**Training T. A.s in Departments
and at Section Meetings**, Wednesday, 8:30 a.m. –
10:55 a.m., organized by **Louise A. Raphael**, Howard
University. The presenters will be **Diane L. Herrmann**,
University of Chicago, and **Maria S. Terrell** and
**Thomas W. Rishel**, Cornell University. How are
T. A. training sessions set up? What are the similarities
and differences between such sessions? How can case
studies be used in support of T. A. training? How might
T. A. training compare with preparing your faculty?
We will provide a skeleton outline of possible training
approaches for individual institutions, as well as for
section-level training programs. The session is sponsored
by the MAA Committee on Graduate Students.

**Doctoral Programs in Mathematics Education: Their
Nature and How to Find Them,** Wednesday, 9:30 a.m.
– 10:50 a.m., organized by **Robert E. Reys**,
University of Missouri. Since the year 2000 more than
120 different institutions in the United States have
awarded doctorates with a major emphasis in mathematics
education. These programs vary greatly in structure
as well as visibility. The Association of Mathematics
Teacher Educators has developed a tool to collect and
disseminate information about doctoral programs in mathematics
education. This session will showcase this tool and
highlight some ways it might be used by faculty and
students looking for doctoral programs in mathematics
education.

**TOP**

**A Problem-Based Core Program**, Wednesday, 9:30
a.m. – 10:50 a.m., organized by **Donald B. Small**,
U.S. Military Academy. In 2003, the U.S. Military Academy
refocused its core program to emphasize problem solving
and modeling. First semester focuses on problems from
management science using concepts from data analysis,
matrix algebra, network theory, and Markov chains. The
second semester emphasizes analyzing continuous change
(differentiation of functions of one and several variables),
and the third semester treats integration of one and
several variables, along with differential equations.
The fourth semester focuses on probability and statistics.
Several program threads, such as data analysis, serve
to unify the four–semester core program.** Gary
W. Krahn **and** Alex J. Heidenberg** of the U.S.
Military Academy have been involved in the development
and implementation of the refocused program. **Michael
E. Moody**, Olin University, will address the transportability
issues of this program to other schools.

**Developing Undergraduate Research Projects That
Are Not in Discrete Mathematics**, Wednesday, 2:15
p.m. – 3:45 p.m., organized by **Edwin P. Herman**,
University of Wisconsin at Stevens Point. Are you looking
for research ideas to give to your undergraduate students?
This session includes panelists from a variety of fields
who will offer advice on how to develop research topics
at a level appropriate for the undergraduate. They will
discuss how to identify suitable topics and how to keep
your students on track, as well as how to give the students
sufficient background to tackle an interesting problem.
This session was organized by the 1994–2000 Project
NExT Fellows to address issues of concern to faculty
who have four to ten years of teaching experience. Panelists
include **Carl C. Cowen**, Indiana University-Purdue
University at Indianapolis; **David W. Farmer**,
American Institute of Mathematics; **Mario U. Martelli**,
Claremont McKenna College; **Bruce Reznick**, University
of Illinois at Urbana-Champaign; and **Patrick J. Van
Fleet**, University of St. Thomas. The session is
sponsored by Project NExT.

**TOP**

**Career Paths for Undergraduates
in Mathematics**, Wednesday, 2:15 p.m. – 3:35
p.m., organized by **James E. Hamblin**, Shippensburg
University; **John A. Vano**, University of Wisconsin
at Madison; and **John A. Kuchenbrod**, The MITRE
Corp. A common question asked by undergraduates is:
What can I do with a degree in mathematics? In this
session, the panelists will discuss the many varied
careers that an undergraduate degree can lead toward.
Panelists include **Linda Thiel**, SIAM; **Jim Daniel**,
University of Texas at Austin; **Paul Humke**, St.
Olaf College; **Emil Volcheck**, NSA; and **Michael
Monticino**, University of North Texas. The session
is sponsored by the Young Mathematicians Network.

**TOP**

**Dealing with the Two-Body Problem**, Wednesday,
3:50 p.m. – 5:10 p.m., organized by **Kimberly
A. Roth**, Wheeling Jesuit University, and **Karrolyne
Fogel**, California Lutheran University. Finding a
job for one mathematician is hard enough, but what if
you need jobs for two? Panelists who have searched for
a personal solution to a two-body problem will discuss
their attempts at a solution, the compromises and logistics
involved, and their degree of satisfaction with each
"solution" they tried. Panelists include **John Bukowski**,
Juniata College; **Kristen Lampe**, Carroll College;
P**eter Lampe**, University of Wisconsin, Whitewater;
**Catherine Roberts**, The College of the Holy Cross;
and** Cathy Stenson**, Juniata College. The session
is sponsored by the Young Mathematicians' Network and
Project NExT.

