Nhuy Phan '24 gets a jumpstart on her career by serving as an assistant teacher for The Calculus Project, a summer mathematics program for Lowell Public School students.
For some students in middle school and high school, studying math in the summer doesn’t sound very appealing. For students in The Calculus Project (TCP), the opposite is true.
For three weeks over the summer, 102 students from Lowell Community Charter Public School (LCCPS) and Lowell High School spent their days at UMass Lowell, working through math problems, bonding with their instructors and getting a taste of life on a college campus.
For a group of UMass Lowell math majors and recent alumni who served as instructors for the program, participating in The Calculus Project was just as meaningful: they got hands-on classroom experience leading lessons, offering feedback and grading, with guidance from Lowell Public School teachers.
“Collaborating with experienced educators and supporting students was an incredible experience, and I appreciate the program's dedication to making math accessible to every student,” says Nhuy Phan ’24, an instructor who earned a bachelor’s degree in math with a UTeach minor and is in the teaching track for a master’s in mathematics.
The Calculus Project was launched at Brookline High School in 2009 to improve the math performance of students from underrepresented communities and introduce them to career possibilities in STEM. It was expanded to UMass Lowell’s campus five years ago, bringing students in grades 7 to 11 from LCCPS to campus for three weeks of instruction.
One morning this summer, Chancellor Julie Chen stopped by a classroom for a first-hand look at the program. Chen had high praise for the university’s partnership with The Calculus Project, noting that its teaching opportunities support UMass Lowell’s dedication to providing students with career-connected experiences.
Chancellor Julie Chen, fifth from left, meets with The Calculus Project founder Bob Moses, fifth from right, to talk about it's partnership with UMass Lowell and visit the classrooms.
UMass Lowell’s partnership with TCP has created a valuable two-way learning experience. Lowell Public School students gain additional encouragement and individualized support, while UMass Lowell students receive meaningful experience applying their knowledge in service to the community.
Kaily Burke ’26, an assistant teacher with TCP and recent mathematics graduate, appreciates that the program defuses the stress that math often triggers.
“Any math educator will tell you there is a lot of fear and anxiety from people surrounding math classes. But with TCP, they know that we’re here to help them, not to hold their future over their heads,” says Burke, who is considering a career in education.
Nicholas Leonardas, the executive director of LCCPS, says students want to participate in the program and are eager to get invited to UMass Lowell’s campus.
“Students are always asking me about the program and when they will find out if they have been invited to participate,” says Leonardas.
Kennedy College of Sciences (KCS) Dean Noureddine Melikechi says being on campus lets students envision themselves as future scholars.
“It helps students develop mathematical confidence, strengthens their preparation for college-level STEM programs and introduces them to a community in which they can see themselves succeeding,” says Melikechi.
When hiring assistant teachers, Foozieh Mir, coordinator of undergraduate and international programs for KCS, looks for candidates who will be great role models for the young students.
“Most of the assistant teachers are already a part of the UTeach program and have attended middle school classes during the academic year, which really adds to their teaching skills,” she says.
UMass Lowell student teachers particpate in The Calculus Project, starting from left, Alyssa Orlova, Nhuy Phan, Sam Colby, Kogo Bennsion, Kaily Burke, and Diego Ortega.
Diego Ortega ’27, a mechanical engineering major, deeply enjoys working as an assistant teacher in the program, as he feels it's a great way to give back.
“The combination of the high-quality, well-equipped classrooms we're using, as well as the events hosted by DifferenceMaker and the Esports Arena, create a very enriching environment for the students,” says Ortega.
Sam Colby ’23, who graduated from UMass Lowell with a mathematics major and a UTeach minor and worked on TCP while an undergraduate, now serves as a lead teacher in the program. Colby, who teaches at Manchester Central High School in New Hampshire during the school year, appreciates the opportunity to stay involved with TCP and UMass Lowell and gain more teaching experience.
“I am really grateful that UMass Lowell has opened their doors to TCP,” says Colby. “When I’m talking with students, it’s clear they’re able to see themselves going to college. Many of them are looking at applying to UMass Lowell.”
To make that transition even easier, the Kennedy College of Sciences is working to develop scholarship opportunities for Calculus Project students who choose to attend UMass Lowell.
“We see this not just as financial support, but as a continued commitment – an investment in students that we have come to know and believe in,” says Mir.