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Other MAA Sessions

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Teaching at Two--Year Colleges: Rewards, Research, Resources, and Recommendations, Sunday, 9:00 a.m. -10:30 a.m., organized by Jay A. Malmstrom, Oklahoma City Community College, and Janet P. Ray, Seattle Central Community College. A quick glance at the Chronicle of Higher Education will leave one with the impression that there are quite a few jobs available in mathematics--at the two--year college level. The current emphasis on developing a technically literate work force along with initiatives to improve the mathematical preparation of elementary school teachers has led to increased enrollments in mathematics courses that are typically taken during the first two years of college. A significant percentage of these courses are being taught at two--year colleges. With increased enrollments and retirements, the opportunities for employment at a two-year institution are expanding. But what is that environment like? These schools have cultures different from that experienced by most graduate students. What is professional life like at a two--year college? What resources are available? How does one qualify to teach there? Do two-year faculty engage in mathematical research? This panel will address these issues from a variety of perspectives. Panelists include Susan S. Wood, J. Sargeant Reynolds Community College, Curtis C. McKnight, University of Oklahoma, Sandy Gokey, Greenfield Community College, and Stephen B. Rodi, Austin Community College. The panel will be moderated by Jay A. Malmstrom. The panel is sponsored by the MAA Committee on Two-Year Colleges (CTYC).

New CUPM Curriculum Guide, Sunday, 9:00 a.m. ­10:30 a.m., organized by Harriet S. Pollatsek, Mount Holyoke College. Draft portions of the new CUPM Curriculum Guide (scheduled for publication late in 2002) will be available on MAA Online before the Joint Mathematics Meeting. Members of CUPM will briefly summarize key elements and then invite audience comments, questions, and suggestions. The panel is sponsored by the MAA Committee on the Undergraduate Program in Mathematics (CUPM).

AP Calculus: Bridges and Bumps between School and College, Sunday, 9:00 a.m. ­10:30 a.m., organized by Judith E. Broadwin, and Susan Kornstein, The College Board. Panelists will consider issues in the transition from school to college mathematics involving Advanced Placement Calculus, including dual enrollment, use of technology, level of rigor, appropriate placement of students, and use of the Internet and other resources to enhance the teaching and learning of mathematics at all levels. These issues will be discussed from the perspective of both high school and college faculty with the goal of improving communication and cooperation. Panelists include Ray Cannon, Baylor University, Thomas P. Dick, Oregon State University, Bernard L. Madison, MAA, Lawrence H. Riddle, Agnes Scott College, Jane L. Wortman, Beverly Hills High School, Judith E. Broadwin, and Susan Kornstein.


A Comprehensive Department--Based Program for the Preparation and Professional Development of Graduate Teaching Assistants (GTAs) in Mathematics, Sunday, 2:15 p.m. ­3:45 p.m., organized by Eileen T. Shugart, Virginia Polytechnic Institute and State University. GTAs, the undergraduates they teach, the graduate program, the department, the university itself----everyone benefits when mathematics GTAs are wellprepared for their assistantship duties. This session provides a model for an effective department--based program to provide strong support and training for graduate students both as GTAs and as future college faculty. We will describe a two--phase teaching preparation process; computing and teaching orientations; regular graduate issues seminars; and a progressive support system for teachers that includes faculty and peer mentors, course coordinators, formative evaluation, and classroom observations. We will discuss the resources and financial commitment such a program requires and will share the department manual and teaching handbook developed specifically for our GTAs. In addition, we will present a model for leadership opportunities for qualified GTAs and discuss activities designed to give graduate students a preview of their future role as a college or university faculty member. Panelists include Lesa Beverly from University of Texas at Tyler; and Eileen T. Shugart, Gregory Hartman, Brian Camp, Abigail Kohler and Dustin Potter, all from Virginia Polytechnic Institute and State University.

Session for Chairs, Sunday, 2:15 p.m. ­3:45 p.m., organized by Catherine M. Murphy, Purdue University Calumet, and Gerald L. Alexanderson, Santa Clara University. The topic of discussion will be: What can a chair do to manage a department that includes computer science or statistics as well as mathematics? What are the problems? Solutions?

NCTM's Work to Improve Mathematics Education for All Students, Sunday, 2:15 p.m. ­3:45 p.m., organized by Johnny W. Lott, University of Montana, and Eric Hart, Western Michigan University, Maharishi University of Management, and University of Iowa. Since the release of Principles and Standards for School Mathematics (April 2000), NCTM continues to try to ensure a high--quality mathematics education for every student. Explore an exciting and growing set of electronic resources such as the E--Standards and Illuminations Web site. Learn about NCTM's Navigations project, a new book series that will contain more than 30 titles when complete and designed to support the implementation of Principles and Standards. See how NCTM encourages family involvement in math through the "Figure This!" campaign.


