Tayler Fernandes Núñez is a Dominican-Cape Verdean-American Ph.D. student in Applied Mathematics at Cornell University, where she studies network dynamics in infrastructure systems, with a focus on power systems and sustainability. Her research lies at the intersection of graph theory, dynamical systems, and decision-making in complex networks.

Originally from Boston and a first-generation college student, Tayler earned her B.S. in Mathematics from Northeastern University. During her time at Northeastern, Tayler founded the university’s chapter of the Association for Women in Mathematics (NUAWM), promoting collaboration and community in undergraduate mathematics. Afterward, she completed a Post-baccalaureate Certificate in Mathematics at Smith College, where she further deepened her mathematical foundation and research experience.

Today, Tayler continues to be deeply committed to mentorship and equity in STEM. She served for two years as the Mentoring Program Coordinator for Cornell’s Center for Applied Mathematics, organizing peer mentoring for incoming Ph.D. students. She is also a co-founder and ongoing coordinator of the Mathematics Climate Research Network Mentoring Program, which builds long-term, cross-institutional mentoring relationships for graduate students and early-career researchers in mathematics.

Outside of research and mentoring, Tayler enjoys singing, powerlifting, and spending time with her two dogs, Benji and Appa.

Tayler Fernandes Núñez has made significant contributions to mentorship and community-building within the mathematical sciences through her leadership in two formal mentoring programs: one at Cornell University’s Center for Applied Mathematics (CAM) and the other through the Mathematics Climate Research Network (MCRN).

At Cornell, Tayler served for two years as the coordinator of CAM’s Peer Mentoring Program, which provides structured support for first-year Ph.D. students by pairing them with more experienced graduate student mentors. Under her coordination, the program supported six to seven professional and personal development events per academic year. The peer mentoring initiative aims to ease the academic and social transition into graduate school by fostering one-on-one mentorship relationships and cultivating a welcoming departmental culture.

In parallel, Tayler is a co-founder, organizer, and ongoing coordinator of the MCRN Mentoring Program, a national initiative supporting early-career mathematicians working at the intersection of mathematics and climate science. The MCRN Mentoring Program, now in its third year, has served approximately 30 participants annually through a vertically integrated mentoring structure. This model connects undergraduates, graduate students, postdocs, and faculty in multi-level mentoring groups, enabling individuals at all stages of their careers to benefit both as mentors and mentees. Tayler’s work with MCRN includes designing and running the matching process, organizing onboarding and community events, and building a feedback system to ensure the program remains responsive and inclusive. Her efforts have helped embed mentorship as a core element of MCRN’s broader mission to support a collaborative, interdisciplinary research community in mathematics and climate science.

In addition to her mentoring and coordinating experiences, Tayler has worked closely with Cornell undergraduates through her teaching and leadership roles. As a Graduate Teaching Assistant for Multivariable Calculus (MATH 1920), she built strong relationships with students by fostering trust and providing individualized academic support. She was later invited to serve as the Academic Excellence Workshop (AEW) Content Liaison for MATH 1920, where she collaborated with undergraduate facilitators to develop supplementary materials and improve their teaching experiences.

Tayler’s mentoring philosophy is rooted in accessibility, empathy, and sustainability. She views mentorship not as a top-down transaction, but as a community-driven practice that nurtures confidence, broadens participation, and strengthens retention in mathematics. Her service contributions reflect a commitment to creating supportive academic environments where students, especially those from historically underrepresented backgrounds, can thrive.

‍

“To me, Hispanic Heritage Month is a time to reflect, celebrate, and share our stories. It’s about honoring the resilience and wisdom that make our communities strong, and creating space to pass down language, history, and culture. It’s a time to recognize the often-overlooked contributions of our people and to celebrate our heritage with pride. It’s also a time to go to Mami’s house, sit around the table, and share a big bowl of sancocho—because our traditions live not just in books, but in kitchens, conversations, and the love we carry forward.”

‍