Baruch Mathematics Professor Andrew Obus Wins CUNY Mentoring Award

May 7, 2026

Andrew Obus, PhD, associate professor of mathematics, is among eight recipients of The City University of New York Graduate Center’s 2025-26 Mentoring and Teaching Award, which recognizes professors’ deep commitment to mentoring doctoral students at the Center.

Dr. Obus traces an interest in mentoring back to his elementary school days. While in seventh grade, he volunteered to help teach a fifth-grader “advanced” math.

That early experience foreshadowed a mentorship approach that would later become central to his work in higher education.

“I fell into research mentorship by accident my first year on the tenure track at the University of Virginia,” said Obus, who joined Baruch’s Weissman School of Arts and Sciences eight years ago. “A student asked me to be his PhD thesis advisor, and I said yes without having any idea what I was doing. I was initially overwhelmed, but my PhD advisor at UPenn gave me a crash course on advising.”

Praised by Peers and Mentees

Colleagues and students have pointed to Obus’ dedication, patience and deep investment in students’ learning and growth.

The Graduate Center’s Executive Director of the PhD program John Terilla noted that mentoring in mathematics requires “countless hours spent reading drafts, posing the next question, and building a student’s confidence.” He added that Obus approaches this work “with uncommon generosity and skill.”

Students described Obus as a steady source of support during challenging moments.

Colette LaPointe (PhD ’24, mathematics) credited Obus for “saving” her academic trajectory, citing his encouragement throughout her dissertation process. Current student Connor Stewart underscored Obus’ careful preparation and long-term perspective, writing that he “is always receptive to student ideas,” offers detailed feedback, and helps identify meaningful research directions.

Guiding Students Through Challenges

Reflecting on his advising philosophy, Obus emphasized the importance of understanding the obstacles students may face.

“When a student is struggling academically, I try to figure out what is the cause—is it a question of priorities, personal issues, or is the problem we are working on just not a good fit?” he said. “I usually work to identify a concrete, short-term goal toward which the student can work. Writing a PhD thesis is a long, slow process that can feel like there is no end in sight and temporarily narrowing the scope to something small and achievable can help a student regain focus and motivation.”

For Obus, mentorship is most rewarding when it has a lasting impact on students’ academic and professional paths.

“It is very gratifying to even be nominated for this award because it means colleagues and students took time out of their busy lives to write serious, detailed letters for me,” stated Obus. “I put a great deal of time and effort into mentorship, so winning this award feels great and especially meaningful.”