As a scholar in a Bachelor’s of Science degree program, it is not sufficient to simply learn and reproduce information; you must be able to think about that information, integrate it into your previous learning, make meaning of the information, and be able to apply information within context. Whether in the classroom listening to instructors, or talking to the different influences in my life, each person emphasized the importance of reflection as a process that allowed me to make meaning of information.

After graduating from college, I worked at the high school level for one year. That job sparked my interest in going to graduate school in mathematics. I have always enjoyed mathematics. I majored in mathematics as an undergraduate, but, even so, did not necessarily see mathematics as a path to further study or a life of studying and doing mathematics as a profession.

I really did not know mathematicians, and even going through undergraduate, I did not see myself as a college professor or working within the ivory tower. Through encouragement from Coach Roosevelt Coleman and Coach Alfred Ogden, I returned to graduate school in mathematics, and really immersed myself in life-long learning–and it was wonderful. I often look back at my time on The Ohio State University and wonder how we were able to absorb so much. Life was simpler just classes, resuscitation teaching, and late night grading of exams to the tune of pizza and soda.

I really enjoyed the community of graduate students. Our shared interests led to many interesting discussions. Much of the more interesting mathematical thoughts and musings happened in Neil Hall, more so than in a classroom. This is where I met Dr. Randall McCutcheon (Professor of Mathematics, The University of Memphis), and Dr. Anthony Nance (Deputy Director of the Mathematical Biosciences Institute (MBI) at The Ohio State University.

The mathematical support of Dr. McCutcheon and Dr. Nance who would allow me to pick their brain was phenomenal.  Based on my interaction with both research mathematicians, their destiny for greatness was imminent. As an educator for at least 20 years, the joy of seeing former student, especially those who believed they were not strong in mathematics; however, had to take the “required” courses for their major, who says that I was instrumental in uncovering the beauty of mathematics and the Queen.

As a high school mathematics teacher, I still put in the time it takes to renew or learn new mathematical concepts. This has always been one of my passions. In my teaching, I always want every student to see the power of mathematics. I believe the mathematics that I share with my students will eventually help them as they mature and grow into the adult stage of life.

I set off on this mathematical journey as a child, because growing up many of the people and my classmates in my neighborhood would say, “I hate math”. I would say to them as I say to my many of my current students exhibiting the same belief patterns. Until you get to know mathematics, then do not use a powerful word such as hate.

I believe that mathematics is beautiful and I use every opportunity to share the beauty of mathematics. I have learned the hard way that not every student, not every colleague, even not every relative will see the beauty, elegance and simplicity to a subject that I truly embraced and grew to love. It has been a hard journey to see or accept that not everyone gained a deeper appreciation for the Queen.

As an undergraduate at Savannah State University, Mr. Walter W. Leftwich, Mrs. Jacqueline Byers, and Dr. Prince A. Jackson provided a triad of effective encouragement, mathematical challenges and supreme support. I became truly better mathematics student, an evolving scholar, and an extraordinary person, from having known and worked with them.

I would also like to thank Dr. Ronald B. McFadden for having the strength and courage to invite me on the trip of Savannah State students that would attend the Graduate and Professional Schools Visitation Day (GPSVD) at The Ohio State University. Dr. McFadden believed in me when I did not have the strength or courage to believe in my abilities to attend graduate school due to a GPA below 3.0. That trip turned out to be a blessing for me, it was during the GPSVD that I met Dr. James R.C. Leitzel, who based on our conversation during dinner and before the Winans spectacular performance in Mersohn Auditorium that I would return to The Ohio State University and become a Buckeye for Life.

Obviously, there was, much work yet to be done in order for me to set the stage and enhance the likelihood of economic, educational, political and general social justice on the campus of The Ohio State University for me as a poor person of the rainbow spectrum. However, I would like to pause a moment at this point in my writing of this document again to give thanks and acknowledge the existence of Dr. James R.C. Leitzel and Dr. Suzanne Kidd Damarin within-and-throughout my life space. So many people, from my first solar day on this planet, and over the years, have taken the time to tend to me, help me and care for me in one way or another.

The tight-knit support system that I speak of is said to be the way of the Africans where “It takes a village to raise a child”. The people mentioned above and below, most of neuro-melanated origins, are those who have gone well beyond the expected in motivating and enabling me to achieve at the undergraduate level (B.S., Mathematics), on the Masters’ level  (M A., Mathematics) and at the doctoral level (Ph.D., Mathematics Education).

The dissertation experience was a long and challenging one for me. Most who knew me would have understood if I had simply quit. I attended graduate school with roots from the little-known HBCU in Savannah Georgia; I hailed from one of the housing projects in Macon, Georgia-Davis Homes.  However, please know that in my strongest moments of doubt, strengthened, both spiritually and physically, by thoughts of those who came before me. I sat at the ancestral feet of my enslaved ancestors, the sharecropper who cultivated my mind, the segregated souls that provided me a seat in the classrooms on the campus of The Ohio State University, the myriad of poor bodies that had the knowledge to attend this Big10 school, yet was not accepted.

I cannot and shall not NEVER forget all the cosmic echoes from my ancestors, the constant whispers of those who said The Ohio State University was wasting their money, and that I needed to return to Africa (i.e., a continent I have never been on or seen in my journey). My mind-set disciplined to ignore all these voices while hearing from her office in Ramseyer Hall, the overpowering melodic voice of Dr. Suzanne Kidd Damarin incessantly saying that quitting was not an option.

In my career, Mathematics has ALWAYS been very important. It was important then, as it is now, as I continue to encourage my general education students and my AP Statistics students at the high school where I teach. My career in mathematics was and still is a wise choice. I encourage my students to go beyond the classroom and into the global market where using quantitative reasoning is a reality. Mathematics plays a crucial role in deciding policies that affect our lives, policies ranging from healthcare decisions, to the environment, to life-changing choices to multi-million dollar investments.

My students as they build on mathematics can help organizations that are depending more and more on quantitative reasoning, using complex mathematical models to solve their problems for hefty sums of money. Mathematics has been the catalyst and provided the essential skills needed to work on important, challenging real-world problems within my classroom. Being able to show your work in her or his mathematical journey, to ensure and demonstrate accuracy during long mathematical calculations and to provide plausible solutions is a premium in all my classes.

In addition, I push my students to see the power of Mathematics, and use their mathematical prowess to solve a myriad of problems from various angles without restricting oneself to just one strategy or mathematical approach is the genesis of being STEM majors on a college or university.

I would start with my completion of the M.A. program and receiving an autographed copy of William Dunham’s book Journey through Genius: The Great Theorems of Mathematics. I was also extremely proud of receiving the The Ohio State University STEP Award (1996) four years later during my doctoral matriculation, and I certainly would include my writing of the doctoral thesis under the directions of Dr. Suzanne Kidd Damarin as an accomplishment that I remain proud to this day.

After graduation? I would include as my proud accomplishments being selected into Who’s Who Among America’s Teachers (2007), receiving The Ohio State University College of Education Young Educator Award (1999), and earning one of the Wayne State University College Teacher of the Year Award (1998).