**How to Interview for Your First
Job**, Wednesday, 3:30 p.m. – 4:50 p.m., organized
by **Louise A. Raphael**, Howard University. The
presenters will be **David Manderschied**, University
of Iowa, and **Thomas W. Rishel**, Cornell University.
The session is sponsored by the MAA Committee on Graduate
Students.

**TOP**

**Refocused College Algebra: A Basis for QL Programs**,
Wednesday, 3:50 p.m. – 5:10 p.m., organized by
**Donald B. Small**, U.S. Military Academy. Faculty
in quantitative disciplines urge mathematics departments
to send them students having experience with elementary
data analysis, plotting and interpreting plots, problem
solving in the modeling sense, small-group work, and
the use of technology. These aspects are basic to refocused
college algebra programs. In addition, college algebra
is the largest gateway course (in terms of student enrollment)
and is thus well positioned to provide a basis for QL
programs. Panelists include **Norma M. Agras**, Miami-Dade
College; **Dora C. Ahmadi**, Morehead State University;
**Laurette B. Foster**, Prairie View A&M University;
and **Bernard L. Madison**, University of Arkansas.
The panel will be moderated by **Harriet S. Pollatsek**,
Mount Holyoke College, and is sponsored by the MAA CUPM
Subcommittee on Curriculum Renewal Across the First
Two Years (CRAFTY).

**What Faculty Can Do to Promote
Diversity in Mathematics**, Thursday, 8:30 a.m .–
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. This panel focuses on concrete steps that
faculty can take, alone or in small groups, to promote
diversity in mathematics. Topics include running summer
programs for women or minorities; promoting the success
of underrepresented groups in classes; organizing a
Sonja Kovalevsky Day for middle or high school girls;
successful programs that attract minorities to major
in mathematics; resources that are available to assist
in promoting diversity in mathematics; promoting diversity
in such a way that it will further one's career and
increase one's chance for tenure. Panelists include
**Deanna B. Haunsperger**, Carleton College; **Nathaniel
Dean**, Texas Southern University; **Robert E. Megginson**,
Mathematical Sciences Research Institute; and **Stephanie
Fitchett**, Florida Atlantic University. The session
is sponsored by Project NExT.

**TOP**

**Emerging Technologies in Undergraduate Mathematics**,
Thursday, 8:30 a.m. – 11:30 a.m., organized by
**Jack Picciuto**, U.S. Military Academy. This session
and future sessions will focus on the use or proposed
use of emerging technologies that could improve the
learning of undergraduate mathematics. We want to begin
now to examine how we can effectively use technologies
that are expected to become widespread and affordable
over the next five years. This year's session will focus
on the use of true three-dimensional displays. Increasingly
affordable three-dimensional display technologies range
from the old-fashioned colored glasses used in such
movies as *Spy Kids 3D* and *Shrek 3D* to
the new Sharp notebook computer ($3K) that displays
brilliant 3D without the need for special glasses and
the inexpensive ($10K) GeoWall 3D projection system
(http://geowall.geo.lsa.umich.edu/)
that is commonly used in the GeoScience community. This
session will demonstrate or introduce some of those
technologies and resources for undergraduate mathematics
that exploit them. We also invite speakers to discuss
lessons already learned as well as address the big questions:
Are these true 3D technologies just a gimmick? Can they
enhance learning? Could my school ever afford this?
This session is sponsored by the MAA Committee on Technologies
in Mathematics Education.

**National Science Foundation Programs Supporting
Learning and Teaching in the Mathematical Sciences**,
Thursday, 9:00 a.m .– 10:20 a.m., organized by
**John R. Haddock**, **Elizabeth J. Teles,** and
**Lee L. Zia**, NSF/Division of Undergraduate Education;
**John S. Bradley**, NSF/Division of Elementary,
Secondary, and Informal Education; **James H. Lightbourne**,
Senior Advisor for Planning, Analysis, and Policy; and**
Lloyd E. Douglas**, NSF/Division of Mathematical Sciences.
A number of NSF divisions offer a variety of grant programs
that 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.

