Faculty lightning talks are 15-minute talks geared toward our graduate students; however, all areas from the department welcome. Each date will feature three speakers.
Unless otherwise noted, all talks will be held from 4–5 pm in the Flawn Science Building (FLN), room 2.01.02.
Fall 2026 Mathematics Lightning Talks Schedule
| Talk Date | Talk Details |
|---|---|
| September 18, 2026 | Dr. Eduardo Dueñez What We Can Compute, What We Cannot—and the Wisdom To Know the Difference September 18 abstract: Dueñez My eclectic research tackles questions on what problems are "effectively computable"—drawing dividing lines between what can and cannot be computed, learned or "solved" under various assumptions on the approach (classical vs. quantum computing, discrete vs. continuous, deterministic vs. randomized) and the nature of the problem tackled. Embracing explicit applications, I worked as research consultant at Gibran.AI (a tech startup) in fall 2025 and summer 2026: I helped advance the state of the art on quantum error correction (QEC) algorithms and more. The computability and logic research group lead by Professor J. Iovino and myself has been mathematical home to some of our most talented students; I'm hoping for the nascent QEC Seminar Series organized by UT San Antonio Math faculty to become the cool "new kid on the block." |
| Dr. Fengxin Chen Nonexistence of Time Almost-Periodic Solutions to the Nonlocal Allen-Cahn Equation September 18 abstract: Chen The main purpose of this talk is to study the dynamics of the solutions to the nonlocal Allen-Cahn equation: |
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| Dr. Jingbo Liu Lattice Isomorphism Problem and Its Applications September 18 abstract: Liu A lattice in Rn is an additive discrete subgroup of Rn. We say that a lattice L is isometric to another lattice K if there exists a bijective ℤ-linear map σ: L → K such that |σ(x)| = |x| for all x ∈ L. In this talk, we will discuss the Lattice Isomorphism Problem and its applications to cryptography. |
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| October 16, 2026 | Dr. Juan B. Gutiérrez The Future of the Mathematics Profession in the Age of AI October 16 abstract: Gutiérrez On September 7, 2026, Tristan Buckmaster (NYU) and Levent Alpöge (Anthropic) posted a finite-time blowup result for the forced Euler equations (the inviscid Navier-Stokes case) and said the general result was coming. On September 8, OpenAI published a full Navier–Stokes proof for the same case, a Millenium Problem, from an unreleased AI model, and confirmed its effort began September 1 after hearing a rumor about their work. It is possible that OpenAI scooped early results from Buckmaster and Alpöge just by them using Codex. Then, on October 6, OpenAI published 372 result families in 719 manuscripts, addressing previously unsolved problems in mathematics. Among others, Hilbert's tenth problem over Q claims to establish that no algorithm can decide whether an arbitrary integer-coefficient polynomial has a rational solution, thus resolving a fundamental undecidability problem. Hilbert's sixteenth problem, limit cycles, claims a uniform finite bound on the number of limit cycles of planar polynomial vector fields depending only on polynomial degree. And 717 more. Have machines replaced mathematicians or significantly reduced the professional space? Or is the job of the mathematician something else? Join us in this talk to open the conversation about what it means to be a mathematician in this rapidly changing new world. |
| Dr. Stephen Wirkus Modeling Epidemics October 16 abstract: Wirkus We often think of epidemics as the spread of infectious diseases such as measles, HIV, or Covid. Math models have successfully described the spread of many such diseases and date back to foundational models in 1908 and 1911 describing a malaria epidemic. In recent decades, researchers have started to examine the spread of social phenomena, the spread of information, and addiction in a similar framework. One of these examples is drug addiction. We look at some basic models and then introduce examples of the heroin epidemic over the last 20 years. |
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| Dr. Erika Tatiana Camacho From Equations to Eyesight: Using Mathematical Models to Understand and Prevent Vision Loss October 16 abstract: Camacho Vision depends on the survival of highly specialized retinal cells that require extraordinary amounts of energy to function. In retinal diseases such as retinitis pigmentosa and age-related macular degeneration, disruptions in cellular metabolism and intercellular signaling can lead to progressive vision loss. My research combines mathematical modeling, dynamical systems, optimal control, and experimental biology to investigate the mechanisms underlying retinal degeneration. By developing and analyzing multiscale models of photoreceptor metabolism, rod-cone interactions, oxidative stress, and therapeutic interventions, we seek to identify critical factors that determine whether retinal cells remain healthy or transition to disease states. In this lighting talk, I will provide a very quick overview of how mathematical models can reveal fundamental biological insights. This work illustrates the power of interdisciplinary mathematics to address complex biomedical challenges. |
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| October 23, 2026 | Dr. Su Liang Engaging Students in Doing Mathematics October 23 abstract: Liang Drawing on nearly two decades of my research in undergraduate mathematics and mathematics teacher education, this talk examines how purposeful curriculum and instructional design can create opportunities for students to do mathematics. Examples include task variation, inquiry and active learning, pre-class assignments in a proof course, integrated STEM modules, and mathematical writing. Across these settings, the work emphasizes engaging students in exploring rich mathematical ideas, making connections, and taking greater responsibility for their learning. The talk also considers how discussion, written explanation, peer critique, and revision make mathematical thinking visible and support deeper understanding. |
| Dr. Benjamin Sencindiver TBD October 23 abstract: Sencindiver TBD |
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| Dr. Stacy Jones Counter-Storytelling in Mathematics Education October 23 abstract: Jones When asked to draw a mathematician, all students are more likely to draw a White male mathematician (Taasoobshirazi et. al., 2022). While females are more likely than males to draw female mathematicians, and Students of Color are more likely than White students to draw Mathematicians of Color, the problem really lies in the fact that all individuals do not see themselves as mathematicians, even in a mathematics class. This sparks several questions: what are one's expectations of doing mathematics if they don't see themselves as a mathematician? Is being a mathematician attainable, necessary, or even wanted? How is one's identity involved in their beliefs, attitudes, and ability towards mathematics? In my research, even one unique story can be the most interesting piece of data. Sometimes, it's one story that really resonates, and allows us to be more analytical, critical, or even more motivated to succeed. We will look at how Chicana Latina Feminist Perspectives (e.g., Borderlands Theory and counter-storytelling) can help us understand more about the ways our identities impact our learning and doing of mathematics. |
