Associate Professor and Program Director, M.S. in Applied Data Science, Statistics Major, and Data Science Minor
Bernard Ricca

Ph.D., University of Michigan
M.S., University of Chicago
B.A., B.S., University of Dallas

Dr. Ricca joined the Fisher faculty in 2007. He was the director of the graduate mathematics, science, and technology program at the College from 2010-2016.

Before moving to Rochester, Dr. Ricca taught high school physics and mathematics in Chicago and Dallas. He also has served as an assistant professor of physics at the University of Dallas, and an assistant professor of education at DePaul and Dominican universities.

Over the years, Dr. Ricca’s research has shown a decidedly interdisciplinary bent. He has examined the physics of musical instruments (mostly violins and pianos), the induction of high school English teachers, learning mathematics, teaching and learning in pharmacy schools, the preparation of teachers in general (in science and math specifically), methods for understanding complex systems, and the physics of roller coasters. His most recent research concerns complex and networked systems.

Dr. Ricca also serves as the editor of Complicity: An International Journal of Complexity and Education.


  • Green, K. and B.P. Ricca. "Integration through a Card Sort Task.” Investigations in Mathematics Learning. 8(1) (Fall 2015): 1-22.
  • Green, K. and B.P. Ricca. "Graph Theoretic Methods for the Analysis of Data in Developing Systems." Quality and Quantity. 49(5) (2014): 2037-2060.
  • Juba, K.M. and B.P. Ricca. "Design of a problem-based learning pain and palliative care elective course." Currents in Pharmacy Teaching and Learning. 6(3) (May-June 2014): 421-428.
  • Green, K. and B.P. Ricca. "The Evolution of Student Ideas: The Case of Multiplication." The Proceedings of the 40th Annual Meeting of the Research Council on Mathematics Learning. Tulsa, OK, (2013): 189-196.
  • Ricca, B. "Beyond Teaching Methods: A Complexity Approach.” Complicity: An International Journal of Complexity and Education. 9(2) (2012): 31-51.

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