**TOP**

**Recruiting Students for Mathematics Departments**,
Thursday, 10:30 a.m. –noon, organized by **Brian
Birgen**, Wartburg College, and **Mary D. Shepherd**,
Northwest Missouri State University. The job opportunities
for college graduates with degrees in mathematics are
just about unlimited, yet the percentage of students
who seek degrees in mathematics is quite small. Somehow
we must do a better job recruiting students into mathematics.
The members of this panel are from departments that
have been able to consistently recruit large numbers
of students into their mathematics programs. They will
describe what they and other members of their faculty
do to help recruit students into mathematics. This session
was organized by the 1994–2000 Project NExT Fellows
to address issues of concern to faculty who have four
to ten years of teaching experience. Panelists include
**Genevieve M. Knight,** Coppin State University;
**Joel S. Foisy**, State University of New York-College
at Potsdam; **Jim Lewis,** University of Nebraska;
and **Matthew P. Richey**, St. Olaf College. The
session is sponsored by Project NExT.

**How Changes in High School Mathematics Could Influence
Collegiate Mathematics**, Thursday, 10:45 a.m. –
12:05 p.m., organized by **Bernard L. Madison**,
University of Arkansas. Recent changes in high school
mathematics, largely influenced by the NCTM standards,
have not been matched by comparable changes throughout
college mathematics. The presidents of AMATYC and NCTM,
an award-winning high school teacher, and the Chair
of the MAA Committee on Articulation and Placement will
discuss the resulting differences and implications of
these differences for student learning. Panelists include
**Judy E. Ackerman**, Montgomery College, President
of AMATYC; **Dan Kennedy**, Baylor School; **Cathy
L. Seeley**, University of Texas at Austin, President
of NCTM; and **Bernard L. Madison**. The session
is sponsored by the MAA Committee on Articulation and
Placement.

**TOP**

**Using the ***CUPM Curriculum Guide 2004* to Get
Grants to Facilitate Change, Thursday, 10:45 a.m.
– 12:05 p.m., organized by **Janet L. Andersen**,
Hope College, and **David M. Bressoud**, Macalester
College. One of the underutilized sources of NSF funding
is the Adaptation and Implementation (A&I) component
of the Course, Curriculum, and Laboratory Instruction
(CCLI) program. This session will explain how the *CUPM
Curriculum Guide 2004* and its supplement, the *CUPM
Illustrative Resources*, can be used to identify
programs at other institutions that can be adapted and
implemented to meet significant needs at your own institution.
It will also address how to put together a CCLI-A&I
grant proposal that is attractive to NSF. Panelists
will include: Panelists will include: **Gregory Hill**,
University of Portland; **Rebecca Hartzler**, Edmonds
Community College; **Eric Marland**, Appalachian
State University; **Lee Zia**, NSF.

**Using ***CUPM Curriculum Guide 2004*: Assessing
and Improving the Program for the Major in Mathematics,
Thursday, 1:00 p.m. – 2:20 p.m., organized by **William
E.** **Haver**, Virginia Commonwealth University,
and **Harriet S.** **Pollatsek**, Mount Holyoke
College. *CUPM Guide 2004* was approved by the
MAA Committee on Reports in September 2003. It has been
available on MAA Online since then. Copies were mailed
to all mathematical sciences departments in March 2004.
The panel will describe ways departments can use *CUPM
Guide 2004* to develop, refine, and/or implement
an assessment plan for the major program. Indeed, the
first recommendation in *CUPM Guide 2004* directs
departments to (1) understand the strengths, weaknesses,
career plans, and aspirations of their students; (2)
determine the extent to which the goals of courses and
programs offered are aligned with the needs of students,
as well as the extent to which these goals are achieved;
and (3) strengthen courses and programs to better align
with student needs and assess the effectiveness of such
efforts. Panelists will discuss efforts at a range of
institutions and serving a variety of departmental missions.
They include **Richard M. Grassl**, University of
Northern Colorado; **Matthew P. Richey**, St. Olaf
College; and **R. Bruce Mattingly**, SUNY Cortland.
The panel will be moderated by **William E. Haver**.

**TOP**

**Learning to Prove: Strategies to Improve Students'
Proof Writing Skills**, Thursday, 1:00 p.m. –
2:20 p.m., organized by **Annie Selden**, New Mexico
State University; **Barbara E.** **Edwards**,
Oregon State University; **Nancy L. Hagelgans**,
Ursinus College; and **Ahmed I. Zayed**, DePaul University.
This session will focus on what works. There will be
brief descriptions from several presenters and then
participants will choose from several small group discussions.
The topics addressed will include outlining the proof;
the genre of proof; getting students to use definitions;
and assessment of proofs, including the use of multiple
drafts and peer review. The session is sponsored by
the MAA Committee on the Teaching of Undergraduate Mathematics
(CTUM).