Introduction to the Hiring Process: Preparation, Execution, and Follow--up, Sunday, 2:15 p.m. ­3:30 p.m., organized by Sarah--Marie Belcastro, University of Northern Iowa and Bowdoin College, and Dusty E. Sabo, Southern Oregon University. Many institutions expect to have faculty openings in the near future. At some institutions it has been a long time since there was a search; at other institutions newer faculty are becoming involved in their first hiring committees. Our panel discussion (hopefully with lots of audience participation!) aims to help faculty become aware of the issues involved with hiring new colleagues. We will discuss how the departmental environment and direction can frame a search, spend the bulk of the allotted time discussing the mechanics of a search (from writing the position advertisement to informal interviews to campus interviews), and briefly discuss how to make a search a lasting success by mentoring new department members. This session was organized by the 1994­7 MAA Project NExT Fellows to address issues of concern to faculty who have four to ten years of teaching experience. Panelists include Tamara B. Veenstra, University of Redlands, Carolyn Yackel, Mercer University, Dennis M. Luciano, Western New England College, Mark J. Nielsen, University of Idaho, and Michael E. Boardman, Pacific University.

Mathematical Preparation and Support of Teachers through Rural Universities, Sunday, 4:00 p.m. ­5:30 p.m., organized by Warren P. Koepp and Raymond A. Beaulieu, Sul Ross State University. Faculty at many rural universities teach courses in mathematics for preservice teachers as a major part of our mission as well as graduate math education courses and workshops for in--service teachers. They face many challenges (many nontraditional students, commuting students, issues surrounding distance education and Web--based courses, computer connectivity, etc.) that are peculiar to this type of school, making the implementation of innovative ideas and programs developed in more urban settings difficult (if not impossible). This panel discussion will address issues peculiar to the training and support of teachers in geographically remote areas. Panelists include Raymond A. Beaulieu, Leslie Garrison, San Diego State University, and Harel Barzilai, Salisbury State University.

Modeling in College Algebra, Sunday, 4:00 p.m. ­5:30 p.m., organized by Donald B. Small, U.S. Military Academy. Modeling is a major component of reformed college algebra courses. Modeling brings together the problem--solving attributes of developing a mathematical description of a given situation, applying appropriate solution techniques, and interpreting the solution in light of the original setting. The panelists have been involved in reforming college algebra courses through modeling and/or evaluating the impact of modeling in the curriculum. Panelists include Benny D. Evans, Oklahoma State University, Alexander H. Fluellen, Clark Atlanta University, Florence S. Gordon, New York Institute of Technology, and Scott Herriott, Maharishi University of Management. The panel will be moderated by Della D. Bell, Texas Southern University, and is sponsored by the MAA CUPM Subcommittee on Calculus Reform and the First Two Years (CRAFTY).

Course Portfolios and the Scholarship of Teaching and Learning, Sunday, 4:15 pm - 5:45 pm, organized by Thomas Banchoff, Brown University. A course portfolio is "a form of scholarly inquiry and communication through which we can represent and exchange the scholarship of teaching" (Shulman 1998). In this session, panelists, who have all been participants in the Carnegie Academy for Teaching and Learning, will discuss how course portfolios might be most profitably used in the discipline of mathematics, illustrated by portfolios in progress. Discussion will follow. Panelist for the session incude Bruce Cooperstein, University of California; Santa Cruz. Curtis Bennett, Bowling Green State University; Anita Salem, Rockhurst University; and John Holcomb, Cleveland State University.


Changing Attitudes in the Elementary Education Mathematics Content Courses: What Works?, Monday, 9:00 a.m. ­10:30 a.m., organized by Bonnie L. Oppenheimer, Mississippi University for Women, Sigrid E. Wagner, Ohio State University, and Joan S. Morrison, Goucher College. We offer elementary preservice content courses that are one, two, or even three semesters long at various institutions nationwide. By and large, the students enter these classes with negative attitudes about mathematics in general. Sometimes students leave the content sequence with a true enjoyment of mathematics, looking forward with anticipation to the day they begin teaching mathematics. The panel would like to share some anecdotal and/or research--based numerical data about how this change occurs and possible ways you can make it happen in your own content class. Panelists include Charles E. Lamb, Texas A&M University, Robert B. Brown, Ohio State University, and Anne L. Madsen, University of New Mexico. The panel is sponsored by the MAA Committee on the Mathematical Education of Teachers (COMET).

The Environment: A Context for Learning, Monday, 9:00 a.m. ­10:30 a.m., organized by Marcia Sward Doherty, Ocean View, DE, and Ben Fusaro, Florida State University. The panel will be moderated by Patricia Kenschaft, Montclair State University. Teaching mathematics, science, and other subjects using the environment as a real--world context is proving to be remarkably effective in K­12 schools across the country. Gerald Lieberman, coauthor of Closing the Achievement Gap: Using the Environment As an Integrating Context for Learning, will speak about his research on environment--based programs at hundreds of schools. He will talk about the implications for mathematics and teacher education. Nancy E. Zumoff, Kennesaw State University, and Lee Seitelman, Pratt & Whitney (retired) and University of Connecticut, will comment on environment--based education from the faculty point of view. The session is sponsored by the MAA Committee on Mathematics and the Environment.


Opportunities for Mathematically Motivated Youth, Monday, 9:00 a.m. ­10:30 a.m., organized by Richard D. Sommer, Stanford University. In this session we will examine several opportunities for advanced study in mathematics, mainly for middle school and high school students. These include computer--based distance learning, residential summer programs, after--school and evening programs (math circles), and mathematics competitions (local, national, and international).

