My Nutley High School yearbook caption says that I “would like to teach college math,” probably because I had taken five year-long mathematics courses, plus the usual college prep curriculum. But why did I choose—and remain with—math? No doubt for a variety of reasons: the influence of my father's engineering background; my mother's competence in basic consumer mathematics; the American commitment to mathematics and science in the aftermath of the Soviet Union launching the spacecraft, Sputnik; and the fact that I liked mathematics—and find it a continuing challenge.

I fulfilled my career goal by entering Douglass College, the women's college of Rutgers University in New Jersey, majoring in mathematics with a minor in French. Then, I went directly into Rutgers' graduate school under a fellowship, and completed my PhD in mathematics six years later. As a full-time faculty member for three of those six years, I had to make every minute count to meet all the responsibilities of both a teacher and a student. I put many miles (and even more kilometers!) on my car, consulting with my dissertation advisor who was taking a year's sabbatical in a distant city.

Fortunately, I have always been a well-organized person so I was able to juggle both roles, but it did mean sacrificing a good deal of personal time.

My field of research is in real analysis and special function theory, part of pure mathematics. Currently, my research interests focus on improving the teaching and learning of mathematics; engaging those who are under-represented in mathematics; curing math avoidance and anxiety; and strategic planning in higher education.