**Undergraduate Mathematics and NSDL: the National
Science Technology Engineering and Mathematics Education
Digital Library**, Thursday, 1:00 p.m. – 4:00
p.m., organized by **Franklin A. Wattenberg**, U.S.
Military Academy. In addition to the resources in the
MAA's MathDL, the NSDL has a wide variety of scientifically
and pedagogically outstanding resources that can be
used in undergraduate mathematics courses. This session
will look at resources from collections ranging across
all the sciences. The emphasis is on very interactive
resources that excite and engage students and that demonstrate
the power and usefulness of mathematics. Speakers will
include mathematicians, scientists, and engineers. This
session is sponsored by the MAA Committee on Technologies
in Mathematics Education.

**TOP**

**Young Mathematicians' Network-MAA
Project NExT Poster Session**, Thursday, 2:00 p.m.
– 4:00 p.m., organized by **Kevin E. Charlwood**,
Washburn University, and **Kenneth** **A. Ross**,
University of Oregon. Junior mathematicians who are
no more than five years beyond their Ph.D. are invited
by MAA Project NExT and the Young Mathematicians' Network
to submit abstracts for the session. The poster size
will be 48" (length) by 36" (height). Posterboard and
materials for posting pages on the posters will be provided
on site. Applications should be submitted to Kevin E.
Charlwood, kevin.charlwood@washburn.edu,
and Kenneth A. Ross, ross@math.uoregon.edu,
by December 7, 2004.

**TOP**

**Speaking of Mathematics**, Thursday, 2:30 p.m.
– 3:50 p.m., organized by **Jon T. Jacobsen**,
Harvey Mudd College, and **Lewis D. Ludwig**, Denison
College. The purpose of this panel is to share techniques
for improving students' oral communication skills. Communication
is an integral part of mathematics and professional
life. Students have ample opportunities to communicate
with their professors and peers but are often challenged
when it comes to communicating to the nonspecialist.
This is particularly relevant in mathematics, with its
many special symbols and notations. Panelists **Joseph
A. Gallian**, University of Minnesota at Duluth, **Jon
T. Jacobsen**, and **Lewis D. Ludwig **will share
their curricular and extended efforts developed to hone
these skills. For example, panelist Jacobsen has developed
a course in which students give expository talks of
varying lengths and provide peer feedback. Some talks
are videotaped for their benefit. Panelist Ludwig has
integrated oral communication into Denison's "Introduction
to Proofs" course in a novel way. Panelist Gallian is
also a well-recognized expert in communication. We hope
to provide a forum for the exchange of ideas toward
improving this fundamental skill in our nation's undergraduate
mathematics education.

**The Senior Seminar or "Capstone" Experience for
Undergraduate Mathematics Majors**, Thursday, 2:30
p.m. – 3:50 p.m., organized by **Padraig M. McLoughlin**,
Morehouse College. More and more faculty and mathematics
departments seem to indicate that part of an undergraduate
mathematics program should include some undergraduate
research. However, although it seems that the "capstone"
experience has been adopted, there are several versions
of a senior seminar at colleges and universities. This
session is designed to compare or contrast programs
or to propose a model for the senior seminar. A panel
of faculty from various departments will describe their
undergraduate capstone, thesis, or senior seminar programs.
Then a discussion will focus on innovations that support
or create sustainable end-of-program experiences for
undergraduates. The panel will discuss techniques used
in the program, appropriate problems, how the experience
is assessed, whether it is a one-term or full-year experience,
the amount of writing required or expected, amount of
faculty involvement in the program, whether the capstone
experience has been an attractor for more majors, and
successes or limitations of the programs. Panelists
include **Colin L. Starr**, Willamette University;
**Xinxin Jiang**, Rhodes College; **John W. Emert**,
Ball State University; **Carol S.** **Schumacher**,
Kenyon College; **David Brown**, Ithaca College;
**Abdelikrim Brania**, Morehouse College; and **Michael
Johnson**, U.S. Military Academy.

**TOP**

**Moore Method Calculus by Those Who Do It**, Thursday,
3:00 p.m. – 4:20 p.m., organized by **James P.
Ochoa**, Hardin-Simmons University, and **William
T. Mahavier**, Lamar University. This panel discussion
addresses the use of the Moore Method in the teaching
of calculus. Each panelist has numerous years of experience
using the Moore Method in calculus courses. Panelists
will discuss how they have adapted the Moore Method
to calculus courses. Cooperative learning, inquiry-based
learning, and problem-based learning will also be discussed.
Materials are available for those who are interested
in using the Moore Method. Panelists will talk about
these materials. This session will be the fourth in
a series of highly successful panel sessions offered
in 1999, 2001, and 2003. Previous sessions were well
attended, videotaped, and archived for their historical
significance. Panelists include: **Charles S. Allen**,
Drury University; **Gregory D. Foley**, Appalachian
State University; **Tom Ingram**, Baylor University;
and **William T. Mahavier**.