The purpose of the session is to increase awareness in the collegiate mathematical community of programs for mathematically--talented K­12 students. Panelists include Linda Brody, Johns Hopkins University, Carol Blackburn, Johns Hopkins University, Rafe A. Mazzeo, Stanford University, Raymond Ravaglia, Stanford University, and Zvezdelina E. Stankova--Frenkel, Mills College.

How to Make the Most of Teaching Evaluations, Monday, 9:00 a.m. ­10:30 a.m, organized by T. Christine Stevens, St. Louis University, Joseph A. Gallian, University of Minnesota, Duluth, and Aparna W. Higgins, University of Dayton. For faculty at all stages of their careers, student evaluations often play an important role in the assessment of teaching. To assist faculty to make the most of teaching evaluations, this panel will address the following topics: how to read, interpret, and learn from student evaluations; what instructors can do to provide their departments and institutions with a more robust picture of their teaching; how departments and institutions use student evaluations in the review process. Panelists include Jeffery S. Connor, Ohio University, Carl C. Cowen, Purdue University, William E. Fenton, Bellarmine University, and Pamela B. Pierce, The College of Wooster.

JOMA Authors Present, Monday, 9:00 a.m. -10:30 a.m., organized by David Smith, Duke University and Lang Moore, MAA and Duke University. After an introduction by the editor of the Journal of Online Mathematics and Its Applications (JOMA), authors who have published in JOMA will talk about their materials and their work in general. Authors include David Smith, Duke University, Tom Leathrum, Jacksonville State University, and John Kiltinen, Northern Michigan University.


Life after a Math Sciences Major: Tracking and Using Alumni Career Information,
Monday, 10:45 a.m. ­12:15 p.m., organized by John D. Fulton, Virginia Polytechnic Institute and State University. The career paths of alumnae/alumni of undergraduate mathematics and mathematical sciences programs lead to diverse careers in which mathematical skills are crucial to success. Many of these paths lead to completion of graduate or professional programs in a wide variety of disciplines. Making students aware of the variety of career options can attract many students to programs in the mathematical sciences. Panelist Andrew Sterrett will address the variety of careers and graduate programs in which mathematical sciences alumni are involved. Panelists David J. Lutzer, Laura J. Person, and Jean Mastrangeli will describe how they have collected career information from alumnae/alumni of mathematics programs at William and Mary, SUNY at Potsdam, and Bryn Mawr respectively and how that feedback has been used in advising students and in planning and adjusting programs at these colleges and universities. The panel will be moderated by Michael G. Monticino, University of North Texas. The session is sponsored by the MAA Committee on the Profession; ASA--MAA Committee on Statistics; Business, Industry and Government SIGMAA; MAA Committee on Industrial and Government Mathematicians; MAA Committee on the Undergraduate Program in Mathematics; and the SIGMAA on Statistics Education.

College Credit by Examination: The Advanced Placement (AP®) and College--Level Examination (CLEP®) Programs, Monday, 10:45 a.m. ­12:15 p.m., organized by Gloria S. Dion, Educational Testing Service. The College Board offers examinations that enable students to obtain credit for college--level work in high school (AP) or through nontraditional academic experiences (CLEP). Most college and university math departments in the United States have policies for awarding credit and/or placement for AP and CLEP exams in mathematics. How are these exams developed? Who decides on the content of the exams and the passing scores? A panel of faculty members from several test development committees and ETS mathematics test development staff will discuss the programs, the work of the committees, and the processes that ensure the validity of the exams. The panel, moderated by Gloria S. Dion, will include Chan Jones, Educational Testing Service, James R. Choike, Oklahoma State University, Jane P. Coffee, College of Staten Island, CUNY, Roxy Peck, California Polytechnic State University, and Lawrence H. Riddle, Agnes Scott College.


NSF Funding Opportunities for Learning and Teaching in the Mathematical Sciences, Monday, 10:45 a.m. ­12:15 p.m., organized by Dennis E. Davenport, James H. Lightbourne, Elizabeth J. Teles, Lee L. Zia, NSF/Division of Undergraduate Education. The NSF Division of Undergraduate Education and sister NSF divisions offer a variety of grant programs to support innovations in learning and teaching in the mathematical sciences. These programs will be discussed along with examples of successful projects. In addition, anticipated budget highlights and other new initiatives for the next fiscal year will be presented. Panelists include John S. Bradley and Diane M. Spresser from the Division for Elementary, Secondary, and Informal Education and Lloyd E. Douglas from the Division of Mathematical Sciences.

Providing and Promoting Opportunities for Undergraduates: A Win--Win Situation, Monday, 1:00 p.m. ­2:30 p.m., organized by Sandra O. Paur, North Carolina State University. The focus of this panel will be on some of the excellent opportunities available to math undergraduates and how students (and also their departments and institutions) can benefit from them. Each of the four panelists will take 12­15 minutes to discuss their program and the benefits provided for the students as well as the panelist's institution. The remaining 30 minutes will be for questions and comments from the audience. Colin C. Adams will discuss REU's and other undergraduate research with specific reference to the SMALL program at Williams College. Paul D. Humke will talk about the Budapest Semesters in Mathematics, and Sergei Tabachnikov will discuss the MASS Program at Pennsylvania State University. Sandra Paur will point out how utilizing these special opportunities has benefited North Carolina State students in terms of national fellowships, acceptance at excellent graduate schools, as well as the procedures she has used to identify and recruit students for these programs. She will also comment briefly on some of the other special programs available for math majors. The panel is sponsored by the MAA CUPM Subcommittee on Undergraduate Research.


