Micheal Lacey, teaching with a difference

Micheal Lacey is a mathematics professor at Georgia Institute of Technology. He has also lectured at Louisiana State University, and the University of North Carolina at Chapel Hill.

Michael Lacey has a unique way of teaching. Apart from giving lectures, he puts his students in groups. This is his way of helping students understand math concepts better. Sometimes students understand better when concepts they did not understand during the lecture are explained by their peers. Because of this, Mr Lacey’s students often attain good grades.

His determination to see all his students succeed in their academics has resulted in him becoming director of several training grants. As director, he has had the opportunity of mentoring several students. All of his mentees have graduated to become leaders in their careers. He has been the director of VIGRE and MCTP awards from the NSF.

Mr Lacey’s passion for math is not just in teaching. He also has a desire to add to already existing knowledge. The thesis dissertation he presented when doing his PHD solved the problem related to the law of the iterated logarithm for empirical characteristic functions. This was only the first contribution he would make to mathematics. He also gave proof of the almost sure central limit theorem. A research he worked on together with his colleague Walter Philipp.

During his career, his work has touched on probability, harmonic analysis and ergodic theory. His contributions to this field have gained him respect in the eyes of his peers and have seen him hold many prestigious positions. He was awarded with the Salem Prize for solving the subject of a conjecture by Alberto Calderón. This he did together with his colleague Christoph Thiele. He also received the Guggenheim award.

In as much as his joy is in adding to the knowledge already existing in this field. Michael Lacey is proud to have a hand in raising the future generation of mathematics. The thought of his students making great discoveries in this field even after he has stopped teaching is his daily motivation. Teaching is his way of contributing to the future of mathematics.

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