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Jing Zhang

Title: Assistant Professor

Department: Mathematics

College: College of Science

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, Carnegie Mellon University, 2019
    Major: Mathematical Sciences
    Dissertation: Some Results in Combinational Set Theory

Current Scheduled Teaching

No current or future courses scheduled.

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 1710.130Calculus ISpring 2026 Syllabus SPOT
MATH 1720.130Calculus IISpring 2026 Syllabus SPOT
MATH 2000.002Discrete MathematicsFall 2025 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

    Book Chapter

  • Lambie-Hanson, C., Rinot, A., Zhang, J. (2025). Squares, ultrafilters and forcing axioms. Other. http://dx.doi.org/10.64191/zr24040410112
  • Hölzl, R., Raghavan, D., Stephan, F., Zhang, J. (2017). Weakly Represented Families in Reverse Mathematics. Lecture Notes in Computer Science. http://dx.doi.org/10.1007/978-3-319-50062-1_13

    • Journal Article

  • Hrušák, M., Shelah, S., Zhang, J. (2024). More Ramsey theory for highly connected monochromatic subgraphs. Canadian Journal of Mathematics. http://dx.doi.org/10.4153/s0008414x23000767
  • Todorcevic, S., Zhang, J. (2024). Higher dimensional chain conditions. Journal of Mathematical Logic. http://dx.doi.org/10.1142/s0219061324500326
  • Benhamou, T., Zhang, J. (2024). Transferring compactness. Journal of the London Mathematical Society. http://dx.doi.org/10.1112/jlms.12940
  • Franklin Tall, D..., Zhang, J. (2024). The second-order version of Morley’s theorem on the number of countable models does not require large cardinals. Archive for Mathematical Logic. http://dx.doi.org/10.1007/s00153-024-00907-8
  • CODY, B., LAMBIE-HANSON, C., Zhang, J. (2024). TWO-CARDINAL DERIVED TOPOLOGIES, INDESCRIBABILITY AND RAMSEYNESS. The Journal of Symbolic Logic. http://dx.doi.org/10.1017/jsl.2024.16
  • Ben-Neria, O., Zhang, J. (2023). Compactness and guessing principles in the Radin extensions. Journal of Mathematical Logic. http://dx.doi.org/10.1142/s0219061322500246
  • Ben-Neria, O., Zhang, J. (2023). Approximating diamond principles on products at an inaccessible cardinal. Transactions of the American Mathematical Society. http://dx.doi.org/10.1090/tran/8945
  • Rinot, A., Zhang, J. (2023). Complicated colorings, revisited. Annals of Pure and Applied Logic. http://dx.doi.org/10.1016/j.apal.2022.103243
  • Zhang, J. (2023). Reflection principles, GCH and the uniformization properties. Israel Journal of Mathematics. http://dx.doi.org/10.1007/s11856-022-2386-3
  • Rinot, A., Zhang, J. (2023). Strongest Transformations. Other. http://dx.doi.org/10.1007/s00493-023-00011-0
  • Zhang, J. (2022). Some remarks on uncountable rainbow Ramsey theory. Proceedings of the American Mathematical Society. http://dx.doi.org/10.1090/proc/15928
  • Rinot, A., Zhang, J. (2021). Transformations of the transfinite plane. Other. http://dx.doi.org/10.1017/fms.2021.14
  • Garti, S., Zhang, J. (2021). Stationary and closed rainbow subsets. Annals of Pure and Applied Logic. http://dx.doi.org/10.1016/j.apal.2020.102887
  • Zhang, J. (2020). Monochromatic sumset without large cardinals. Fundamenta Mathematicae. http://dx.doi.org/10.4064/fm841-12-2019
  • Zhang, J. (2020). Rado’s Conjecture and its Baire version. Journal of Mathematical Logic. http://dx.doi.org/10.1142/s0219061319500156
  • Zhang, J. (2019). A TAIL CONE VERSION OF THE HALPERN–LÄUCHLI THEOREM AT A LARGE CARDINAL. The Journal of Symbolic Logic. http://dx.doi.org/10.1017/jsl.2017.55
  • MIYABE, K., NIES, A., Zhang, J. (2016). USING ALMOST-EVERYWHERE THEOREMS FROM ANALYSIS TO STUDY RANDOMNESS. Other. http://dx.doi.org/10.1017/bsl.2016.10
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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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