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Jackson Morrow

Title: Assistant Professor

Department: Mathematics

College: College of Science

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, Emory University, 2020
    Major: Mathematics
  • MS, Emory University, 2016
    Major: Mathematics
  • BS, Emory University, 2014
    Major: Mathematics

Current Scheduled Teaching

MATH 6950.712Doctoral DissertationSpring 2025
MATH 5120.001Introduction to AnalysisSpring 2025
MATH 4900.702Special ProblemsSpring 2025
MATH 5900.722Special ProblemsSpring 2025
MATH 6900.708Special ProblemsSpring 2025
MATH 5110.001Introduction to AnalysisFall 2024
MATH 3610.001Real Analysis IIFall 2024 Syllabus
MATH 4900.704Special ProblemsFall 2024
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

MATH 3000.001Real Analysis ISpring 2024 Syllabus SPOT
MATH 3610.001Real Analysis IIFall 2023 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Journal Article

  • Morrow, J.S., Rosso, G. (2023). A non-Archimedean analogue of Campana’s notion of special. https://content.algebraicgeometry.nl/2023-3/2023-3-009.pdf
  • Achenjang, N., Morrow, J.S. (2023). Integral points on varieties with infinite étale fundamental group. International Mathematics Research Notices. https://doi.org/10.1093/imrn/rnad147
  • Iovita, A., Morrow, J.S., Zaharescu, A. (2023). Ramification of p-power torsion points of formal groups. https://doi.org/10.1007/s40316-023-00214-3
  • Daniels, H., Lozano-Robledo, Á., Morrow, J.S. (2023). Towards a classification of entanglements of Galois representations attached to elliptic curves. Revista Matemática Iberoamericana. https://ems.press/journals/rmi/articles/10143993
  • Daniels, H., Morrow, J.S. (2022). A group theoretic perspective on entanglements of division fields. Transactions of the American Mathematical Society. https://doi.org/10.1090/btran/95
  • Iovita, A., Morrow, J.S., Zaharescu, A. (2022). On p-adic uniformization of abelian varieties with good reduction. Compositio Mathematica. https://doi.org/10.1112/S0010437X22007643
  • Morrow, J.S. (2021). Non-Archimedean entire curves in closed subvarieties of semi-abelian varieties. Mathematische Annalen. https://doi.org/10.1007/s00208-020-02051-z
  • Derickx, M., Etropolski, A., van Hoeij, M., Morrow, J.S., Zureick-Brown, D. (2021). Sporadic cubic torsion. Algebra and Number Theory. DOI: 10.2140/ant.2021.15.1837
  • Morrow, J.S. (2019). Composite images of Galois for elliptic curves over Q & Entanglement fields. Mathematics of Computation. https://doi.org/10.1090/mcom/3426
  • Brown, M., Morrow, J.S., Zureick-Brown, D. (2018). Chip-firing groups of iterated cones. Linear Algebra and its Applications. https://doi.org/10.1016/j.laa.2018.06.023
  • Arora, S., Cantoral-Farfán, V., Landesman, A., Lombardo, D., Morrow, J.S. (2018). The twisting Sato–Tate group of the curve y2 = x8−14x4+1. Mathematische Zeitschrift. https://doi.org/10.1007/s00209-018-2049-6
  • Morrow, J.S. (2016). Selmer groups of twists of elliptic curves over K with K-rational torsion points. Research in Number Theory. https://doi.org/10.1007/s40993-016-0059-1

Contracts, Grants and Sponsored Research

    Fellowship

  • Morrow, J.S. (Principal), "NSF Mathematical Sciences Postdoctoral Research Fellowship," sponsored by NSF, Federal, $150000 Funded. (2022 - 2023).
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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