Interview with Dr Gentleman from Department of Engineering Mathematics and Internetworking, by Assadah Kausar
When you think of calculus, zooplankton aren’t probably the first thing that come to mind – but for Dr Gentleman, the two are closely connected. As a dedicated professor in the Engineering Math Department with a love for studying the ocean, Dr Wendy Gentleman uses mathematical models to understand these tiny creatures' behaviours and their ecological impacts. In the classroom, she shows students how gradients and curls reveal patterns in the world around us. Through her research, she applies these ideas to how zooplankton interact with the ocean. In this interview, we discusses her unique journey, teaching philosophy, and her advice for students pursuing their own passions.
Academic Background
Dr Gentleman's journey to oceanography was anything but direct. She started at McGill in a physics, chemistry, and math program but switched to engineering for its practical applications. An environmental elective inspired her to make a difference, and a chance discovery of a Dartmouth program combining engineering and environmental science led her to fisheries research. Then, she completed a PhD in numerical modelling, a postdoc in Seattle studying carbon flow, and joined Dal's Engineering Math and Oceanography departments in the early 2000. She summed it up: “Life is a combination of opportunities you create, luck, and random events.
Research
Her research focuses on modelling to turn complex concepts into mathematical equations that reveal real-world insights. One key area is studying the connectivity of zooplankton, looking at how they flow with ocean currents and analysing ecological and genetic differentiation. With her master's student Karsten Economou, she uses network theory to map the dispersal of these tiny organisms, creating maps that illustrate the networks of fisheries. She also investigates the role of zooplankton in the ocean’s carbon cycle, modelling food webs and showing how zooplankton consume organic carbon and “believe it or not, they poop,” transferring carbon to the deep ocean and helping estimate how much carbon oceans can absorb.
“I want to put my head on a pillow at night and feel like I have made a difference in the world,” she says, reflecting on her drive to make a positive impact. Research can be slow, but she hopes her work deepens people’s understanding of the ocean and supports their research. Even if the difference feels small, knowing her contributions help others makes it worthwhile.
During her postdoc, she was involved in outreach, which helped keep her engaged, but the biggest challenge has been maintaining a healthy work-life balance. Academia often feels endless, demanding a lot of time and energy. Balancing outreach with personal responsibilities was tough, but she’s grateful that there are now more supports for students and professors facing similar situations.
Teaching Philosophy
She wants students to know they can succeed and works to make math engaging by using real-life examples in her lectures. Reflecting on her own education, she recalls how professors made math feel boring and abstract, like one who explained concepts with the analogy of turning an orange inside out. Her struggle with vector calculus was particularly memorable—she once threw her textbook at a wall, leaving a dent. Ironically, she was later assigned to teach the subject, but it turned out to be a great experience. She found confidence in translating complex math into relatable concepts to keep students happy and engaged.
Her parents were both professors—dad in computer science and mom in stats— she spent a lot of time around the University of Waterloo as a child. Throughout her journey, people like Gordon Fenton, chair of the engineering math department, have been supportive. She feels that role models are really important, not just for showing you how to lead, but also for showing you what not to do.
Advice for students
She advises students and friends to find opportunities and take advantage of them—sometimes you have to create your own. Cold calling a professor to ask about research is a great way to start. That’s how she met Karsten Economou, who reached out and has been working with her ever since. She stresses that class isn’t the real world—real-world experience is hands-on, often with a team across different fields. Co-ops are valuable, but you can also find internships and create those opportunities.