Rethinking the Preparation for Calculus, Monday, 1:00 p.m. ­2:30 p.m., organized by Sheldon P. Gordon, SUNY at Farmingdale, and Nancy Baxter Hastings, Dickinson College. Over the last decade most aspects of the mathematics curriculum have been undergoing major changes. The calculus reform movement has brought about changes both in terms of what is taught and how it is taught. The NCTM Standards, which are being widely implemented, likewise have introduced significant changes in both content and pedagogy in high school mathematics. A major MAA initiative has begun to redefine courses in college algebra to better reflect the actual needs of the students who take such courses, not merely to prepare a relative handful for calculus. The courses that emerge may well give students a much broader (but less algebraically intense) experience in mathematics and how it is used in other disciplines and in the real world. The NSF has arranged, under the direction of Jack Y. Narayan, for a special invited conference to bring together leaders of all of these efforts. The purpose of the conference is to rethink the preparation for calculus, given: (1) that students are having such different mathematical experiences in high school, (2) that calculus in college is placing different expectations on the students, and (3) that technology is providing an ever wider selection of mathematical tools for both the teaching and learning of mathematics. In this session the speakers will discuss the highlights of the conference and share with the mathematics community their insights and experiences in the issues raised during the conference. The panelists include Nancy Baxter Hastings, Steven R. Dunbar, University of Nebraska, and Sheldon P. Gordon. The panel will be moderated by Jack Y. Narayan, SUNY at Oswego, and is cosponsored by the MAA CUPM Subcommittee on Calculus Reform and the First Two Years (CRAFTY) and the Task Force on the First College Level Mathematics Course.

Probability and Combinatorics in Analytic Number Theory, Monday, 1:00 p.m. ­4:00 p.m. This invited (and contributed) paper session is organized by Andrew J. Granville, University of Georgia. Speakers include Henry L. Cohn, Microsoft Research, Brian Conrey, American Institute for Mathematics, Ernest S. Croot III, University of California Berkeley, William D. Duke, University of California Los Angeles, Daniel A. Goldston, San Jose State University, and Andrew D. Pollington, Brigham Young University.

MAA Project NExT and YMN Poster Session, Monday, 2:00 p.m. ­4:00 p.m. organized by Kenneth A. Ross, University of Oregon, and Kevin E. Charlwood, Washburn University. The session will include exhibits from 15­25 new or recent Ph.D.'s in the mathematical sciences or from those still pursuing graduate study. Applications should be submitted to Kevin Charlwood,, and Ken Ross,, by December 11, 2001.


Successful Programs That Integrate Mathematics with Other Disciplines, Monday, 2:15 p.m. ­3:45 p.m., organized by Timothy D. Comar, Benedictine University, and Michael J. Dorff, Brigham Young University. The panelists will discuss their successful programs and projects designed to enrich undergraduate education by integrating mathematics with other disciplines and will provide advice for initiating interdisciplinary activities. Panelists include Mary Garner, Kennesaw State University, who will discuss her experience team--teaching an interdisciplinary course linking mathematics, philosophy, and the literature of Jorge Borges; Joan Ferrini--Mundy, Michigan State University, who is a leader in mathematics education and has experience in working together with mathematicians and mathematics educators to develop programs that prepare future public school teachers; Agnes M. Rash, St. Joseph's University, who has worked on developing a calculus software with applications in business and economics and will discuss her experience with team--teaching----organizing, finding a partner, and choosing topics; and John L. Scharf, Carroll College, who will discuss his experiences teaching the integrated curriculum at Carroll College. This session was organized by the 1994--7 MAA--Project NExT Fellows to address issues of concern to faculty who have four to ten years of teaching experience.

Mathematics Preparation of Doctorates in Mathematics Education, Monday, 2:45 p.m. ­4:15 p.m., organized by Robert E. Reys, University of Missouri, Columbia. Doctorates in mathematics education pursue many different career options. Is there a core, of mathematics that doctorates in mathematics education should possess? If so, what should be the core and how should it be tailored to fit individual career goals? Mathematics cores for different career options will be presented and discussed, as well as results from a survey of doctoral programs and information from recent graduates with doctorates in mathematics education. Time will be allowed for interaction with participants attending the session. Participants include Glenda Lappan, Michigan State University, and Jeremy Kilpatrick, University of Georgia. Jim Lewis, University of Nebraska, will serve as the reactor.

SUMMA Special Presentation, Monday, 2:45 p.m. ­4:15 p.m., organized by William A. Hawkins Jr., MAA and the University of the District of Columbia. Panelists Eda Davis--Butts, Oregon State University, Daniel J. Madden, University of Arizona at Tucson, and David L. Pagni, California State University at Fullerton, will discuss their programs for precollege students. The panel will be moderated by William A. Hawkins Jr., director of the SUMMA program, and is sponsored by the MAA SUMMA (Strengthening Underrepresented Minority Mathematics Achievement) Program and the MAA Committee on Minority Participation in Mathematics.


