Karen Hay Kia ora! (Hello! in the language of the New Zealand Maori people.) My early years were spent alternating between my birthplace New Zealand and the U.S., with the intervals increasing progressively. Two years in NZ, three years in the US, four years in NZ … and then, destroying the sequence, some twenty-plus years back in the US. After graduating from high school in Iowa City, Iowa, I went to college for a year and dropped out. Yes, I was a college dropout ! For a couple of years I worked a lot of mostly-dull and unrewarding jobs. This life eventually lost its appeal and I returned to give the University of Iowa another try. After completing an undergraduate degree with a major in computer science, I set off to the sunny southwest and the University of Arizona, where I completed masters and doctoral degrees in computer science with minors in mathematics. It was during these years as a graduate student that I moved to Phoenix and began teaching mathematics and computer science, first at Phoenix College and, later, at Mesa Community College. Today, I teach software design classes at Clemson University in South Carolina. I also indulge my lifetime interest in handcrafts -- making soap and ceramic and stained glass pieces. I also keep fit and maintain mental health by jogging regularly. Many people who know me through my crafts and physical activity are surprised to learn of my love of mathematics and mathematics teaching. For me, all my activities are interrelated. I see and use mathematics everywhere. For example, many of my ceramic and stained glass designs are geometric and require careful analysis of the angles, and strong 3-D visualization skills. My most recent project is a great ditrigonal icosidodecahedron. I am constructing it from twelve hexagons and sixty triangles. My jogging routine is riddled with mathematics. I keep track of mileage and increase my mileage by a sensible percentage each week. I also need to make sure that my distances have increased to 13.1 miles just before I'm due to run a half-marathon. I am aware of my heart rate and try to keep it within the lower end of my training zone (65%-70% of maximum). I try to help students see and enjoy the math that is all around them. I like to show them how math allows you to make beautiful things, to arrive at wondrous results, and to record precisely the steps used for later reference. To truly enjoy mathematics I believe students need to do math, see math, and even feel math.