete tuition waiver and subsidized medical coverage.
  • Additional summer support of $3,000 to $4,600 is typically available.

Fellowships:

  • Othmer fellowships add between $4,000 and $8,000 to an annual TA stipend for three years.
  • Chancellor’s Fellowships add $4,000 to an annual TA stipend for two years.

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AMS Notices article

An unusual synergy has taken root in the Nebraska department: the smaller, quieter day-to-day activities that nurture students and faculty provide a foundation out of which larger, more ambitious activities grow naturally, and these larger programs, in turn, provide a way to leverage the department’s enthusiasm and shared sense of purpose to increase the impact it has locally and nationally. The department has achieved this synergy by a careful integration of its three main missions: research, teaching, and educational outreach.

AMS Notices article about the 2009 Award for an Exemplary Program or Achievement in a Mathematics Department

Other Awards: