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Wednesday

Reflections on the Conference to Improve College Algebra, Wednesday, 9:00 a.m. to 10:20 a.m., organized by Donald B. Small, U.S. Military Academy. Traditional college algebra is not working. That was the strong consensus of the participants in the National Conference to Improve College Algebra held at the U.S. Military Academy. This conclusion was based on the high FDW rates, outdated curriculum, small percentage of students who eventually take Calculus I, and the negative impact these courses have on student perceptions of mathematics. In order to make college algebra work, the participants recommended refocusing the courses on the needs of other disciplines, society, and the workplace. In particular, they recommended revising college algebra courses to be real-world problem-based and to include modeling with power and exponential functions, systems of equations, graphing, and difference equations. They also strongly emphasized communication skills, small group projects, and appropriate use of technology to enhance conceptual understanding, visualization, and inquiry as well as computation. Panelists include John C. Maceli, Ithaca College; Philip H. Mahler, Middlesex Community College; Alexander H. Fluellen, Clark Atlanta University; and Norma M. Agras, Miami-Dade Community College. The panel will be moderated by Bernard L. Madison, University of Arkansas, and is sponsored by the MAA CUPM Subcommittee on Curriculum Reform Across the First Two Years (CRAFTY).

Truth in Using the History of Mathematics in Teaching Mathematics, Wednesday, 9:00 a.m. to 10:20 a.m.., organized by Victor J. Katz, University of the District of Columbia, and Eisso J. Atzema, University of Maine. The history of mathematics has long been accepted as a scholarly activity for its own sake. Increasingly, historical research is called upon by a wide variety of professionals within the mathematical community to serve a broad range of agendas. This panel aims to assess this development by opening up a dialogue between the history of mathematics community and the users of history. Questions to be discussed include, but are not limited, the following: What resources in history do the users of history of mathematics use and why? Specifically, what is the attraction of myth and legend for those who use history? Is it reasonable to expect that all users use state-of-the-art research in history? Should the history of mathematics community be more accommodating toward the users of history of mathematics? What should the role of myth and legend be in the community's own teaching of the history of mathematics? Panelists include Joseph W. Dauben, City University of New York; Fernando Q. Gouvêa, Colby College; and Anthony V. Piccolino, Montclair State University. The session is sponsored by the MAA History of Mathematics SIGMAA.

The Impact of Technology in Calculus Courses on Long-Term Student Performance and Employment, Wednesday, 2:15 p.m. to 3:35 p.m., organized by Susan L. Ganter, Clemson University, and Jack Bookman, Duke University. More than ten years after the funding of the first NSF calculus reform projects, there is very little consensus about the degree to which these efforts, and particularly technology, have succeeded in improving the postcalculus achievement of the participating students. This panel will address this issue by discussing a multi-institutional project that is collecting data for the purpose of: (1) comparing the performance of reform and traditional calculus students in courses beyond calculus; (2) examining students prior to graduation from college to determine these students' fundamental notions of calculus; (3) determining the extent to which potential employers value the ideals supported by calculus reform efforts; and, (4) training a group of on-site evaluators capable of developing and sustaining a viable evaluation plan on multiple campuses beyond this project. Panelists include Betsy Darken, University of Tennessee at Chattanooga; Elton Graves, Rose-Hulman Institute of Technology; Glenn W. Ledder, University of Nebraska; Howard L. Penn, U.S. Naval Academy; and Debra L.Wood, University of Arizona. The panel is sponsored by the MAA Committee on the Undergraduate Program in Mathematics (CUPM) and the MAA CUPM Subcommittee on Curriculum Reform Across the First Two Years (CRAFTY).

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An Overview of Interviews, Wednesday, 2:15 p.m. to 3:35 p.m., organized by Dov N. Chelst, DeVry College of Technology, and John A. Vano, University of Wisconsin. This will be a useful session for those going through the Employment Center for the first time.

Expanding Your Research Horizons, Wednesday, 3:30 p.m. to 5:00 p.m., organized by Jennifer Hontz, Meredith College, and Philip K. Hotchkiss, Westfield State College. Changing research agendas can be a daunting task. How do you enter into a new field of research? What strategies might be useful for learning about a new field? The panelists will offer their experience and expertise on how one might successfully change research agendas. These speakers include active mathematicians who are working in different research areas as well as representatives from DIMACS and MSRI. This session was organized by the 1994­98 Project NExT Fellows to address issues of concern to faculty who have four to ten years of teaching experience. Panelists include John W. Emert, Ball State University; Rochelle Leibowitz, DIMACS; and Neil Portnoy, California State University, Chico. Sponsored by MAA Project NExT.

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Doctorates in Mathematics Education: Why the Shortage? Where Do They Go? What Do They Do?, Wednesday, 3:45 p.m. to 4:45 p.m., organized by Robert E. Reys, University of Missouri-Columbia, and Robert Glasgow, Southwest Baptist University. There is an acute shortage of doctorates in mathematics education. One of the reasons is that people completing doctorates in mathematics education pursue many different career options. Some of these options and career directions taken by recent graduates will be presented. Time will be allowed for interaction with participants attending the session.

Small Group Projects in College Algebra, Wednesday, 3:45 p.m. to 5:05 p.m., organized by Donald B. Small, U.S. Military Academy. The movement to improve college algebra has focused on revising both content and pedagogy to address the needs of other disciplines, society, and the workplace. The issue of incorporating small group projects is central to revising college algebra courses. Faculty in partner disciplines as well as employers look to mathematics to provide students with experience working in small groups. Assessment, time involvement, faculty development, and objectives are some of the issues that will be discussed. Panelist include Laurette B. Foster, Prairie View A&M University; Richard D. West, Francis Marion College; Paul Dirks, Miami-Dade Community College; and Regina D. Aragon, Eastern New Mexico University. The session will be moderated by Kathleen Snook, U.S. Military Academy and COMAP, and is sponsored by the MAA CUPM Subcommittee on Curriculum Reform Across the First Two Years (CRAFTY).

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A Workshop on Student Writing: A Hands-on Approach, Wednesday, 4:30 p.m. to 6:30 p.m., organized by Mary Ellen Foley, Louisiana State University in Shreveport; Kirk E. Weller, Bethel College; Douglas Kurtz, New Mexico State University; and Ahmed I. Zayed, DePaul University. This session will introduce and elaborate on the main points of employing writing assignments in mathematics classes. These points include creating appropriate assignments, effectively communicating instructors' expectations, and assessing students' work. The audience will have an opportunity to practice these ideas with sample assignments and student papers. The session is sponsored by the MAA Committee on the Teaching of Undergraduate Mathematics (CTUM).

Knowledge for Teaching Algebra: Issues from The Mathematical Education of Teachers, Wednesday, 5:15 p.m. to 6:45 p.m., organized by Joan Ferrini-Mundy, Michigan State University. The question of what mathematics teachers need to know for teaching is of interest to mathematicians, teacher educators, those who are involved in the professional development of teachers, and researchers who study teacher education. The 2001 CBMS Mathematical Education of Teachers Report makes recommendations about the mathematics that teachers need for teaching. In this session we will focus on the mathematical preparation of teachers of secondary school mathematics, using the MET document as a framework for discussing issues in research, teacher education, and instructional materials for teachers. Panelists will discuss recent work in the MSU-based, NSF-funded Study of Algebra Knowledge for Teaching and the High School Mathematics from an Advanced Standpoint project, funded by the Stuart Foundation, in relationship to the MET report. We will focus specifically on issues that arise in the education of teachers for the teaching of secondary school algebra. The panelists will be include Daniel Chazan, University of Maryland; Anthony Peressini, University of Illinois at Urbana-Champaign; and Joan Ferrini-Mundy, Michigan State University. The panel will be moderated by Gail Burrill, Michigan State University, and William McCallum, University of Arizona, will serve as discussant.

History of Mathematics Special Interest Group (HOMSIGMAA) Business Meeting and Reception, Wednesday, 6:45 p.m. - 8:15 p.m., organized by Amy Shell, US Military Academy. This meeting will include a discussion of current and future events as well as a report by the Nominating Committee on the election of officers.

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Thursday

Writing and Publishing Expository Articles about Mathematics, Thursday, 8:30 a.m. to 10:00 a.m., organized by T. Christine Stevens, St. Louis University; Joseph A. Gallian, University of Minnesota Duluth; and Aparna W. Higgins, University of Dayton. The panelists will provide advice about writing and publishing expository articles in mathematics. They will discuss how to identify suitable topics, how to organize and write such articles, and how to choose a suitable journal. The panelists include experienced authors of expository articles and current or former editors of MAA or AMS publications. Panelists include Edward G. Dunne, AMS; Deanna B. Haunsperger, Carleton College; Martha J. Siegel, Towson University; and Francis E. Su, Harvey Mudd College.

