MATTHEW T. DEARING

Adjunct Instructor

Department of Computer Science
University of Illinois Springfield

mdear2 (AT) uis.edu

zoom

Chicago, Illinois

Education Academia Research Publications Professional Teaching philosophy

Matthew is an Adjunct Instructor in Computer Science at the University of Illinois Springfield, as well as a full-time enterprise software engineer and Technical Lead for the Artificial Intelligence for Operations (AIOps) initiative at Argonne National Laboratory with a Joint Appointment as a CASE Staff At-Large in the Department of Computer Science at the University of Chicago

With a B.A. in Physics, M.Sc. in Computer Science, and currently a Ph.D. student in Computer Science with the SPEAR Lab, Matthew also keeps a pulse on the latest advancements as a top-rated freelance editor of scientific and technical documents from clients around the globe specializing in research papers and dissertations in artificial intelligence, machine learning, and physics.

Matthew's early research involved fabricating the original holographic optical device for manipulating microscopic matter in three dimensions [Rev. Sci. Instrum. 2001] and developing software to map the structure of cultured neuron networks [ICCS 2002]. Today, Matthew leverages state-of-the-art AI and machine learning in IT systems for applications in operations and studies advanced techniques in high-performance computation resource management and automated optimum process scheduling.

NEW! AI Research @ UIS: Enhancing the Capabilities of Not-So-Large Large Language Models with Autonomous Self-Prompting

[Learn more] - If you would like to participate in this student research project, please contact mdear2 (at) uis.edu with your resume/CV and a brief cover letter expressing your interest.

UIS Courses

MAT 217: Calculus III
(Fall 2025)

CSC 389: Introduction to Operating Systems
(Spring 2025, Fall 2024, Spring 2024, Fall 2023, Fall 2022)

CSC 535: Deep Learning
(Fall 2023)

Previous Courses

Illinois Wesleyan University
- PHYS 102: General Physics I (Lab)
- PHYS 103: General Physics II (Lab)

Wells College
- MATH 111: Calculus I
- MATH 211: Calculus III

Tompkins Cortand Community College
- MATH 100: Intermediate Algebra
- MATH 122: Technical Mathematics I
- MATH 132: College Algebra and Trigonometry
- MATH 135: Precalculus
- PHSC 105: General Physics II
- ELEC 233: Integrated Circuits

Teaching science and mathematics is not a complete science, nor should it ever evolve into one. It is mostly a creative art form; a successful performance demands nothing less than prepared and rehearsed acting, clear and confident stage presence, and, above all, deep creativity. I may not yet have mastered the art form of teaching. But, I am exploring the medium, thoroughly enjoying the process, and am continually discovering new ways to express clear, meaningful, and useful guidance for students during their own academic development.

It is important to me that my students understand that everyone is following a personal development process through school and that it is impossible for any teacher to transfer new understandings via lectures and interactive learning automatically. The teacher is a guide with the responsibility of directing and assisting a student's brain with its first grasp of fundamental concepts and then applying these concepts to develop further logical and intuitive reasoning and practical skills.

A teacher can give the ultimate phrase that allows a new concept to "click" with a student, and I always strive for the discovery of these phrases. However, not only will different phrases work for different students, but the students must still be personally active on their own accord if they will retain and expand their knowledge from that new seed of understanding. I have already seen many students who have learned by short-term memorization (I certainly studied this way because it seemed the easiest method at the time!), but it is clear that this approach cannot bring a true understanding of any mathematical or physical concept. So, I work to push my students to the next level in academics where they have to work harder on their own if they are to really "click" with the subject--with thorough and effective guidance from a teacher, but still mostly on their own. Although they may not realize the results of this process of deep understanding until well after final grades are filed, I try to convince that this personal process will bring great rewards to each student.

I believe that teaching science and mathematics is particularly important not just to create a deluge of professional scientists and professors (although these folks are certainly an important part of keeping our society and culture moving forward) but to bring a broader base of the general public in every type of profession to a higher level of understanding and appreciation for the universe.

Raising the intellectual bar of the masses is absolutely critical to the long-term success of our culture. I'm certainly not suggesting the ideal world will have every last citizen debating Nietzsche and re-deriving Newton's Laws up from Quantum Mechanics just for kicks. Rather, I would like for most people to grow into a moderate understanding of how things work around us in order that we may have an honest appreciation and respect for the amazing physical universe of which we are an intimate part. This appreciation will result in more reasonable decisions made by humans at the individual level of daily activities to large-scale governmental policy that affects more things than anyone probably realizes.

mtd Signature

AI for Operations Technical Lead and Applications/Software Developer, Argonne National Laboratory
Lemont, Illinois | 2015 - present
Consortium for Advanced Science and Engineering (CASE) Staff At-Large, University of Chicago
Chicago, Illinois | 2021 - present
Science and Technical Editor, Cambridge Proofreading, LLC
Chicago, Illinois | 2015 - present
Associate Editor, KDnuggets.com
Chestnut Hill, Massachusetts | 2019 - 2021
Specialist Editor, Cactus Communications
New York, New York | 2019 - 2021
Subject Area Specialist Editor, Enago, Crimson Interactive
New York, New York | 2019 - 2020
Fine Jewelry CAD Designer, Operations, Finance, Marketing and Sales, Denney Jewelers
Springfield, Illinois | 2005 - 2015
Independent Consultant, Central Bank Illinois
Geneseo, Illinois | 2004 - 2015
Co-founder and Co-producer, Dynamic Patterns Theatre
Springfield, Illinois | 2012 - 2014
Contract Research Consultant, Nucleic Assays Corporation
Fernandina Beach, Florida | 2003 - 2004
Senior Design Engineer, Advanced Design Consulting USA, Inc.
Lansing, New York | 2003
Graduate Research Assistant, Department of Applied and Engineering Physics, Cornell University
Ithaca, New York | 2003
Industrial Support Specialist, Nanobiotechnology Center, Cornell University
Ithaca, New York | 2001 - 2002
Co-owner, Dynamic Patterns Pottery Studio
Ithaca, New York | 2001 - 2007
NSF IGERT Fellow in Nonlinear Systems, Cornell University
Ithaca, New York | 2000 - 2002
Research Assistant, DND-CAT, Argonne National Lab, Advanced Photon Source
Lemont, Illinois | 2000
Undergraduate Research Assistant, Department of Physics, Illinois Wesleyan University
Bloomington, Illinois | 1999 - 2000
NSF Research Experience, Cornell Center for Materials Research Fellowship, Cornell University
Ithaca, New York | 1999

MATTHEW T. DEARING

Adjunct Instructor

Teaching philosophy

Research interests

Publications Journal & conference papers, Presentations, Patent

Education

Academic experience

Academic Service

Teaching Experience

Professional experience