UMKC Department of Mathematics and Statistics

Mark Gamalo

Assistant Professor
[On Leave: Fall 2008 - Spring 2009]
Ph.D. 2006, Statistics, Univ. of Pittsburgh
M.A. 2003, Statistics, Univ. of Pittsburgh
M.S. 2001, Applied Mathematics, Univ. of the Philippines
B.S. 1998, Mathematics, Ateneo de Manila Univ., Philippines
 Manheim 205 C
(816) 235-2847
gamalom@umkc.edu

Current office hours

Personal web page

Research Interests:
  • Spatio-temporal Data Modeling, Robust Estimation in Multiple Time Series, Aggregation of Different Imaging Modalities
Teaching -- List of recent UMKC courses:
  • Stat 236 (Applied Statistics for Public Administration)
  • Stat 5537 (Mathematical Statistics I)
  • Stat 5547 (Mathematical Statistics II)
Dr. Gamalo joined the faculty in Fall 2006. He has been recently studying the preprocessing and analysis of brain imaging data, and collaborating on a project using fMRI data to find a functional neural correlate of blood pressure reactivity. In his future work he intends to explore dynamical linear models in spatio-temporal modeling in order to address difficult problems in such areas as brain recordings, biosurveillance, and monitoring bioterrorism and disease spread. His training has included actuarial science as an undergraduate, operations research as a master's student, and finally statistics in his doctoral work. He has worked as a graduate student researcher for both the Department of Statistics at the University of Pittsburgh, and the Western Psychiatric Institute and Clinic, where he has also been a project consultant since 2005.

Dr. Gamalo was an Assistant Instructor in the Department of Mathematics at Ateneo de Manila University in Quezon City, the Philippines from 1998-1999, a Lecturer in the Department of Mathematics at the University of The Philippines from 1999-2001, lastly at the University of Pittsburgh, a Teaching Assistant in the Department of Mathematics from 2001-2002 as well as a Teaching Fellow in the Department of Statistics since 2005.

He brings his personal experience in learning a second language to his teaching: "I believe that like language learning, immersion in a problem situation is essential for internalization, helps students to understand what they are learning, and motivates them if they have an active role."

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