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Directed Reading Program

The Directed Reading Program (DRP) gives undergraduates the opportunity to:
  • work one-on-one with a graduate mentor for the semester,
  • learn an area of mathematics not covered in any course, and
  • gain valuable presentation skills.

Requirements

The DRP pairs undergraduate students with graduate-student mentors for an independent reading course. Undergraduate participants are expected to:
  • meet once per week with the graduate-student mentor,
  • work independently for approximately three hours between meetings, and
  • give a 10- to 15-minute talk on their project at the end of the semester.

DRP Activities - Fall 2018

  • Kick-off event (Wed. Sept. 5 at 5pm in Blocker 605AX)
  • A presentation on "How (not) to give a talk" (Wed. Nov. 7 at 5pm in Blocker 605 AX)
  • Final presentations by undergraduate participants (Wed. Nov. 28 at 5pm in Blocker 220)
The Fall 2018 participants are:
  • William Brett Boyer (mentor: Quyuan Lin)
  • Chase Colbert (mentor: Wei-Lun Tsai)
  • Jordan Hoffart (mentor: Amudhan Krishnaswamy-Usha)
  • Tyson Mailloux (mentor: Weston Baines)
  • Kristopher Rakestraw (mentor: Konrad Wrobel)
To participate in Spring 2019, see below.

How to participate (undergraduates) - Spring 2019

We encourage applications from any undergraduate who:
  • will be a sophomore, junior, or senior during the semester of the program, and
  • has completed a year-long calculus sequence.
To apply to participate in Spring 2019: Applicants will be notified by November 5, 2018.

How to participate (graduate students) - Spring 2019

Graduate students can apply by filling out the Google Form below (due October 26, 2018):
Graduate applicants will be notified by November 5, 2018.

Organizers

The DRP is organized by Kari Eifler and Eric Tovar, with faculty mentor Anne Shiu.

Resources

Project ideas from other DRPs can be found at the websites of the DRP Network, the Maryland DRP, and the University of Texas DRP.

Acknowledgment

The DRP is supported by the National Science Foundation (grant DMS-1752672), a Montague-CTE (Center for Teaching Excellence) Scholar grant, and a DRP Network mini-grant supported by the National Science Foundation (grant IUSE-1740143).