Undergraduate Programs and Courses in the Mathematical Sciences: A CUPM Curriculum Guide, Thursday, 9:00 a.m. to 10:20 a.m., organized by Harriet S. Pollatsek, Mount Holyoke College, and Susanna S. Epp, DePaul University. The MAA Committee on the Undergraduate Program in Mathematics (CUPM) periodically reviews its curricular recommendations for college and university departments and revises them as needed to fit new circumstances. "Undergraduate Programs and Courses in the Mathematical Sciences: A CUPM Curriculum Guide" will appear in the fall of 2003; it will be the first guide explicitly to address the needs of nonmajors as well as majors. Panelists will describe the latest draft of the Curriculum Guide, and there will be an opportunity for comments and questions from the audience. This draft is also informed by the Curriculum Foundations Project of CRAFTY, as well as work on the first college course, on quantitative literacy, and on the mathematical preparation of teachers. After revisions prompted by MathFest 2002 discussion, a near-final draft Curriculum Guide will circulate widely in 2002-2003, with a final version slated for publication in fall 2003. CUPM and the MAA acknowledge funding from the NSF and the CCHE in support of the writing, production and distribution of the new Curriculum Guide. Consult http://www.maa.org/news/cupm.html for past interim reports and drafts, as well as the most recent version. Panelists include Susan L. Ganter, Clemson University; William E. Haver, Virginia Commonwealth University; Harriet S. Pollatsek, and Susanna S. Epp. The session is sponsored by the MAA Committee on the Undergraduate Program in Mathematics (CUPM).

Sample Mathematics Lessons Integrating Environmental Issues, Thursday, 9:00 a.m. to 10:20 a.m., organized by Patricia Clark Kenschaft, Montclair State University. Three authors of mathematics texts that integrate environmental issues into their writing will present sample lessons from their creative work. These lessons will illustrate how mathematics can be taught more effectively by also, at the same time, exploring environmental challenges that can be better understood and remedied by using mathematics. Panelists include Charles Haddock, Bentley College; Martin E. Walter, University of Colorado at Boulder; and Nancy E. Zumoff, Kennesaw State University. The session is sponsored by the MAA Committee on Mathematics and the Environment.

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NSF Funding Opportunities for Learning and Teaching in the Mathematical Sciences, Thursday, 9:00 a.m. to 10:20 a.m., organized by Elizabeth J. Teles and Lee L. Zia, NSF/Division of Undergraduate Education; and James H. Lightbourne, NSF/Division of Graduate 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.

First College-Level Mathematics Courses, Thursday, 9:00 a.m. to 11:00 a.m., organized by Donald B. Small, U.S. Military Academy; Sarah Bush, Wiley College; and Dorothy Hunter, Huston-Tillotson College. The majority of students enrolled in mathematics are enrolled in "first year" courses: algebra, college algebra, college algebra and trig, elementary statistics, finite mathematics, liberal arts mathematics, elementary modeling, precalculus, etc. There is a growing movement to refocus these courses on the needs of partner disciplines, society, and the workplace. Problem solving (in the modeling sense), appropriate use of technology, small group projects, real-world problems, elementary data analysis, development of communication skills, and student-centered pedagogy characterize these new approaches to first year courses. Several of these new approaches will be displayed at this poster session. Applications should be submitted to Don Small don-small@usma.edu by December 10, 2002. The session is sponsored by the MAA Committee on the Undergraduate program in Mathematics (CUPM).

How Can Placement Testing Be Improved?, Thursday, 10:45 a.m. to 12:05: pm, organized by Susan L. Forman, Bronx Community College (CUNY), and Bernard L. Madison, University of Arkansas. Criticism of college placement tests has increased significantly in recent years, focusing mostly on the lack of alignment with curricula and pedagogy of school mathematics. Some of this criticism is based in differences between what students learn in school mathematics and what mathematical knowledge and skills are necessary for success in first college mathematics courses. Other criticism is rooted in differing visions of what students should know and be able to do. Beyond these tensions lie differences in the backgrounds of entering students; for example, some come directly from high school and others have been away from school and college for several years. Panelists from high schools, two-year colleges, and four-year colleges will discuss these criticism and ways to make college mathematics placement tests better understood and more effective. Panelists include Judy E. Ackerman, Montgomery College, AMATYC President Elect; Judy Marwick, Morton College; Johnny W. Lott, University of Montana, NCTM President Elect; Susan L. Forman, and Bernard L. Madison.

