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Thursday Friday Saturday Sunday

Permanent Use of Temporary Faculty: The Status of Nonladder Faculty in Departments of Mathematics, Thursday, 8:00 a.m to 9:20 a.m., organized by Judith L. Baxter, University of Illinois-Chicago; Kevin E. Charlwood, Washburn University; and Natasha M. Speer, Michigan State University. Invited speakers with experience in the selection, evaluation, and retention of nonladder stream faculty in the mathematical sciences will share details of the particular institutional difficulties they face and how they solve these problems; similarly, temporary faculty will address issues from their standpoint. Invited speakers will come from a variety of institutions (Research I, four-year comprehensive, two-year colleges), and include at least one adjunct. Typical presentations might address important statistical information regarding an institution's adjunct pool, how to integrate temporary faculty into the intellectual life of a department, and strategies for survival while holding multiple part-time appointments. The session is sponsored by the Joint Committee on Teaching Assistants and Part-Time Instructors (TA/PTI).

Workshop on Training T.A.s, Thursday, 8:30 a.m. to 10:55 a.m., organized by David Manderscheid, University of Iowa. How are T.A. training sessions set up? What are the similarities and differences between such sessions? How can case studies be used to support T.A. training? How might T.A. training compare with preparing your faculty? These issues and others will be discussed. Participants should bring T.A. training materials they might have to this interactive workshop. Panelists will include Solomon Friedberg, Boston College, and Maria S. Terrell, Cornell University. The session is sponsored by the Committee on Graduate Students


Requiring Statistics of Every Mathematics Major: Model Courses, Thursday, 9:30 a.m. to 10:50 a.m., organized by Thomas L. Moore, Grinnell College, and Harriet S. Pollatsek, Mount Holyoke College. The CUPM Guide 2004 recommends that "every mathematical sciences major should study statistics or probability with an emphasis on data analysis." For many years the only course offered for credit toward the major in mathematics was a probability and mathematical statistics course that traditionally taught little, if any, data analysis. While this remains the only option at many schools, there now are courses that can serve as models of what the CUPM recommendation envisions. For this panel discussion, we have invited four innovators to speak about four such courses. This collection of courses will indicate the wide range of course topics that can fit into the CUPM recommendation. Each speaker will describe his or her course and its place within the mathematical sciences curriculum. We will leave ample time for audience discussion. Panelists will be George W. Cobb, Mount Holyoke College, Robin Lock, St. Lawrence University, Deborah Nolan, University of California Berkeley; and Allan J. Rossman, California Polytechnic State University, San Luis Obispo. The session is co-sponsored by CUPM and the SIGMAA on Statistics Education.

National Science Foundation Programs Supporting Learning and Teaching in the Mathematical Sciences, Thursday, 9:30 a.m. to 10:50 a.m., organized by Elizabeth J. Teles, John R. Haddock, and Lee L. Zia, NSF Division of Undergraduate Education; John S. Bradley, NSF Division of Elementary, Secondary and Informal Education; 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.

The Shapes of Sacred Space: The Geometry of Ancient Maya Art and Architecture, organized by Amy Shell-Gellasch, Grafenwoer, Germany, Thursday, 9:30 a.m. to 10:50 a.m. Edwin L Barnhart, Director of Maya Exploration Center, and Christopher Powell, Senior Research Associate of Maya Exploration Center will discuss an exciting new line of research on what is being called “Maya Sacred Geometry”. Based on Powell’s own original research, it will explain how, like the ancient Egyptians and Greeks, the Maya used proportions derived from nature in their art and architecture. Decades of research have failed to produce a Maya “unit of measure” and now Powell’s research finally explains why. Buildings and stone carved panels exhibiting the Golden Proportion, as well as the dynamic proportions of square root rectangles, are now being "discovered" all over the ancient Maya World. Evidence for a still surviving tradition of Maya geometry will also be presented. This session is sponsored by the MAA SIGMAA on the History of Mathematics


How to Interview for Your First Job, Thursday, 2:15 p.m. to 3:35 p.m., organized by David C. Manderscheid, University of Iowa. This session is aimed at Ph.D. students and at recent Ph.D.'s. An overview of the employment process will be given with ample opportunity for participants to ask questions. The emphasis will be on the portion of the employment process from interviewing through accepting an offer. Questions that will be addressed include: How do schools conduct interviews? How can you best prepare for these interviews? How do employers choose to whom they will make offers? How do you negotiate once you have an offer? How do you choose among competing offers? Panelists include Sharon M. Clarke, Pepperdine University; James H. Freeman, Cornell College; David C. Manderscheid; and John A. Vano, University of Wisconsin. The session is cosponsored by the MAA Committee on Graduate Students and the Young Mathematicians Network.

Advice and Admonitions for NSF Projects: What Worked, What Did Not, and What Lessons Were Learned, Thursday, 2:15 p.m. to 3:35 p.m., organized by Tingxiu Wang, Joe Kotowski and Gloria E. Liu, Oakton Community College; and Elizabeth J. Teles, NSF Division of Undergraduate Education. Each year many colleges receive grants from the National Science Foundation for undergraduate projects. Project principal investigators (PIs), coprincipal investigators (co-PIs), and project personnel must have successful stories, as well as failures or cautions when they implemented the projects. This session is to share their experiences. Panelists will discuss how they implemented their projects, what worked, what did not and what lessons they learned. An NSF officer will talk about grant opportunities and project management. This session specially welcomes audience participants who have implemented or are implementing NSF projects and others who are interested in applying for NSF and other grants. Panelists include Shirley B. Gray, California State University-Los Angeles; Deborah Hughes-Hallett, University of Arizona; David A. Smith, Duke University; Ignatios E. Vakalis, Capital University; Sharon Cutler Ross, Georgia Perimeter College; and Philip D. Wagreich, University of Illinois-Chicago.


