This is Dinesh G. Sarvate, an Emeritus Professor of Mathematics, College of Charleston, SC, USA.
For information on my research and publications, visit my Google Scholar profile or Researchgate profile.
You may contact me at sarvated@cofc.edu.
I have presented at numerous international and national conferences in countries including Australia, China, Greece, India, Japan, New Zealand, Singapore, Uganda, and the USA. I have also chaired sessions at various conferences and delivered one-hour invited talks at multiple universities in India, Japan, Papua New Guinea, China, and the USA.
For example, I gave an hour-long talk at Shanghai Jiao Tong University in China during the summer of 2002, and chaired a session at the Midwestern Conference on Combinatorics, Cryptography, and Computing in 2001, 2003, and 2006. I was an invited speaker at the Nineteenth Clemson MiniConference on Discrete Mathematics and Related Fields in 2004, and at the Discrete Mathematics conference at Sri Nakharinwirot University, Bangkok, Thailand in 2006 and 2007.
I was invited to give a one-hour presentation at a Design Theory Conference in Gainsville, NC, USA in October 2007 but I was unable to attend as I was organizing a conference in Charleston at the same time. Similarly, I was not able to attend an invited talk at a conference in Canada which was organized to honor Professor Hadi Kharaghani, and twice in Myanmar.
In 2016, I gave a talk at Auburn during a conference to honor Professor Chris Rodger and organized the 29th Midwestern Conference on Combinatorics, Cryptography, and Computing in October 2015. I also gave two invited talks at two universities there.
I was a plenary speaker in October 2018 at a high-profile International Conference on Mathematics in Laos.
As for workshops, I have conducted several for mathematics teachers. In the summer of 2006, I taught three weeklong full-day workshops on Discrete Mathematics, Statistics, and Design Theory, followed by a weeklong full-day workshop on Graph Theory and Problem Solving in the summer of 2007 in Thailand. I am particularly pleased with how the Discrete Math and graph theory workshops have empowered teachers with more problem-solving skills and provided real-world applications of mathematics.
In 2009, I held another Design Theory workshop at SriNakharin University and also a 5-hour workshop at Neresuan University, both in Thailand. As a Fulbright scholar in Uganda in 2014-15, I conducted workshops on teaching portfolio and Discrete Mathematics, and in 2017 as a Fulbright specialist, I taught research supervision and involving students in research.
Just like my talks at conferences or departmental talks at COFC or other places, I do not keep a list of students I have worked with them on large projects, bachelor’s essays, or research publications or smaller projects where they only do oral presentations or posters for the class or in a conference or send correct solutions of challenging problems in math magazines before the deadline to get their names published. All my mentees get a good practice of how math is created and a good experience including communicating difficult ideas to a live audience and for publications and a bit of life advice.
Projects: As mentioned earlier, I asked many students, including Jim Bowring, Lauren Tubbs, Gary Phelp, and William Bernard to solve these kinds of problems from Math Horizons, the American Mathematical Monthly, or the College Mathematics Journal. These short-term projects have all the components of writing research papers and doing research albeit on a much smaller scale and time commitment. Dorothy Chappell did a project where we did not publish on her main project, did solve a problem. Long Projects are the projects which end up in refereed publications.
Instead of listing names and project titles, I discuss my work with students: I have a solid experience working and mentoring with students of different levels and majors. The best way to mentor students is to get them involved in working with the faculty outside their coursework. That is where one can help them to set goals and mentor. Though calling the process “research” is more popular and accepted in higher education and liked by the students.
First Year Non-Math Major Students: Due to some rules and regulations, e.g., IRB, I stopped mentoring Math 104 (Elementary Statistics) or 103 students, but in 1998 and 2001 eight of them did poster presentations at the SSM poster session with great interest from the visitors on drug and alcohol use. Katherine Coffey, probably an Arts major, did a project and in-class presentation in Math 103 (a course for non-math students) on “Introduction to Perspective and Space Coordination”. Witold Witkowaski did a project on the ratio of height, weight, length, and width of faces of the models to see the connection with Beauty and Golden ratio. He also did a presentation and poster.
