Josh Hiller

Josh Hiller is an Associate Professor in the Department of Mathematics and Computer Science at Adelphi University's College of Arts and Sciences. He holds leadership roles as Past President of the university's American Association of University Professors chapter. His academic journey includes a Ph.D. in Mathematics from the University of Florida (2017), an M.S. in Applied Mathematics from Western Carolina University (2014), and a B.A. in Mathematics from Webster University (2005).

Dr. Hiller's research integrates mathematical biology (epidemiology, carcinogenesis), discrete mathematics, and theoretical computer science with a focus on algorithmic graph theory. His interdisciplinary interests extend to math communication and labor rights. He teaches advanced courses including Discrete Structures, Foundations of Analysis, and specialized research seminars in computational Ramsey theory and hypergraph models.

His recent publications demonstrate a dual focus on combinatorial mathematics (hypergraphs, group partitions, binomial matrices) and biomathematical modeling (carcinogenesis, epidemiology, Markov chains). A distinctive thread is his work in mathematical poetry, exploring creative intersections between abstract concepts and literary expression.

Grants secured by Dr. Hiller include:

• SIAM-Simons Foundation Undergraduate Research Program ($69,552, 2025) for deforestation prevention modeling
• AMS Young Scholars Fund ($15,100, 2022-2025) for the Adelphi Summer Institute of Mathematical Epidemiology
• Dolciani Mathematics Enrichment Grant ($5,000, 2025) for speaker series development
• Center for Undergraduate Research in Mathematics awards ($32,800 total, 2019-2021) for hypergraph carcinogenesis projects

These initiatives emphasize undergraduate mentorship in computational epidemiology and discrete mathematics research.

As co-director of the Adelphi Summer Institute of Mathematical Epidemiology, he leads collaborative teams investigating hypergraph applications in biological systems. His work consistently bridges theoretical exploration with pedagogical innovation.