**TOP**

**Proposal Writing Workshop for
Grant Applications to the NSF Division of Undergraduate
Education**, Friday, 9:00 a.m. – 10:20 a.m.,
organized by **John R. Haddock**, **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.

**Long-Term Mathematics Faculty Outside of the Tenure
Track: Possibilities, Pitfalls, and Practicalities**,
Friday, 9:00 a.m. – 10:20 a.m., organized by **David
J. Lutzer**, College of William and Mary. Panel members
will discuss issues associated with long-term mathematics
faculty outside of the tenure track who focus primarily
on teaching. The CBMS2000 report and the lead story
in the April 16, 2004, *Chronicle of Higher Education*
show that such faculty members are more and more common
in mathematics departments. The panel's focus is not
on whether a department should use such faculty but
rather on options for long-term job security in case
a department decides to use non-tenure-track faculty
to cover its courses. Such job security allows these
faculty members to enter more fully into the department's
advising and curriculum planning (especially at the
lower division), thereby addressing issues in the MAA
Board of Governor's resolution on non-tenure-track teaching
faculty, available at www.mathsci.appstate.edu/~sjg/maasciencepolicycommittee/res2.html.
Panel members will present the perspectives of department
chairs and of long-term non-tenure-track faculty in
mathematics departments. Panelists include **Susan
C. Geller**, Texas A&M University; **Joel K.
Haack**, University of Northern Iowa; **David R.
Morrison**, Duke University; and **David J. Lutzer**.
The session is sponsored by the MAA Committee on the
Profession.

**TOP**

**MAA Student Research Programs**, Friday, 9:00
a.m. – 10:30 a.m., organized by **William Hawkins
Jr**., MAA and the University of the District of Columbia
and **Robert E. Megginson**, MSRI and the University
of Michigan. The MAA supported undergraduate minority
student research at six sites in the summer 2004 as
part of its National Research Experiences for Undergraduates
Program (NREUP). NREUP has funding from the NSF and
NSA. Presenters will discuss how their projects were
organized and the work of their students. There will
be ample time for discussion and questions. Panelists
will include **Nathaniel Dean**, Texas Southern University,
and **David L. Housman**, Goshen College. The MAA
expects to support another six sites in the summer of
2005. The session is sponsored by the MAA-SUMMA (Strengthening
Underrepresented Minority Mathematics Achievement) Program.
The deadline for proposals is January 31, 2005. More
information can be found at **http://www.maa.org/nreup**.

**Session for Chairs: Using the CUPM CURRICULUM GUIDE
2004 to Guide Curricula and Pedagogy in the 'Right'
Direction**, Friday, 9:00 a.m. – 10:20 a.m.,
organized by **Daniel P. Maki**, Indiana University,
and **Catherine M. Murphy**, Purdue University Calumet.
**David M. Bressoud**, Macalester University, and
**Amy Cohen**, Rutgers University, will provide an
overview of the Guide and accompanying resources as
well as sharing their experiences in leading change.
Presentations will be followed by a period for questions
and discussions.

**Morgan Prize Session**, Friday, 10:00 a.m. –
10:50 a.m. The winner and honorable mention recipient
of the AMS-MAA-SIAM Frank and Brennie Morgan Prize for
Outstanding Research in Mathematics by an Undergraduate
Student will speak about their research: **Reid W.
Barton** (winner), Massachusetts Institute of Technology,
and **Po-Shen Loh **(honorable mention), California
Institute of Technology and Cambridge University.

**TOP**

**Just the Facts: Profiles and Inferences from Data
on Permanently Temporary Faculty**, Friday, 1:00 p.m.
– 2:20 p.m., organized by **Kevin Charlwood**,
Wabash University; **Judith L. Baxter**, University
of Illinois at Chicago; and **Bettye Anne Case**,
Florida State University. Panelists will provide a description
of the non-tenure-stream faculty and the perceptions
and realities of the contributions they make to undergraduate
education in the mathematical sciences. Despite their
critical and varied roles in mathematics departments,
they typically operate in a separate fiefdom from the
rest of their colleagues. Discussion will center on
data available from AMS Annual Surveys, the CBMS Survey
(2000), and NRC/NAS data and on some important inferences
from this data as to the impact on departments of full-time
lecturers, adjuncts, and other faculty members who are
employed for long periods of time but who are not in
the professorial ranks. Panelists include **Mary W.
Gray**, American University; **Pat Shure**, University
of Michigan; **Stephen B. Rodi**, Austin Community
College; **James W. Maxwell**, AMS; and **Bettye
Anne Case**. The panel will be moderated by **Kevin
Charlwood** and is sponsored by the AMS/MAA Joint
Committee on Teaching Assistants and Part-Time Instructors
(TA/PTI).

