What first attracted me to mathematics was a love of solving applied problems. When I saw in Calculus that we could estimate the speed of a falling rock at any given time via mathematics, I knew I was hooked. After obtaining an applied mathematics degree at Auburn University with a minor in computer science, I worked in the defense industry for a couple of years. There are some really cool problems in industry! It was much later in life while pursuing my Master's degree that I was tossed in front of a calculus class and decided that I not only loved solving problems, but I longed to share those solutions with others. I recall my first day of teaching vividly. I stood before the pre-calculus class at Emory University and proceeded to lecture on the derivation of the quadratic equation. I was very nervous and as I was about 10 minutes into the lecture I looked out (previously I had dared only glance toward the students) and saw that they were scared to death also. The thought passed through my head that teaching was something I might actually make a career out of and that at the very least I had to do it for the next year or so as I pursued my Masters degree. If I spent my career petrified in front of petrified students, then it would be a short and fruitless career. Turning to the class I asked if they followed what I had done, and it was abundantly clear they had not. So, I erased the board. And I vowed to them, and to myself, that I would not put anything on the board that they did not understand for the rest of the semester. We had a great class and I have enjoyed being in the classroom from that day forward. Therefore, I took my doctorate at the University of North Texas (which I recommend above any University for a doctorate in mathematics) and took a position at Nicholls State University where I spent six happy years. From Nicholls I moved to Lamar University where I am as happy as a clam. Are clams really happy? Regardless, I am.

But I promised thoughts on mathematics, not on my history...

I have always felt that the question "What good is math?" is best answered by people who solve problems for industry. When people earn money in the stock market, they know what math is really good for. When Ford builds cars that need tune ups only once every 100,000 miles, they know what math is good for. And the countries that win sailing's most coveted award, the America's Cup, credit some good business sense, some good sailing, and a whole team of engineers and mathematicians who stood behind the team and designed the boats.

And yet, it is very often the pure mathematics that academicians do, either in coordination with industry or independently, that paves the way for the major break throughs in industry. The work in both my thesis and dissertation have significant consequences on applied work and yet both rest firmly on deep, pure mathematical results.

The areas I have played in are numerical differential equations associated with keel design, laser eye surgery, and chip design. Originally, I was very much into applied mathematics and thought that was where I would make my mark. But having worked on some applied problems and having spent a fair amount of time teaching both the applied and the pure, I find a real love of the pure mathematics as well. As an undergraduate, I assure you this was not the case, but it was a love that has grown over the years.

I also have a keen interest in discovery-based eduction in the tradition of R. L. Moore because I believe that mathematics, like football or dance, is best taught by active involvement. Thus I think that most of the mathematics that I have learned over the years best was that which I discovered for myself, perhaps with some coaching from good professors and I believe that the mathematics I instill in my students will occur in the same way.

There are my thoughts in a nutshell.