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The Nature of Mathematics Knowledge and Knowledge of Mathematics Learning Needed by Secondary School Mathematics Teachers in an Era of Technology and Reform-Oriented Curricula, Thursday, 10:45 a.m. to 12:05 p.m., organized by M. Kathleen Heid, The Pennsylvania State University. The CBMS MET Report along with recent research and surveys have pointed out the need to know more about what mathematics high school teachers need to function effectively with reform-oriented curricula. Several projects are underway creating materials that address these needs. One such project is centered at Berkeley and the University of Chicago on creating materials that examine problems, concepts, and results of high school mathematics in depth and from a more advanced point of view. The Mid-Atlantic Center for Mathematics Teaching and Learning is investigating and developing ways to deepen understandings that prospective and practicing high school mathematics teachers have of the mathematics featured in emerging high school mathematics curricula. Making Mathematical Connections in Programs for Prospective Teachers at the University of New Hampshire is providing prospective teachers the opportunity to make connections between prior knowledge and future tasks and to enable them to construct new mathematical and pedagogical knowledge. Panelists include Karen J. Graham, University of New Hampshire; Walter Seaman, University of Iowa; Richard J. Stanley, University of California Berkeley; Zalman P. Usiskin, University of Chicago; Skip Wilson, Virginia Polytechnic Institute and State University; James T. Fey, University of Maryland; and M. Kathleen Heid. The session is sponsored by the MAA Committee on the Mathematical Education of Teachers (COMET).

Keeping the Platters Spinning: Effective Time Management, Thursday, 10:45 a.m. to 12:05 p.m., organized by Karrolyne Fogel, California Lutheran University and J. Lyn Miller, Slippery Rock University. You've got papers to grade, three classes to prepare, the committee needs your feedback on the proposal, and you wanted to submit your new result to a journal. Meanwhile five students are knocking on your door for help. Sometimes it just seems like there are not enough hours in the day. This panel discussion will focus on ways negotiate the maze of teaching, service, and research to become successful, competent, and sane. The session is co-sponsored by Project NExT and the Young Mathematicians' Network. Speaker include Raymond Johnson, University of Maryland; Cynthia Woodburn, Pittsburgh State University; and William Fenton, Bellarmine College.

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How to Assess a Mathematics Program, Thursday, 1:00 p.m. to 2:30 p.m., organized by Mary D. Shepherd, Northwest Missouri State University. Many universities/colleges and, thus, individual departments are faced with the prospect of implementing assessment plans to assess student learning and really do not know where to start. In the undergraduate mathematics community for the past ten years local, regional, and national efforts have been underway to assist faculty in developing assessment programs to assess student learning and to improve the undergraduate major (outcomes assessment). All the panelists have been involved with assessment at some level and will discuss a number of the ongoing initiatives, provide a few ideas as to what makes for a good assessment program, and describe some of their own experiences. This session was organized by the 1994­1998 Project NExT Fellows to address issues of concern to faculty who have four to ten years of teaching experience. Panelists include Michael Button, The Master's College; Bernard L. Madison, University of Arkansas; William A. Marion, Jr., Valparaiso University; William Martin, North Dakota State University; and Barbara M. Moskal, Colorado School of Mines. Sponsored by MAA Project NExT.

Integrating Calculus, Precalculus, and Algebra, Thursday, 1:00 p.m. to 2:20 p.m., organized by Laura A Taalman, James Madison University. Many students enter college with insufficient algebra and precalculus backgrounds to succeed in college calculus, regardless of whether or not they have had a high school calculus course. These students are unlikely to enroll in precalculus courses in college if they have already taken calculus, and those that do take a precalculus course to prepare for calculus are often unsuccessful in making the jump between the two courses. One solution is to offer a two-semester course that combines first-semester calculus with precalculus and algebra material. Such combined, or "integrated", courses are currently being offered or developed at many institutions around the country. Integrated calculus courses can be effective in a "traditional" or a "reform" setting, as well as for lower-level "business" calculus and upper-level "majors" calculus courses. This session brings together a diverse group of people whohave developed (or are planning to develop) integrated or combined calculus courses. Panelists include Nancy Baxter Hastings, Dickinson College; Robert P. Hostetler, Pennsylvania State University Erie, The Behrend College; Dennis C. Ebersole, Northampton Community College; Robin J. Gottlieb, Harvard University; Jack Bookman, Duke University; and Laura A. Taalman.

