Hyosang  Kang

Educations

• BS 2005 Department of Mathematics, KAIST, South Korea

• PhD 2011 Department of Mathematics, University of Michigan 

  • Lizhen Ji is my research advisor and mentor, for whom I am deeply grateful.

Professional Experiences

• 01/2011 – 09/2015 Researcher, Korea Institute for Advanced Studies (KIAS)

• 02/2015 – 01/2017 Visiting Professor, DGIST

• 02/2017 – 08/2021 Assistant Professor, DGIST

• 09/2021 – present Associate Professor, DGIST

• 04/2021 – 02/2022 Chair, Department of Undergraduate Studies, DGIST

Research Grant

• 03/2020 – 02/2023 National Research Foundation
  Developing efficient quantum error correcting codes using hyperbolic lattices
  90,000,000 KRW (equivalent to approximately 60,000 USD)

Publications

• Hyosang Kang. Cofinite proper classifying spaces for lattices in semisimple Lie groups of R-rank 1, Comm. KMS. Vol 32 No. 3. (2017) doi.org/10.4134/CKMS.c160222

• Kim Gahyun, Tae Seob Shin, Jae yong Chung, Junyoung Park, Ji-Woong Choi, Chang-Hun Lee, Hyosang Kang, and Kwon Min Jae. Development and Validation of a Measurement Scale for an Institute of Science & Technology Core Competencies. 공학교육연구, 23(5), 76-85. (2020) 10.18108/jeer.2020.23.5.76

• Hyosang Kang, Hyunwoo Jung, Chaehwan Seol, Namho Hong, Hyunjin Lim, and Seokhyun Um. A degree reduction method for an efficient QUBO formulation for the graph coloring problem, The Pure and Applied Mathematics 31(1):57–81. (2024) 10.7468/jksmeb.2024.31.1.57

  • This research was funded by Daegu Science High School and collaboratively conducted with five high school students from the institution.

• Hyosang Kang, Woojin Choi, Jeonghoon Rhee, and Youchan Oh, The boundary of Rauzy fractal and discrete tilings, Chaos, Solitons & Fractals: X, Vol 14. (2025) doi.org/10.1016/j.csfx.2025.100126

  • This research was conducted in collaboration with one undergraduate student (the second author) and two science high school students.

• Hyosang Kang, Calculus revisited with Go language (Original title: Go로 다시 보는 미적분학). 경문사 (to be published in Feb, 2025)

Taught Courses

• University of Michigan, as GSI (Graduate Student Instructor, 2005 – 2011)

  • Math 105 Data, Functions, and Graph (Fall 2005, Winter 2006)

  • Math 115 Calculus I (Fall 2006, Fall 2010)

  • Math 116 Calculus II (Fall 2007, Winter 2007, Fall 2008, Winter 2008, Winter 2009)

  • Math 215 Multivariable & Vector Calculus (Winter 2010)

  • Math 216 Introduction to Differential Equation (Fall 2009)

• DGIST (2015 – current)

  • BS102 Engineering Mathematics I (Spring 2022-2024)

    • Spring 2023(Syllabus, video), Spring 2024(Syllabus, video)

  • SE102(BS101) Multivariable Calculus (Fall 2015-2022, 2024)

    • Fall 2022(Syllabus, video), Fall 2024(Syllabus, video)

  • TP404 Introduction to Quantum Computing (Fall 2021-2024)

    • Fall 2022(Syllabus, video), Fall 2023(Syllabus, video), Fall 2024(Syllabus, video)

  • TP403 Introduction to Geometry (Fall 2022-2024)

    • Spring 2023(Syllabus, video), Spring 2024(Syllabus, video)

  • SE201 Linear Algebra (Spring 2019, Fall 2023)

    • Fall 2023(Syllabus, video--introduction session only)

  • SE101(BS102) Applied Calculus and Differential Equations (Spring 2015-2018, 2020, 2021)

  • SE202 Integrated Engineering Mathematics (Fall 2017, 2018)

  • SE420 Differential Geometry (Spring 2017-2021)

  • SE328 Topology (Fall 2019, 2020)

  • SE425 Topics in Applied Mathematics: Matrix Groups (Fall 2019)

Sample Lectures

• On the Taylor series (from Applied Calculus and Differential Equations) (Link)

• On the modeling of a neural network (from Multivariable Calculus) (Link)

• On the Deutsch-Jozsa algorithm (from Introduction to Quantum Computing) (Link)

A Short Biography

I have enjoyed solving math problems since I was young. During the high school period, I read the book Fermat’s Last Theorem written by Simon Signh. The book described lives of mathematicians who worked in the fields related to Fermat's last theorem. The intellectual freedom that a mathematician can enjoy inspired me to admire the life of a mathematician.

After graduating high school, I majored in mathematics at the Korea Advanced Institute of Science and Technology (KAIST). My academic curiosity did not stop at mathematics; I took a wide range of courses in biology, computer science, statistics, and chemistry. This experience later shaped the teaching philosophy at DGIST.

During the PhD, I taught calculus as a Graduate Student Instructor (GSI). It was my first time teaching in front of audiences. Soon I found how much I loved the act of teaching. It was thrilling to engage in the process of students’ learning. Teaching was a source of motivation that kept me focused on my PhD.

After completing my PhD, I returned to Korea to work as a researcher at the Korea Institute for Advanced Study (KIAS). It is an institution whose mission is similar to that of the Institute for Advanced Study (IAS) in Princeton. While I was working at KIAS, I focused on expanding my research potential. The work experience also served as a substitute for my mandatory military service too. 

I joined DGIST in 2015 and rediscovered my love for teaching in academia. I have designed projects for classes, opened new courses, and written textbooks. I have also conducted research with undergraduates on topics that I formulated to fit the needs and interests of students.  

I have implemented project-based learning in every course I teach. Game-making is my favorite type of project. Not only does game-making require mathematical modeling and programming, but it also demands good storytelling, graphics, and design. I have observed the potential, creativity, and conscientiousness of students through their work on game-making.  

My interest in quantum computing is quite a different story. Around 2019, I was in search of a research topic related to hyperbolic geometry, and I found a paper explaining how a hyperbolic lattice can serve in structuring a quantum error correction code. I self-taught the entire subject of quantum computing to understand this. The more I study quantum computing, the more fascinated I become with it.  

I consider myself an academic educator whose goal is to help students deeply understand mathematical concepts. I believe that the importance of theoretical understanding in mathematics will continue to grow along with technological advancements such as AI and quantum computing. I am doing my best to fulfill the needs of students and society to make everyone’s life better than ever.

Recent hobby