Integrating Statistics/Data Analysis through the Core Curriculum, Monday, 2:45 p.m. ­4:15 p.m., organized by Donald B. Small, U.S. Military Academy. The rapid growth of information science and the increasing emphasis on integrating modeling through the core curriculum call for a discussion of how to integrate statistics/data analysis through the core curriculum. The panelists are influential contributors to the growing debate over the role and place of statistics/data analysis in undergraduate curriculums. Panelists include George W. Cobb, Mount Holyoke College, Steve W. Horton, U.S. Military Academy, Roxy Peck, California Polytechnic State University at San Luis Obispo, and Alan J. Rossman, Dickinson College. The panel will be moderated by Gary H. Krahn, U.S. Military Academy, and is sponsored by the MAA CUPM Subcommittee on Calculus Reform and the First Two Years (CRAFTY).

Time for Your First Sabbatical...Now What?, Tuesday, 9:00 a.m. ­10:15 a.m., organized by Cheri L. Boyd, Nazareth College, and Mark R. Parker, Carroll College. We all look forward to the sabbatical periods in our careers with great anticipation. These opportunities for renewal and invigoration can take on many forms. Research, curricular development, and writing are only a few options. Our panelists will describe a broad array of sabbatical experiences from start to finish: generating worthy ideas, writing successful proposals, garnering support, carrying through and following up. This session was organized by the 1994­7 MAA Project NExT Fellows to address issues of concern to faculty who have four to ten years of teaching experience. Panelists include David L. Allen, Eastern Oregon University, Thomas H. Barr, Rhodes College, Christine L. Kinsey, Canisius College, William A. Marion, Valparaiso University, and Cynthia J. Woodburn, Pittsburgh State University.

Successful Mathematics Outreach Programs for Women and Girls, Tuesday, 9:00 a.m. ­10:30 a.m., organized by Elizabeth G. Yanik, Emporia State University, Virginia G. Kasten, General Motors, and Kathleen A. Sullivan, Seattle University. This session will highlight mathematics outreach programs for middle school or high school young women. These programs may involve summer camps, one--day conferences, or continuing programs throughout a school year. Topics such as participant selection, program activities, special speakers, funding sources, and program assessment will be discussed. This session is sponsored by the Women and Mathematics Network and the MAA Committee on the Participation of Women.


Mathematics in a Postmodern Age, Tuesday, 9:00 a.m. ­10:30 a.m., organized by Russell W. Howell, Westmont College, Santa Barbara, and W. James Bradley, Calvin College. Conversations these days are loaded with the word "postmodernism". What exactly is this construct, and how, if at all, might it apply to mathematics? In particular, how do we engage a student culture with cognitive issues when that very culture emphasizes the affective, rejecting as irrelevant anything that deals with the theoretical? What is the proper role of mathematics in our culture? Are the truths of mathematics merely expressions of social agreement, as some postmodernists would claim, or are they universally true? How do we know? What criteria should guide our mathematical pursuits? In society at large mathematics has had an enormous influence. Has it been a proper influence? Should it become stronger? Redirected? These and other questions will be the focus of our panel discussion. Panelists include W. James Bradley, and Calvin Jongsma, Dordt College. Russell W. Howell will moderate the session.

Grant--Writing Workshop for Proposals to the NSF Division of Undergraduate Education, Tuesday, 9:00 a.m. -10:30 a.m., organized by Dennis E. Davenport, James H. Lightbourne, Elizabeth J. Teles, Lee L. Zia, NSF/Division of Undergraduate Education. Presenters will describe the general NSF grant proposal process and consider particular details relevant to programs in the Division of Undergraduate Education. Attendees of this session will have an opportunity to read sample proposals and take part in a "mock" panel review of proposals.

The Global Classroom: Live E-Learning over the Web, Tuesday, 9:00 a.m. -10:30 a.m., organized by Marcelle Bessman, Jacksonville University and Douglas A. Quinney, Keele University, UK. The Global Classroom is a "classroom without walls" that supports interaction between students and a "visiting" scholar and among students all gathered in a "classroom" on a virtual campus that resides on a server. It supports synchronous, collaborative use of common software packages including Mathematica, Maple and various commonly used software packages, such as wordprocessors and spreadsheets via the Web. Control of a software package opened on one machine can be passed to a person at another machine in another room or even another geographic location. This campus supports audio connectivity in a cooperative learning environment. Sessions can be recorded for review of the session by students or for study by students who missed the session. We will describe the Global Classroom project and demonstrate the interconnectivity and collaboration over the internet. In addition, participants will learn how to develop their own online teaching material.

Discrete Mathematics in the First Two Years, Tuesday, 1:00 p.m. ­2:30 p.m., organized by Donald D. Mills, Donald B. Small, and Kathleen Snook, U.S. Military Academy. Our increasingly information--driven society is pressuring undergraduate mathematics departments to integrate discrete topics earlier in the curriculum. This early introduction supports the growing emphasis on discrete modeling as well as courses in computer science and information technology. The study of discrete mathematics at this level could include topics in combinatorics, recursive relationships, graph theory and networks, discrete probability, and Boolean algebras. The purpose of this panel discussion is to discuss ways to successfully introduce these topics and others into an undergraduate mathematics program. Panelists include D. Chris Arney, College of Saint Rose, Diana M. Thomas, Montclair State University, and Marie M. Vanisko, Carroll College. The panel is sponsored by the MAA CUPM Subcommittee on Calculus Reform and the First Two Years (CRAFTY).


