Professor Thomas Marlowe has been a member of the Department of Mathematics and Computer Science at Seton Hall University for almost 40 years, and has taught a wide variety of courses in both disciplines. Until he went on phased retirement in 2017, he was coordinator and advisor for the Computer Science program. Professor Marlowe enjoys working with students and with professional colleagues—almost all his research is collaborative. His professional interests include in mathematics, abstract algebra and discrete mathematics; in computer science, programming languages, real-time systems, and software engineering, and pedagogy; and in information science, collaboration and knowledge management. The connection between graphs and algebraic structures is a recurrent theme.

Professor Marlowe has Ph.D. in Computer Science, from Rutgers, The State University, and a Ph.D. in Mathematics, also from Rutgers. Professor Marlowe has many publications and academic distinctions, with over 100 publications in refereed conferences and journals in mathematics, computer science and information science. Some of the more recent and more significant include:

• J. Marlowe, J.R. Laracy, “Logic as a Key to Integrating the Curriculum for STEM Majors”, Journal on Systemics, Cybernetics and Informatics: JSCI Volume 15 - Number 4 - Year 2017, pp. 63-71, ISSN: 1690-4524 (Online)
• Kirova, T.J. Marlowe, C.S. Ku, “Monitoring and Reducing Application Fragility through Traceability and Effective Regression Testing”, Genie Logiciel, No 115, 2-9, December 2015.
• Rountev, S. Kagan, T. J. Marlowe, “Interprocedural Dataflow Analysis in the Presence of Large Libraries”, Proceedings of CC 2006, 216, Lecture Notes in Computer Science 3923, 2006.
• P. Masticola, T. J. Marlowe, B. G. Ryder, "Multisource Data Flow Problems'', ACM Transactions on Programming Languages and Systems, 17 (5), 777 -803, September 1995.
• D. Stoyenko, T. J. Marlowe, "Polynomial-Time Program Transformations and Schedulability Analysis of Parallel Real-time Programs with Restricted Resource Contention'', Journal of Real-Time Systems, 4 (4), 1992.
• J. Marlowe, B. G. Ryder, "Properties of data flow frameworks: A unified model'', Acta Informatica, 28 (2), 121 -164, 1991.

For the past 20 years or more, STEM [Science, Technology (Computers), Engineering, and Mathematics] has been an emphasis at all levels of education, primary to secondary to bachelor's to graduate programs. At earlier levels, the emphasis has been on assuring all students have substantial exposure, not just to STEM content, but to its processes and relation to problem solving and critical thinking. More recently there have been recommendations to integrate Arts into STEM instruction, and to ensure that the health sciences (Medicine) is considered, whence STEAM or STEAMM.

At bachelor's and graduate levels, general education and the education of practitioners pose two different problems. I would like us to consider the latter in particular, and to examine the body of knowledge of which a competent faculty member, graduating student, or practitioner should be aware. The emphasis in my presentation will be on the formal sciences: mathematics, computer science, logic, and data science, with some consideration of the natural sciences, but health sciences and engineering are certainly fair game for the discussion.