High School Students: In 2009, I mentored twenty bright students from a very prestigious and selective school on eight projects in Thailand in one month: I worked with them from 8 AM to 6 PM, one group after another, with only breaks for food. In the end, all of them did presentations for the school with professors from nearby universities in attendance. I mentioned one of the group’s new results in a MathSciNet review. Sarah Malick, M. king, Blaine Billing were from the SC Governor’s school for Science and Mathematics. All of them presented their work in their School’s required presentations, but also at Conferences. Sarah was even invited by USC Columbia graduate students’ seminar. Sarah and Blaine both published with me.
Minority Students: I have worked from August 1999 to May 2007 as the campus director of a minority program (SC-AMP) where I worked with students of many different backgrounds, needs, and culture and was able to instill in them a desire to succeed and to progress. Not counting students from other STEM majors, I mentored many minority students in Mathematics, including Adrienne Chisholm, Design theory; Freda McInnis, Magic squares; Tracy Gunter, GDDs and helped her presentation for another number theory project from Auburn REU; Troy Nelson, Combinatorial problems; Vashtia Bannett On Magic squares, she won a prize in presentation just like Tracey, Troy, and Adrienne in conferences.
Independent Studies and Bachelor’s Essays: Cryptography Jaideep 90-91, Group divisible designs, Laura Boehm and Barbara Pond on Error Correcting Codes, Brittney Johnson (minority) 2015-16, on applications of algorithms in remote sensing Ashleigh 2018, 3- GDDs Aidyn Trubey 2019, and many others. Independent studies may lead to a research project or Bachelor’s essay: In turn, Bachelor’s essays, for example, with Hau Chan, Devin Henson, Alex Strehl, Semmy Purewal, and William Beam, produced multiple published papers. The latest independent study by Aidyn Trubey on “3-GDDs a survey and new results” has produced only one accepted paper but at least three presentations including one on a short-term project “Knight’s tour”.
Master’s and Ph.D. Students: I teach at a mainly teaching and undergraduate College. We call ourselves College BUT this is a FULL university. We do not have a Ph.D. program but have a small master’s program. So have few students for research mentoring. Still some Master students from my home Institute, Drew Shealy, Kirk, Lewis Driskell, and others from COFC did research or independent studies with me. Due to Indian University policies, though I supervised two students: Faruqi received a Ph.D. already and Shinde who is ready to submit, have not listed me as advisors: but written more papers with me than the “official” advisor. I have 5 papers with them. Kasifa Namyalo (Uganda) received her Ph.D. and I am her official advisor. Isa Ndungo (Uganda) Master’s and Dinkayehu and Zebene are still doing their Ph.D. with me from Ethiopia. I also wrote with Fitina (Australia), Mutoh(Japan), and Moolsombut (Thailand) with the blessings from their advisors.
The following papers are a subset of my list of publications that have been written with my undergraduate students. The challenge for Mathematics with students is asking questions that are appropriately deep, interesting and have the scope for further development. A “net” integration of research helped me a lot: High school student Sarah Malick’s work became the basis of a chapter of Faruqi’s Ph.D. thesis(India). Blaine’s work had seeds from Ndungo (a master’s student), and then it helped a part of Kasifa Namyalo’s ’s Ph.D. thesis (Uganda). Cowden’s project came from Will Bezire’s and helped Dinkayehu’s thesis (Ethiopia). Devin Henson’s work suggested a Ph.D. topic for a student from Auburn. Chaiwoot’s master’s (Thailand) was motivated by Beam’s paper . Aidyn’s paper is the seed for a Ph.D. project of Zebene (Ethiopia) which I co-supervised.
The following papers are a subset of my list of publications that have been written with my non-undergraduate students.