BIG Math: Projects in Business, Industry and Government, Tuesday, 1:00 p.m. ­2:30 p.m., organized by Philip E. Gustafson, Mesa State College. This panel session will feature mathematicians representing business, industry and government. The panelists will speak on specific projects they have worked on in their jobs, spending about 15­20 minutes outlining a project, their role in it, and the mathematics involved. The panelists will then discuss the similarities/differences between their projects and those of the other panelists, as well as other aspects of their jobs as mathematicians.

The Medium and the Message: Practical Suggestions on Student Reading and Course Efficiency Using a Structured Conversation Format, Tuesday, 1:00 p.m. ­3:00 p.m., organized by Mary Ellen Foley, Louisiana State University­Shreveport, Sandra A. Gokey, Greenfield Community College, Tom J. Linton, Central College, and Kirk E. Weller, Bethel College. Many faculty struggle with getting their students to read the text, as well as with "covering" enough material when using active learning. The organizers of this session propose that course efficiency is greatly enhanced when students actually read the text. This session, sponsored by the Committee on the Teaching of Undergraduate Mathematics (CTUM), focuses on motivating student reading through course structure, helping students learn how to read a math text, and assessing what students learn by reading. Attendees will generate and evaluate ideas related to these topics by actively participating in a format that models an effective cooperative learning technique. Participants will leave with both newly generated and tried--and--true tools to increase their courses' efficiency by getting students to read.


The Mathematical Education of Teachers, Organized by Ron Rosier, CBMS, Tuesday,
1:00 p.m. -2:30 p.m. The Mathematical Education of Teachers, published last August by the AMS and the MAA, calls for mathematics faculty to take a more active role in the preparation of future teachers of mathematics at all levels. Two themes guide the MET document: 1) the intellectual substance in school
mathematics, and 2) the special nature of mathematical knowledge needed for teaching. This session will focus upon how faculty can use the document to develop courses which can provide future teachers with a deeper understanding. The speakers will include be James Lewis, University of Nebraska; Alan Tucker, SUNY Stony Brook; and Glenda Lappan, Michigan State University.

Projects Supported by the NSF Division of Undergraduate Education, Tuesday, 1:00 p.m. - 3:00 p.m., organized by Jon W. Scott, Montgomery Community College. This session will feature principal investigators (PIs) presenting progress and outcomes from various NSF--funded projects in the Division of Undergraduate Education. The poster session format will permit ample opportunity for attendees to engage in small group discussions with the PIs and to network with each other.


CANCELLEDMathematical Experiences for Students Outside the Classroom, Tuesday, 1:00 p.m. -3:15 p.m., organized by Rick Poss, St. Norbert College and Tom Kelley, Henry Ford Community College. Mathematics "happens" outside the classroom and, in fact, many math majors are drawn to the subject through an event sponsored by a Student Chapter or Math Club. This session seeks presentations by academic, industrial, business, or student mathematicians. Descriptions of non-classroom activities could include, but are not limited to, special lectures, workshops for students, Math Days, Math Fair, research projects for students, Career Days, recreational mathematics, problem solving activities and student consultants. Applications should be submitted to Rick Poss <> by November 30, 2000. The application should include name, address, phone number, e-mail address, title of presentation, and a one page description of the activity. Presentation time is limited and there is no guarantee that all submissions can be accepted. Applicants will be notified by December 14, whether or not their proposal has been accepted. This session is sponsored by the MAA Committee on Student Chapters.

Probability and Combinatorics in Analytic Number Theory, Tuesday, 3:15 p.m. -5:30 p.m. This invited (and contributed) paper session is organized by Andrew J. Granville, University of Georgia. Speakers include Henry L. Cohn, Microsoft Research, Brian Conrey, American Institute for Mathematics, Ernest S. Croot III, University of California Berkeley, William D. Duke, University of California Los Angeles, Daniel A. Goldston, San Jose State University, and Andrew D. Pollington, Brigham Young University.

Presentations by Teaching Award Recipients, Tuesday , 3:30 p.m. -5:00 p.m. Winners of the Awards for Distinguished College or University Teaching will give presentations on the secrets of their success. updated Titles, speakers and abstracts of their presentations are as follows:

Polymath Teaching- Dennis DeTurck, University of Pennsylvania

College and University teaching in general, and mathematics teaching in particular, faces many challenges and opportunities. We teach individual and small groups of students who share our enthusiasm for our subject, larger groups of widely varying aptitude and inclination, and a public that is increasingly consumer-oriented, but largely ignorant about our subject and how it is practiced and taught. Information technology has changed both what we teach and how we interact with our students.

Given the range of tasks that faces the profession, our departments, and us as individuals, and the pace at which the environment is changing, it is remarkable how well the "tried and true" curricular and pedagogical strategies continue to serve. We'll examine many of these, and see that some things never change, while others need only slight adjustment and "dusting off" to be at least as effective as ever.

Teaching Up and Down the Mathematical Ladder- Paul J. Sally, Jr., University of Chicago

We will talk about topics in mathematics which stretch through the K-16 curriculum like ropes (not strands). Too often connections among different levels of mathematics are missed. We discuss some of these connections.