**Using Mathematically Rich Activities to Develop
K–12 Curricula: Part I**, Friday 9:00 a.m. –
10:55 a.m., organized by **Robert P. Moses**, Cambridge,
MA; **Robert E. Megginson**, Mathematical Sciences
Research Institute; and **Ed Dubinsky**, Kent State
University. Many early elementary mathematics curricula
make extensive use of manipulatives to introduce the
basic arithmetic of rational numbers. By the time pre-algebra
and algebra classes are taught, drawing on physical
experience to motivate the underlying mathematical concepts
is rarely done. The purpose of this special presentation
is to introduce and explore the ideas inherent in employing
mathematically rich activities to develop curricula,
especially at the late middle/early high school level.
The "Road Coloring Problem", an example of such a "mathematically
rich activity", will be introduced. Participants in
the session will work through a portion of the ninth-grade
curriculum, developed under an NSF grant to the Algebra
Project, surrounding this unsolved problem that is still
under active investigation. This hands-on activity will
be used to initiate discussion of the usefulness of
the approach and to discuss other mathematically rich
activities that could possibly be developed in the same
manner. The Algebra Project demonstration will be led
by **Gregory M. Budzban**, Southern Illinois University,
and **Robert** **P. Moses**. This will be followed
by brief presentations of alternative approaches in
a similar spirit by **David W. Henderson**, Cornell
University; **William G. McCallum**, University of
Arizona; and **Ed Dubinsky**. Part II of the presentation
is scheduled for Saturday, 1:00 p.m.–3:00 p.m.

**TOP**

**Special Programs and Strategies to Reach Underrepresented
Populations**, Friday 9:00 am - 11:00 am, organized
by** Elizabeth (Betsy) Yanik**, Emporia State University;
**Jennifer Hontz**, Meredith College; and **Kathleen
Sullivan**, Seattle University. This poster session
is designed to publicize successful activities which
have been used to attract and encourage underrepresented
populations in mathematics. It is expected that posters
representing a wide range of programming would be appropriate
for this session. Efforts such as after school clubs,
special conferences, mentoring programs, and summer
camps are just a few of the possible formats that might
be highlighted. Recipients of grants from the Tensor
Foundation or the NSF programs in Gender Diversity in
STEM Education or Informal Science, might be particularly
interested in sending in a poster proposal. Those who
are conducting pilot projects or beginning projects
are also welcome to submit a poster proposal to present
in this session.

Send title and abstract by email to yanikeli@emporia.edu,
or by regular mail to **Betsy Yanik**, Department
of Mathematics and Computer Science, Emporia State University,
Emporia, KS 66801 by **December 7, 2004**. Include
author's name, address, phone number, e-mail, and affiliation.
Trifold, self-standing 48" by 36" tabletop
posters will be provided. Additional material or equipment
is the responsibility of the presenters. The session
is sponsored by the Committee on the Participation of
Women and the Women and Mathematics Network.

**TOP**

**The Great Divide: Graphing Calculators in Secondary
and College Education**, Friday, 1:00 p.m. –
2:20 p.m., organized by **Thomas W. Tucker**, Colgate
University. A major, perhaps the major, articulation
problem between secondary and college mathematics education
is the use of graphing calculators. Nearly all secondary
teachers have probably operated a graphing calculator
in the last month, whereas the majority of college teachers
haven't operated one in many years, if ever. The debates
about the uses of technology in mathematics education
ended for computers years ago, with acceptance at both
the secondary and college level, but for graphing calculators
the debates ended with different conclusions: widespread
and wholehearted adoption at the secondary level and
sporadic support, benign neglect, or outright antipathy
at the college level. Worse, this state of affairs seems
to be news to both camps. At the least, dialogue is
needed, which this panel will provide. Panelists include
**Gail F. Burrill**, Michigan State University, former
President NCTM; **Raymond J. Cannon**, Baylor University,
College Board Advanced Placement Program; **Richard
H. Escobales**, Canisius College; and **Thomas Tucker**.
The session is sponsored by the MAA Committee on Articulation
and Placement.

