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Sean Griffin

Title: Assistant Professor

Department: Mathematics

College: College of Science

Curriculum Vitae

Curriculum Vitae Link

Current Scheduled Teaching

MATH 4520.001Introduction to Functions of a Complex VariableFall 2026
MATH 5520.001Modern AlgebraFall 2026
MATH 4900.704Special ProblemsFall 2026
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 2000.002Discrete MathematicsSpring 2026 Syllabus SPOT
MATH 3740.001Vector CalculusSpring 2026 Syllabus SPOT
MATH 4520.001Introduction to Functions of a Complex VariableFall 2025 Syllabus SPOT
MATH 5400.001Introduction to Functions of a Complex VariableFall 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

    Journal Article

  • Gillespie, M., Gorsky, E., Griffin, S. (2025). A combinatorial skewing formula for the Rise Delta Theorem. Other. 5 (3) eScholarship University of California. http://dx.doi.org/10.5070/c65365552
  • Gillespie, M., Griffin, S. (2024). Cocharge and skewing formulas for Delta-Springer modules and the Delta Conjecture. International Mathematics Research Notices. 14 10895-10917.
  • Griffin, S., Levinson, J., Woo, A. (2024). Springer fibers and the Delta Conjecture at t=0. Advances in Mathematics. 439 (109491)
  • Griffin, S. (2024). Δ–Springer varieties and Hall–Littlewood polynomials. Other. 12 (19) Cambridge University Press. https://doi.org/10.1017/fms.2024.1
  • Gillespie, M., Griffin, S. (2023). Degenerations and multiplicity-free formulas for products of psi and omega classes on \bar M_{0,n}. Mathematische Zeitschrift. 304
  • Gillespie, M., Griffin, S., Levinson, J. (2023). Lazy tournaments and multidegrees of a projective embedding of \(\overline{M}_{0,n}\). Other. eScholarship University of California. http://dx.doi.org/10.5070/c63160416
  • Griffin, S. (2021). Ordered set partitions, Garsia-Procesi modules, and rank varieties. Transactions of the American Mathematical Society. 374 2609-2660. https://doi.org/10.1090/tran/8237
  • Baird, M., Billey, S., Demaine, E., Demaine, M., Eppstein, D., Fekete, S., Gordon, G., Griffin, S., Mitchell, J., Swanson, J. (2020). Existence and Hardness of Conveyor Belts. Electronic Journal of Combinatorics. http://dx.doi.org/10.37236/9782
  • Gessel, I., Griffin, S., Tewari, V. (2019). Labeled binary trees, subarrangements of the Catalan arrangements, and Schur positivity. Advances in Mathematics. 356 https://doi.org/10.1016/j.aim.2019.106814
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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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