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Successful Strategies for Implementing a Texas-Style (Modified Moore Method) Course, Thursday, 1:00 p.m. to 2:20 p.m., organized by W. Ted Mahavier, Lamar University, and James P. Ochoa, Hardin-Simmons University. Panelists will discuss the mechanics of implementing a Texas-style (Moore method) mathematics course. Topics will include gaining administrative support, developing materials, class goals and objectives, a typical day in the classroom, and how to measure the success of such a course. The information should be useful to anyone interested in using the method for the first time as well as experienced Texas-style instructors. Panelists include E. Lee May, Salisbury University; David McRae, Woodberry Forest School; G. Edgar Parker, James Madison University; and Shing S. So, Central Missouri University.

Improving Graduate Education: Lessons Learned on What Works, Thursday 1:00 p.m. to 2:20 p.m., organized by James H. Lightbourne and Deborah F. Lockhart, NSF. The purpose of this session is to identify approaches that are proving effective to recruit and retain students for graduate study, improve various aspects of graduate education, and, specifically, improve preparation for academic and nonacademic positions. Panelists will provide lessons learned in NSF-funded projects at their institution. Information will also be provided about activities in graduate education being conducted by national organizations and the resources they have available. NSF staff will provide information about funding opportunities.

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MAA Project NExT and YMN Poster Session, Thursday, 2:00 p.m. to 4:00 p.m., organized by Kenneth A. Ross, University of Oregon, and Kevin E. Charlwood, Washburn University. We encourage exhibits from new or recent Ph.D.s in the mathematical sciences or from those still pursuing graduate study. Applications should be submitted to Kevin Charlwood zzcharlw@washburn.edu or Ken Ross ross@math.uoregon.edu by December 10, 2002.

The Role of Logic in Learning to Write Proofs, Thursday, 2:45 p.m. to 4:05 p.m., organized by Jeff L. Hirst, Appalachian State University, and Daniel Velleman, Amherst College. The session will address the role of mathematical logic in learning to write mathematical proofs. Questions that pertain to this topic include: Should mathematical logic be a significant topic in transition and bridge courses? What topics in mathematical logic should be included in proof writing courses? How should logic topics be presented? How can logic be linked to other mathematical topics? What role can technology play in this setting? How do students use logical training in proof writing? The session will consist of four short presentations followed by periods for discussion, questions, and panel interaction. Participants include Susanna S. Epp, DePaul University; Connie M. Campbell, Millsaps College; Jeff L. Hirst and Daniel Velleman. Sponsored by the MAA and the Association for Symbolic Logic.

MAA Session for Chairs, Thursday, 2:45 p.m. to 4:05 p.m., organized by Daniel P. Maki, Indiana University, and Catherine M. Murphy, Purdue University Calumet. Attorney Michael Anselmi will discuss practical legal information for department chairs.

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The History of Curricular Change: Linear Algebra 1950­2000, Thursday, 3:00 p.m . to 4:20 p.m., organized by Walter J. Meyer, Adelphi University; Jack Winn, SUNY at Farmingdale; and Joseph Malkevitch, York College (CUNY). Some curricular innovations catch on and some do not. We have little way of judging in advance. We might be wiser in our efforts if there were a better history of curricular changes. Linear algebra is a good subject for study because it has undergone many changes in the last half-century: splitting off from abstract algebra, becoming more applied, moving down to freshman and sophomore levels, adding technology, etc. Subjects for discussion may include: the reasons for the changes just mentioned, the changing relation of "linear algebra" to "matrix theory", the role of internal versus external influences, the relation to "theory of equations". Panelists will be curricular leaders who lived through these changes, which are mostly undocumented. The aim is to stimulate recollection and discussion, rather than to be definitive. Besides being of interest for curriculum innovators, this will provide useful raw material for students of the history of curriculum. Panelists include Philip J. Davis, Brown University; Harold M. Edwards, NYU-Courant Institute; Carl C. Cowen, Purdue University; and Kenneth M. Hoffman and Gilbert Strang, Massachusetts Institute of Technology. The session is sponsored by the History of Mathematics SIGMAA.

SIGMAA on Environmental Mathematics, Thursday, 5:45 p.m. to 7:15 p.m. This MAA Special Interest Group will hold its inaugural reception, including a lecture by William Rundell, Director of NSF's Division of Mathematical Sciences . If you have an interest in helping with the educational challenge of fusing together the most pressing problems of our time with the most potent technology of our time, please join us on Thursday evening.