Pharmacokinetics- Edward L. Spitznagel, Jr., Washington University (St. Louis)

Pharmacokinetics is a wonderfully rich source of examples for teaching calculus, statistics, and differential equations, which I have been using in my courses for almost ten years. I will begin by showing the history of a small oral dose of caffeine, equivalent to half a cup of regular coffee, as its concentration rises and falls in the bloodstream. This will lead to the statistics of generic drug testing, planning a dosing schedule to achieve steady state level of a drug, and differential equations models, all of which are interesting, real-world applications of first and second year college mathematics.

How can Mathematical Concepts be Learned? Synthesizing APOS Theory and Mathematical Formalism to get One Possible Answer, Tuesday, 5:00 p.m. -5:45 p.m, organized by Ed Dubinsky, Cincinnati, OH. How can a student, on hearing, reading or working with a mathematical concept, come to understand it? There seems to be general agreement that whatever the answer, it involves some kind of idea or mental structure, an image that was not previously present but must develop in the student's mind. There is considerably less agreement about the nature of such images and how they get into one's mind.

In this talk I will consider some answers to this question that have been proposed, such as metaphors, natural language, representations and contrast them with APOS Theory. Then I will describe how APOS Theory can be combined with mathematical formalism to not only describe how difficult mathematical concepts, such as uniform vs. pointwise convergence of a sequence of functions, can be learned, but also to help students learn such concepts.

Actuarial Education, Tuesday, 5:00 p.m.­7:00 p.m., organized by Krzysztof M. Ostaszewski, Illinois State University. This informal session sponsored by the Actuarial Faculty Forum provides an opportunity for those involved in actuarial education, interested in it, or curious about it to get together to discuss common concerns such as the major changes in the actuarial exam systems that will have just taken place.


updated Association for Research on Undergraduate Mathematics Education SIGMAA Business Meeting, Tuesday, 5:00 p.m. ­7:00 p.m., organized by Julie M. Clark, Hollins University. ARUME is a group formed for mathematics educators and professional mathematicians interested in research on undergraduate mathematics education. There will be a welcoming address, business meeting, election of officers, and an invited address exemplifying research on undergraduate mathematics.

Closing the Deal: The Campus Interview and Beyond, Tuesday, 5:30 p.m. ­7:00 p.m., a panel discussion organized by Chawne M. Kimber, Lafayette College, and David T. Kung, St. Mary's College of Maryland, and cosponsored by the MAA and the Young Mathematicians Network. updated The panelists will include: Carl Cowen, Purdue U; Gwen Fisher, California Polytechnic State U (San Luis Obispo); Tom Pfaff, Ithaca College; and Carol Wood, Wesleyan U.

Carroll College Project InterMath Workshop Reunion, Tuesday, 5:30 p.m. ­7:00 p.m., organized by Marie M. Vanisko, Carroll College. Participants from the Project InterMath Curriculum Workshop at Carroll College in June 2001 will share with the group the curriculum changes they plan to make at their schools. The focus of the discussions will be to further the group's efforts to form a consortium of schools interested in applying for a National Science Foundation Adaptation and Implementation (CCLI--A&I) grant in order to provide funding for curriculum changes at participating schools. Colleges represented include Carroll College, St. Olaf's College, Western Washington University, U. S. Air Force Academy, Salisbury State University, University of Tennessee, Appalachian State University, University of Florida Atlantic Honors College, Montclair State University, Penn State University, LaGrange University, Ohio Northern, University of New Hampshire, University of Connecticut, and University of Colorado, Denver.


Planning Ahead for the Tenure/Promotion Process, Tuesday, 6:00 p.m. ­7:00 p.m., organized by Karrolyne Fogel, California Lutheran University, and J. Lyn Miller, Western Kentucky University. Tenure--track positions don't stay that way forever. Hear tips and advice from both sides of the tenure process in this panel discussion designed to help you successfully turn "tenure--track" into "tenured". Cosponsored by MAA Project NExT and the Young Mathematicians Network.

SIGMAA on Statistics Education, 2002 Business Meeting and Lecture, Tuesday, 6:00 p.m. ­8:00 p.m., organized by Dexter C. Whittinghill, Rowan University. The SIGMAA for Statistics Education will hold its second annual business meeting, including an invited talk. After some necessary formalities, we will hear the chair's report, results of the fall elections, and discuss new business. Topics of discussion will include outreach, membership services, and suggestions from the membership related to statistics education. At 7:00 p.m. Roxy Peck, California Polytechnic State University, San Luis Obispo, and current chief faculty consultant for the AP statistics exam, will speak on the AP statistics exam.


Want to Coach a Math Modeling Team? Where to Start and How to Finish, Wednesday, 9:00 a.m. ­10:30 a.m., organized by Ben Fusaro, Florida State University, and Mark R. Parker, Carroll College. The purpose of this workshop is to encourage and prepare faculty to become advisors for the Mathematical Contest in Modeling. There will be a ten--minute introduction on the history and purpose of MCM. The main part of the program will consist of successful advisors telling about their experiences and answering questions. The emphasis will be on how to do it. We will then have a ten--minute wrap--up from an advisor who has also been an MCM judge. Handouts will have references for print and video materials. We would like to show how easy it is for a faculty member to be the conductor for a great (and likely) unique experience for a team of three students. Participants include John E. August, Mount Saint Mary's College, Robert A. Beezer, University of Puget Sound, Thomas O'Neil, California Polytechnic State University, San Luis Obispo, Holly Zullo, Carroll College, Ben Fusaro, and Mark R. Parker.

