Kenneth I. Gross
Summary of Career: The overarching philosophy that characterizes my professional life as a mathematician and educator is the seamless intertwining of my interests in mathematical research and scholarship, education at all levels, academic administration, and outreach into the community.
Over forty years of research, teaching, and administration at both public and private universities and at the National Science Foundation.†
∑ Research interests include group representations and harmonic analysis, analysis on Lie groups and homogeneous spaces, special functions, Fourier analysis, and applications to physics and multivariate statistics.† My refereed journal publications total over 1000 pages, I am the editor of three books, and a research monograph and graduate text are in preparation.
∑ Educational interests span undergraduate and graduate mathematics, precollege mathematics education, teacher training, and adult education. Since 1999, my educational interests have been focused on developing programs aimed at expanding the mathematics knowledge of elementary and middle school teachers with the ultimate goal of raising student mathematics achievement.†† I am the author of seven courses for elementary and middle school teachers that are presently self-published but will soon be published commercially.
Azarias Williams Professor of Mathematics
Director, Vermont Mathematics Initiative
Department of Mathematics and Statistics
University of Vermont
16 Colchester Avenue
Burlington, VT 05401
I have been fortunate to receive a number of awards:
∑ Inaugural Fellow of the American Mathematical Society, 2012
∑ The Deborah and Franklin Tepper Haimo Award for Distinguished College of University Teaching, Mathematical Association of America, 2007
∑ Distinguished College or University Mathematics Teaching Award from the New England Section of the Mathematical Association of America, 2007
∑ George V. Kidder Outstanding Faculty Member Award, University of Vermont, 1998
∑ University Scholar Award, University of Vermont, 1995
∑ Research supported by National Science Foundation (NSF) grants, 1967-2003
∑ Educational work supported by NSF, US Department of Education, Vermont and Massachusetts Departments of Education, 1999-present
∑ Chauvenet Prize, Mathematical Association of America, 1981
∑ Lester R. Ford Prize, Mathematical Association of America, 1979
∑ Dartmouth College Faculty Fellow, 1972-73
Educational programs that I have initiated include the following:
The Vermont Mathematics, Science, and Technology High School Summer Institute, co-founded in 1993 with my friend Tony Trono, one of Vermontís most distinguished high school mathematics teachers, is a one-week residential program for mathematically talented high school students.† In 2005 this program was designated the Governorís Institute in the Mathematical Sciences. [For detail click on Governorís Institute]
The Vermont Mathematics Initiative (VMI), a statewide content focused professional development program for elementary and middle school teachers.† The Vermont Mathematics Initiative has been developed to support highly effective mathematics instruction across the entire state so that all children can learn the rigorous mathematics needed for success in higher education and the workplace [For detail click on VMI]
Other programs modeled upon the VMI and utilizing VMI designed materials have been developed in Illinois, Massachusetts, Nebraska, New Mexico and Wyoming; the Little Rock (Arkansas) Public† Schools has adopted VMI for their mathematics professional development as have school districts in Wyoming and Tennessee; and in 2006 the Intel Foundation commissioned me to develop an 80-hour professional development program, The Intel Mathematics Initiative, based on VMI.†††
The Vermont Mathematics Partnership (VMP), a Mathematics and Science Partnership grant funded in 2002 jointly by the National Science Foundation and the U.S. Department of Education.† The program ended in 2012.† The VMP was designed to build upon the Vermont Mathematics Initiative (VMI), to work systemically with individual school districts, provide technical assistance to pre K-12 schools, and develop assessment tools that help teachers closely monitor student understanding.† Much of the work accomplished through the VMP grant is now continued under the auspices of the VMI.
The Center for Mathematics Achievement at Lesley University.† From 2003-2005, while on leave from University of Vermont, I was recruited by the Dean of Education at Lesley University to design content focused mathematics professional development programs based on the model of the Vermont Mathematics Initiative.† We founded the Center for Mathematics Achievement to house such programs.†
[For details click here]
As to my own teaching, perhaps it will suffice to say that many of my past students are now my close personal friends. In general, I cannot imagine a more enjoyable or satisfying professional career.