SIGMAA on Statistics Education, 2003 Business Meeting, and Lecture, Thursday, 600 p.m. to 8:00 p.m., organized by Mary Sullivan, Rhode Island College. The SIGMAA for Statistics Education will hold its third annual business meeting, including an invited talk. After some necessary formalities, we will hear the chair's report and 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.

Eine Kleine (Mathematische) Nachtmusik, Thursday, 7:30 p.m. to 9:00 p.m., presented by Erich Neuwirth, University of Vienna. Mathematical principles of musical tuning systems will be demonstrated, beginning with simple frequency ratios for musical intervals known to the Greeks. Pythagorean mean tone and well-tempered scales with accompanying melodies and chords will be constructed on the piano. A few different pieces by well-known composers will be performed to show the connection between the mathematical and physical aspects of the problem. How much the musical expression of a piece of music changes when played in different tunings will be demonstrated.

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Friday

Improving the Persistence of Women in Graduate School, Friday, 9:00 a.m. to 10:20 a.m., organized by Ruth Favro, Lawrence Technological University; Kristen Moore, University of Michigan; and Sarah-Marie Belcastro, Xavier University. Case studies of women's positive and negative experiences in graduate school will be presented and discussed by a panel of representatives from mathematics departments with a successful history of retention of underrepresented groups. In addition, the panel will discuss factors that influence retention and attrition of women in mathematics Ph.D. programs, as well as a general model for the successful apprenticeship of graduate students. Panelists include Raymond Johnson, University of Maryland, who will moderate the panel; Abbe Herzig, Rutgers University; Ivelisse Rubio, University of Puerto Rico; and Judy Walker, University of Nebraska. The session is sponsored by the MAA Committee on the Participation of Women.

Proposal Writing Workshop for Grant Applications to the NSF Division of Undergraduate Education, Friday, 9:00 a.m. to 10:20 a.m., organized by Elizabeth J. Teles and 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 MAA - University of Arizona Course in Interdisciplinary Business Mathematics, Friday, 9:00 a.m.-11:00, 1:00 p.m.-3:00 p.m., and 5:00 p.m.-7:00 p.m., organized by Richard Thompson, University of Arizona. Electronic texts for a new interdisciplinary program in mathematics for freshman business college majors will be demonstrated. This material, developed at the University of Arizona, is currently used by over 1,200 students in seven institutions. Participants will have an opportunity to engage in hands - on exploration of major business projects with Excel and PowerPoint tools. Richard Thompson, coauthor of the course, will preside.

Undergraduate Student Poster Session, Part 2, Friday, 9:00 a.m - 11:00 a.m., organized by Mario U. Martelli, Claremont McKenna College.

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The Role of Mathematics in the Professional Work of Mathematics Educators, Friday, 1:00 p.m. - 2:20 p.m., organized by Joan Ferrini-Mundy, Michigan State University. The professional work of mathematics educators spans many arenas of activity, including the design of instructional materials, the preservice and continuing education of teachers, and research about teaching and learning. In a study supported by the NSF, Developing Leadership for Mathematics and Science Education, a group of researchers at Michigan State University is examining the roles played by background and preparation, including subject matter experience, in the professional work of educators. This panel discussion will open with a discussion of the issues and considerations that are emerging in this research. Panelists will speak to these issues from the vantage points of their own engagement in teaching prospective teachers of secondary school, developing secondary school instructional materials, and conducting research about the mathematical knowledge entailed in teaching. Commentators will discuss the implications of the panelists' comments for the design of doctoral programs in mathematics education and for the mathematical preparation of mathematics educators. Panelists include Christian Hirsch, Western Michigan University; Bradford Findell, University of Georgia; and Deborah Loewenberg Ball, University of Michigan. Gail Burrill, Michigan State University will serve as commentator.

Undergraduate Seminars in Mathematics, Friday, 1:00 p.m. to 2:30 p.m., organized by Jed Herman, University of St. Thomas, and Hieu D. Nguyen, Rowan University. This panel session will focus on issues that faculty face when teaching a mathematics seminar course for the first time and how faculty can use such a course to enhance their teaching skills and further their research. This includes the preparation and expectations that are involved in teaching such a course and the personal rewards and possible drawbacks. There will be a panel discussion during the first half of the session followed by small group discussions led by panelists during the second half. The session was organized by the 1994­1998 Project NExT Fellows to address issues of concern to faculty who have four to ten years of teaching experience. Panelists include William P. Abrams, Longwood College; Karen D. Bolinger, Clarion University; Philip K. Hotchkiss, Westfield State College; and Daniel L. King, Sarah Lawrence College. Sponsored by MAA Project NExT.