Outreach Programs for Women: Assessment Issues, Wednesday, 9:00 a.m. ­10:30 a.m., organized by Carolyn C. Connell, Westminster College of Salt Lake City. Many outreach programs (for women, minorities, and others) could benefit greatly from devoting more attention to long--range questions of effectiveness. Members of this panel will discuss a variety of ideas that are important in assessment of any intervention program. The panel, moderated by Susan L. Forman, Bronx Community College, will include Carole B. Lacampagne, senior researcher, RAND, Charlene Morrow, SummerMath Program, Mount Holyoke College, and Florence Fasanelli, The College Board.


The Mathematics Community and Public Support, Wednesday, 1:00 p.m. ­2:30 p.m., organized by Christopher C. Leary, SUNY at Geneseo. For mathematics to continue to thrive in our society, we need to ensure that the public understands, appreciates, and supports our profession. Unfortunately, mathematicians tend to compartmentalize their thinking about mathematics, and so we tend to subdivide not only by discipline but also by whether we see ourselves as students, teachers, or researchers. The panelists will discuss ways in which we can bring a greater sense of cohesiveness to our profession and ways in which we can use that cohesiveness to improve directly and indirectly the public's perception of mathematics. The goal of the discussion is to actively engage mathematicians, mathematics students, and those who teach mathematics at any level. Panelists include Herbert Clemens, University of Utah, Daniel L. Goroff, Harvard University, Joseph Malkevitch, York College, City University of New York, Michael A. Breen, AMS, and Daniel N. Rockmore, Dartmouth College.


Reflections on the West Point Summary Conference for the CRAFTY Curriculum Foundations Workshops, Wednesday, 1:00 p.m. ­2:30 p.m., organized by Donald B. Small, U.S. Military Academy. The Curriculum Foundations Project (CF) is part of a major MAA review of its recommendations for undergraduate programs in mathematics. The CF project consisted of a series of eleven disciplinary--based workshops conducted by CRAFTY over the past two years and a summary conference held at the U.S. Military Academy at West Point. The purpose of each workshop was to consider the role of mathematics in their discipline over the next five to ten years and to formulate a description of what students in that discipline needed to learn in their first two years of college mathematics. The West Point Conference consolidated the individual workshop reports into a set of statements and recommendations for the Committee on the Undergraduate Program in Mathematics (CUPM). Panelists William H. Barker, Bowdoin College, William G. McCallum, University of Arizona, Harriet S. Pollatsek, Mount Holyoke College, and Donald B. Small will reflect on the disciplinary--based workshops and the West Point Conference. The panel will be moderated by Kathleen Snook, U.S. Military Academy, and is sponsored by the MAA CUPM Subcommittee on Calculus Reform and the First Two Years (CRAFTY).

How to Successfully Publish a Textbook, Wednesday, 1:00 pm -2:30 p.m. organized by Michael R. Lennie, San Diego, CA. Michael Lennie will cover the essentials of how to write a winning proposal and contract essentials. He will cover the tricks of the trade describing how to present your textbook in its best possible light in the Proposal. You'll learn techniques for selling your acquisitions editor with a clear description of the text, its features, and ancillaries. Michael Sullivan, Lemont, Il, will describe how to assure a successful review process and discuss the similar yet distinct pre-contract review, developmental review, and post-publication review from the unique position of the mathematics author. Robert Christopherson, American River College, will discuss the discipline of writing a textbook and what you must know about the publication process. He will explain why setting up a "writing studio", preparing the outline, style guides, and tracking logs are critical elements to creation of a sucessful manuscript. He will discuss research and writing, production of manuscript and art, and the publishing process, incuding developmental editing, book design, and marketing. Each presentation will be followed by questions and answers and will include handouts.

Enhance Undergraduate Mathematics Courses Using Globally Interactive, Live Dynamic Mathematics on the Web, Wednesday, 2:45 p.m. ­4:15 p.m., organized by Joan Bookbinder, Arlington Heights, IL. Using LiveMath Maker, mathematics educators can create symbolically correct, interactive, dynamic notebooks or "mathlets", including animations, which can be accessed and interacted with by colleagues and students using a free browser plug--in. No programming, no code to learn----just drag and drop and a few clicks of a mouse. These notebooks also integrate into course management systems such as WebCT or BlackBoard and can be created in over twelve languages.

Reforming College Algebra, Wednesday, 2:45 p.m. ­4:15 p.m., organized by Donald B. Small, U.S. Military Academy. The college algebra reform movement has focused attention on the largest block of students enrolled in mathematics. In several schools, the enrollment in college algebra is larger than that in all other mathematics courses combined. The panelists will discuss their studies of college algebra students (who are they? how do they fare? where do they go?) and then open up the discussion to participant participation. Panelists include Steven R. Dunbar, University of Nebraska, and Mercedes A. McGowen, William Rainey Harper College. The panel will be moderated by Donald B. Small and is sponsored by the MAA CUPM Subcommittee on Calculus Reform and the First Two Years (CRAFTY).


See program for detailed information on MAA Sessions and Invited Addresses.

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