**Planning a Sabbatical**, Friday, 1:00 p.m. –
2:30 p.m., organized by **Jeffrey T. Barton**, **Bernadette
Mullins**, and **Barry S. Spieler**, Birmingham-Southern
College. Do you want to spend your sabbatical doing
research, writing a textbook, working for a government
agency, or something entirely different? Our panelists
will discuss their varied experiences and answer questions
about every step of the process, from generating ideas
to writing a proposal to working out the logistics,
and funding your sabbatical. This session was organized
by the 1994–2000 Project NExT Fellows to address
issues of concern to faculty who have four to ten years
of teaching experience. Panelists include **William
A. Marion**, Valparaiso University; **Neil Portnoy**,
Stony Brook University; **Barbara Reynolds,** Cardinal
Stritch University, and **Michelle D. Wagner,** National
Security Agency. The session is sponsored by Project
NExT.

**TOP**

**Projects Supported by the NSF Division of Undergraduate
Education**, Friday, 1:00 p.m. – 3:00 p.m., organized
by **Jon W. Scott**, Montgomery 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. Information about presenters
and their projects will appear in the program.

**Classroom Networks for Developing Mathematical Understanding**,
Friday, 2:30 p.m .– 3:50 p.m., organized by **Franklin
D. Demana**, The Ohio State University, and **Jeremy**
**Roschelle**, SRI International. In this session,
we will explore the range of new possibilities that
classroom networks bring to teaching and learning mathematics.
Classroom networks connect student graphing calculators
to a central computer and a project display, enabling
the teacher to more quickly distribute and harvest student
work. In one application, students can each graph a
target function that fits some criteria (e.g., find
a curve that fits these data points). The lecturer can
then explore students' differing mathematical solutions
to these problems. Possible generalizations can thus
emerge from students' work. Presenters will discuss
their applications of classroom network technology and
how this technology improves classroom teaching and
learning. Panelists will include **James J. Kaput**,
University of Massachusetts, Dartmouth; **Walter Stroup**,
University of Texas, Austin; and **Louis Abrahamson**,
Better Education, Inc.

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

**Information Session on Actuarial Education**,
Friday 2:45 p.m. – 4:45 p.m., organized by **Bettye
Anne Case** and **Steve** **Paris**, Florida
State University; **Matthew J. Hassett**, Arizona
State University; and **Krzysztof M. Ostaszewski**,
Illinois State University. There will be a presentation
by **Richard London**, University of Connecticut,
on the dramatic changes in the professional actuarial
education system effective in 2005, followed by an open
information discussion. Refreshments will be provided.

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**Session for Chairs: Using the CUPM CURRICULUM GUIDE
2004 to Guide Curricula and Pedagogy in the ‘Right’
Direction**, Friday, 9:00 am – 10:20 am, organized
by** Dan Maki**, Indiana University, and **Catherine
M. Murphy**, Purdue University Calumet. **David Bressoud**,
Macalester University, and **Amy Cohen**, Rutgers
University, will provide an overview of the Guide and
accompanying Resources as well as sharing their experiences
in leading change. Presentations will be followed by
a period for questions and discussions.

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**Revisiting Crossroads: The Teaching
and Learning of Mathematics in Two-Year Colleges**,
Saturday, 9:00 a.m. – 10:20 a.m., organized by
**Susan S. Wood**, J. Sargeant Reynolds Community
College. Panelists will update attendees on the progress
of the project to revisit the 1995 AMATYC Standards
with attention to the student and learning, faculty
and teaching, mathematics content challenges, assessment,
and connections with outside communities. A written
document that emphasizes implementation and builds on
the 1995 Crossroads will be released in fall 2006 with
supporting digital products that use a variety of media.
Connections to MAA's *CUPM Curriculum Guide 2004*
will be discussed, as well as strategies for implementing
change. The goals of the session are to inform attendees
about the project to revisit the 1995 AMATYC Standards,
*Crossroads in Mathematics: Standards for Introductory
College Mathematics Before Calculus*, and to engage
attendees in dialogue about recommendations for teaching,
learning, and assessing mathematics in the first two
years of college. Audience participation and feedback
will be used by the writing team for the AMATYC Crossroads
Revisited Project. Panelists include: **Judy E. Ackerman**,
Montgomery College; **Susan L**. **Ganter**, Clemson
University; and **Susan S. Wood**.

**MAA/RUME Panel Discussion on the ICME**–**10
Meeting**, Saturday, 9:00 a.m .– 10:20 a.m.,
organized by **Martha J.** **Siegel**, Towson
University, and **Andy R. Magid**, University of
Oklahoma. Panelists will report on international perspectives
on mathematics education gleaned from the ICME-10 meeting
in Copenhagen.