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Mathematics Educators, Computer Science Educators: Working Together, Friday 1:00 p.m. to 2:20 p.m., organized by William A. Marion, Valparaiso University. Two recent reports have provided the impetus for undergraduate mathematics and computer science educators to initiate a dialogue concerning the mathematical preparation of computer science majors: the Curriculum Foundations Project (CFP) of CUPM and the ACM/IEEE Computing Curricular 2001 Guidelines (CC2001). In both, the importance to computer science majors of receiving a strong grounding in discrete mathematics early in their four-year program is stressed. The purpose of this panel is to promote an open exchange of information between mathematicians and computer scientists and to broaden the opportunity to participate in ongoing discussions out of which will come the CUPM curriculum recommendations for programs in the mathematical sciences. Panelists include William H. Barker, Bowdoin College; Susanna S. Epp, DePaul University; Peter B. Henderson, Butler University; and Henry M. Walker, Grinnell College. Of the panelists, Barker, Epp, Henderson, and Marion have participated at some level in the CFP, and Marion and Walker have been involved in crafting the mathematics recommendations in the CC2001 Report. William Marion will moderate the panel. The session is sponsored by the MAA Committee on the Undergraduate Program in Mathematics (CUPM) and the Mathematics Across the Disciplines Subcommittee of the Committee on Professional Development and of CUPM.

Projects Supported by the NSF Division of Undergraduate Education, Friday, 1:00 p.m. to 3:00 p.m., organized by Jon W. Scott, Montgomery Community College. This poster 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.

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NCATE and the Mathematics Community, Friday, 2:00 p.m. - 3:20 p.m., organized by Judith Covington, LSU-Shreveport and Marilyn Hala, NCTM. The purpose of this session is to get feedback from the mathematics community on the proposed new mathematics guidelines from NCATE (National Council for Accreditation of Teacher Education Programs). We will discuss the new changes and seek feedback from the audience. Panelists include Francis "Skip" Fennell, Western Maryland College; Judy O'Neal, North Georgia College & State University; and Connie Schrock, Emporia State University. The panel is sponsored by the MAA Committee on the Mathematics Education of Teachers (COMET) and the National Council of Teachers of Mathematics (NCTM).

Presentations by Teaching Award Recipients, Friday, 2:30 p.m. to 4:00 p.m. Winners of the Deborah and Franklin Tepper Haimo Awards for Distinguished College or University Teaching will give presentations on the secrets of their success.

Laptops in the Classroom, Friday, 3:30 p.m. - 4:50 p.m., organized by Don Small, US Military Academy. We investigate how laptop technology works in the classroom and how it doesn't. The panelists, Joe Ecker, Rensselaer Polytechnic Institute; David Finn, Rose Hulman Institute of Technology; and Alex Heidenberg, US Military Academy, will analyze their lessons-learned, followed by general discussion. The panel will be moderated by Joe Myers, U.S. Military Academy and is sponsored by Project INTERMATH.

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SIGMAA on Research on Undergraduate Mathematics Education Business Meeting, Friday, 4:00 p.m. to 6:00 p.m., organized by Anne E. Brown, Indiana University South Bend. This SIGMAA is a group formed for mathematics educators and professional mathematicians interested in research on undergraduate mathematics education. There will be welcoming comments, the business meeting, the election of officers, and an invited address by Rina Zazkis of Simon Fraser University exemplifying research on undergraduate mathematics education.

Morgan Prize Lecture, Friday, 4:10 p.m. - 4:40 p.m. Joshua Greene, University of Chicago, recipient of the 2002 Frank and Brennie Morgan Prize for research in mathematics by an undergraduate, will speak on "Kneser's conjecture and its generalizations."

Mathlet Birds of a Feather Gathering, Friday, 4:50 p.m -6:10 p.m., organized by Daniel H Steinberg, Dim Sum Thinking, Inc. In this session, some of the editors of the MAA Journal of Online Mathematics and its Applications will lead a community discussion about producing software examples to support the teaching of mathematics. You'll hear about ongoing projects and new opportunities. You'll be invited to submit your applets, applications, and other online materials and be encouraged to referee the work of others. Your attendance is encouraged and your input will be welcomed. Panelists include David A Smith, Duke University; Gene Klotz, Swarthmore College; and The Math Forum, Drexel University; and Joe Yanik, Emporia State University.

