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
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
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.
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
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
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,
How to Make the Most of Teaching
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
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
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.
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
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.
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, firstname.lastname@example.org,
and Ken Ross, email@example.com,
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
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
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.
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.
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.
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 <firstname.lastname@example.org>
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
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.
Titles, speakers and abstracts of their presentations are as follows:
Teaching- Dennis DeTurck, University of
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
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.
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
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.
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.
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
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.
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
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.
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
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
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.