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**First-Semester Calculus: Meeting the Needs of Our
Students**, Saturday, 1:00 p.m. – 2:20 p.m.,
organized by **David** **M. Bressoud**, Macalester
College, and **William E. Haver**, Virginia Commonwealth
University. Once upon a time mainstream first-semester
calculus was the first exposure to calculus for students
going into mathematically intensive majors. It presupposed
its students were among the strongest in mathematics,
had not studied calculus before college, and would continue
in calculus beyond this course. In many colleges and
universities, the course has not changed, but the student
audience has. Many of the strongest students do not
take first-semester calculus in college. Many of the
students who start with this course and want to pursue
a full year of calculus need more help to succeed in
it. Many students, especially those in the biological
or life sciences, take it with no intention of taking
a second course in calculus. The *CUPM Curriculum
Guide 2004* calls on departments to "determine the
extent to which the goals of courses and programs offered
are aligned with the needs of students." This panel
will suggest ways to recast this course so that it meets
actual student needs. Panelists will include: **Nancy
Baxter Hastings**, Dickinson College; **Herb Kasube**,
Bradley University; **Kay Somers**, Moravian College;
**Rod Sturdivant**, US Military Academy.

**Faculty Development for Adjuncts and New Faculty**,
Saturday, 1:00 p.m .– 2:20 p.m., organized by **Donald
B.** **Small**, U.S. Military Academy. Adjuncts
teach the majority of sections of beginning-level courses
in many two-year colleges and universities. For the
most part, these people only have responsibility for
their own sections and are not integrated into the workings
of their department, thus making it more difficult for
beginning-level courses to act as a pump for upper-level
courses. The panelists will discuss successful faculty
development programs for adjunct and new faculty. Panelists
include **Michael D. Phillips**, U.S. Military Academy;
**William E. Haver**, Virginia Commonwealth University;
**Robert Kimball**, Wake Tech Community College;
and **Pat Shure**, University of Michigan. The panel
will be moderated by **Philip H. Mahler**, Middlesex
Community College, and is sponsored by the MAA CUPM
Subcommittee on Curriculum Renewal Across the First
Two Years (CRAFTY).

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**Using Mathematically Rich Activities to Develop
K–12 Curricula, Part II**, Saturday, 1:00 p.m.
– 3:00 p.m., organized by **Robert P. Moses**,
Cambridge, MA; **Robert E. Megginson**, Mathematical
Sciences Research Institute; and **Ed Dubinsky**,
Kent State University. Many early elementary mathematics
curricula make extensive use of manipulatives to introduce
the basic arithmetic of rational numbers. By the time
pre-algebra and algebra classes are taught, drawing
on physical experience to motivate the underlying mathematical
concepts is rarely done. The purpose of this presentation
is to introduce and explore the ideas inherent in employing
mathematically rich activities to develop curricula,
especially at the late middle/early high school level.
Discussion of the "Road Coloring Problem", the example
of such a "mathematically rich activity" introduced
in Part I will be continued. Participants in the session
will work through a portion of the ninth grade curriculum,
developed under an NSF grant to the Algebra Project,
surrounding this unsolved problem that is still under
active investigation. This hands-on activity will be
used to continue discussion of the usefulness of the
approach, after which there will be a panel discussion
of the ideas presented in this special session. The
panelists will be: **William** **G. McCallum**,
University of Arizona, **Judith Roitman**, University
of Kansas, and **Robert P. Moses**. (Part I of this
discussion was scheduled on Friday, 9:00–10:55am.)

**Mathematical Outreach and the Environment**, Saturday,
2:30 p.m .– 3:50 p.m., organized by **Patricia
Clark Kenschaft**, Montclair State University. The
panel will focus on how environmental issues can be
used as a vehicle for mathematicians' outreach into
the community. Three forms of this outreach will be
explored, followed by audience discussion. Speakers
include **James M. Wright**, Green Mountain College,
"Media, Mathematics, and the Environment"; **Michael
P. Cohen,** Assistant Director for Survey Programs,
Bureau of Transportation Statistics, "Government Careers
in Mathematics and the Environment"; and **William
Dean Stone**, New Mexico Tech, "Earth Day Talks: High
School Outreach". The session is sponsored by the MAA
Committee on Mathematics and the Environment.

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**Open Discussion on Refocusing the Courses Before
Calculus**, Saturday, 2:30 p.m .– 3:50 p.m.,
organized by **Donald B. Small**, U.S. Military Academy.
The moderator, **Jack** **Bookman**, Duke University,
and panelists **Nancy Baxter** **Hastings**, Dickinson
College, and **Bruce Crowder**, Oklahoma State University,
are active members of the combined MAA/AMATYC/NCTM committee
that is leading a national movement to refocus college
algebra/precalculus courses. They will address the activities
of this committee, as well as CRAFTY's Position Paper
on courses below calculus. The session is sponsored
by the MAA CUPM Subcommittee on Curriculum Renewal Across
the First Two Years (CRAFTY).

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