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Saturday

Rethinking the Courses Below Calculus, Saturday, 9:00 a.m. to 10:20 a.m., organized by Sheldon P. Gordon, SUNY at Farmingdale. In the past year, four important invited conferences have taken place to rethink each of the entry level mathematics experiences below calculus--college algebra, precalculus, quantitative literacy, and the needs of the quantitative disciplines. Subsequently, key individuals from each of the four conferences came together to identify the common elements in the four movements and to plan for a national initiative to rethink all the courses at this level. In this session, panelists will provide an overview of each of the four special conferences and discuss the results and recommendations for the different courses that emerged from the conferences. They will also indicate the commonalities among the three movements, as well as any significant differences, and the action plan for future activities. Panelists include Nancy Baxter Hastings, Dickinson College; Susan L. Ganter, Clemson University; and Mercedes A. McGowen, William Rainey Harper College. The session is sponsored by the MAA Committee for Curriculum Renewal Across the First Two Years (CRAFTY) and the MAA Task Force on the First College Level Mathematics Course.

The Intersection of the Life Sciences, Mathematical Sciences, and Computer Science: Implications for the Undergraduate Curriculum, Saturday, 9:00 a.m. to 10:20 a.m., organized by Elizabeth J. Teles and Lee L. Zia, NSF/Division of Undergraduate Education. This panel will feature an interdisciplinary group of faculty and NSF staff who will discuss the emerging opportunities and challenges associated with new curriculum models that lie at the intersection of the life sciences, mathematical sciences, and computer science. Possible future NSF programmatic directions will also be presented.

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Forging Relationships Between Professional Organizations to Improve Mathematics Teaching and Learning from Kindergarten through Graduate School, Saturday, 1:00 p.m. to 2:20 p.m., organized by Johnny W. Lott, University of Montana, President of NCTM, and James M. Rubillo, NCTM. There are various professional societies related to mathematics: AMS, MAA, AMATYC, NCTM, and AWM to name a few. While these organizations may serve a diverse group of individuals, they all share many common goals which include: ensuring a high quality mathematics education that will prepare students for daily life as well as the scientific and technical community; increasing public support and appreciation for mathematics; and supporting the professional development of those involved in mathematics and mathematics education. This interactive session will offer ideas and ways we can all work together through coordinated and collaborative efforts to achieve our goals.

Open Discussion on First College-Level Mathematics Courses, Saturday, 1:00 p.m. to 2:20 p.m., organized by Donald B. Small, U.S. Military Academy. The panelists will reflect on the work of the MAA's Task Force on First Year College Level Courses, and then the moderator will open the floor for discussion. Approximately 70% of college students enrolled in mathematics courses are enrolled in first year courses. Discussion is invited on both content and pedagogical issues, on the role of technology for teaching and learning, and on the purpose of these courses. Panelists include Mercedes A. McGowen, William Harper Rainy College, and Sheldon P. Gordon, SUNY at Farmingdale. The session will be moderated by Donald B. Small and is sponsored by the MAA Committee on the Undergraduate program in Mathematics (CUPM).

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The State of Statistics Education, Saturday, 2:45 p.m. to 4:05 p.m., organized by Mary M. Sullivan, Rhode Island College. This panel will address the current state of statistics education as it affects statistics courses on the college level. Efforts over the past ten years to encourage faculty who teach the introductory statistics course have resulted in courses that are more interactive. As a consequence of NCTM's "Principles and Standards for School Mathematics" published in 2000, statistics has a greater presence in the K­12 curriculum. Recently published curriculum materials suitable for K­12 embody many activity-based learning ideas of concepts contained in the first course. College level introductory course instructors may find that their students have previously studied many topics contained in their first course. Panelists will address how K­12 mathematics curriculum changes affect college introductory statistics courses, the introduction of a calculus-based data analysis course, and the increased prominence of assessment. Panelists include Gail F. Burrill, MSEB; Allan J. Rossman, California Polytechnic State University, San Luis Obispo; and Joan Garfield, University of Minnesota. Thomas L. Moore, Grinnell College, will be the moderator. The panel is sponsored by the SIGMAA on Statistics Education.

SUMMA Special Presentation, Saturday, 2:45 p.m. to 4:05 p.m., organized by William A. Hawkins, Jr., MAA and the University of the District of Columbia. Presenters will discuss their enrichment programs for precollege or college students. The session 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. There will be ample time for discussion.

Informal Session on Actuarial Education, Saturday, 4:15 p.m. to 6:15 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.

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