You Have a Job, Now What? Professional Development Opportunities, Thursday, 3:50 p.m. to 5:10 p.m., organized by Kimberly A. Roth, Wheeling Jesuit University; Joshua D. Laison Colorado College; and Sarah Ann Stewart, Belmont University. Once you start at a new job, it is important to keep professionally active. Panelists will discuss how to find professional development activities and the particular ones they are involved with. The session will be useful to both people starting jobs and people who hope to find one soon. The goal is to alert individuals of the wealth of opportunities available to help recent graduates in their professional development. Cosponsored by the Young Mathematicians' Network.

The Great Pi/e Debate, Thursday, 4:00 p.m. to 4:45 pm, organized by Colin C. Adams and Thomas Garrity, Williams College. We will settle once and for all the burning question that has plagued mathematics from time immemorial: "Which is the more important number, e or pi?" In this gloves off no-holds-barred debate, the adversaries will use any means, legal or otherwise, to prove their point. Moderated by Edward B. Burger, Williams College, this event could have the historical significance of the Edict of Nantes, the Yalta conference, the Kennedy-Nixon debates, or possibly, the invention of microwave popcorn. Or perhaps not, but just in case, you don't want to miss it.


Getting Started in Mathematical Biology, Friday, 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. This panel focuses on how early career faculty can get started in research in mathematical biology. The panelists will address issues such as how to switch fields and still meet tenure requirements, how to develop a new course in mathematical biology, and opportunities in mathematical biology available to visiting faculty. Panelists include Laurie J. Heyer, Davidson College; Janet L. Anderson, Hope College; Carl C. Cowen, Indiana University-Purdue University Indianapolis; and Jonathan E. Rubin, University of Pittsburgh. The session is sponsored by MAA-Project NExT.

Undergraduate Career Paths in Mathematics, Friday, 9:00 a.m. to 10:20 a.m., organized by James E. Hamblin, Shippensburg University, and John A. Vano, University of WisconsintoMadison. What good is an undergraduate mathematics degree in the job marketplace? What kinds of mathematical careers are there? What should you do now to increase your chances of getting the best job when you graduate? The panelists will discuss the various careers and options available to today's undergraduate students. Cosponsored by the Young Mathematicians' Network.


Integrating Math with Other Disciplines, Friday,10:45 a.m. to 12:05 p.m., organized by Jenna P. Carpenter, Louisiana Technical University. There is a growing interest in integrating mathematics content and concepts in other disciplines in an effort to enhance students' ability to grasp the inherent connections. This panel session will feature four successful NSF-funded programs that have developed modules, courses, and even entire sequences of math courses, which focus on the integration of math and a variety of other disciplines. Panelists will summarize their programs highlighting challenges and successes. This will be followed by a question and answer session to allow interested attendees the opportunity to explore how they might implement integrated learning experiences at their own institutions. Examination copies and/or handouts of project overviews, sample curricular materials, websites and other dissemination products will be made available for participants. Panelists include Sheldon P. Gordon, SUNY at Farmingdale; Gary W. Krahn, U.S. Military Academy; Eric S. Marland, Appalachian State University; and Bernd S. Schroeder, Louisiana Technical University.

Proposal Writing Workshop for Grant Applications to the NSF Division of Undergraduate Education, Friday, 10:45 a.m. to 12:05 p.m., organized by Elizabeth J. Teles, John R. Haddock, 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. This interactive session will feature a series of "read/think/share/report" exercises built around a series of short excerpts from sample proposals.


Teaching a Course on Women and/or Minorities in Mathematics, Friday, 1:00 p.m. to 2:20 p.m., organized by Therese L. Bennett, Southern Connecticut State University, and Sarah J. Greenwald, Appalachian State University. Courses about women and minorities in mathematics can be taught in a variety of ways. The content level ranges from including a great deal of mathematics, to critical studies of the available statistical research, to historical, sociological, and feminist perspectives. The interdisciplinary nature of these courses lends itself to offerings in mathematics, philosophy, women's studies, and education departments. In this session, panelists who have themselves created and taught such a course will discuss the content, structure, and methods of student evaluation, and will give suggestions for successful implementation. Panelists include Sarah J. Greenwald; John H. Kellermeier, Tacoma Community College; Helen Moore, American Institute of Mathematics; and Bonnie J. Shulman, Bates College. The session is cosponsored by the Association for Women in Mathematics.

Scholarship Scenarios, Friday, 1:00 p.m. to 2:20 p.m., organized by David J. Lutzer, The College of William and Mary. By reviewing faculty handbooks of various colleges and universities, one finds that the broad areas of activities for faculty participation is often teaching, scholarship, and service instead of the more traditional triad of teaching, research, and service. This panel discussion will focus upon several models of defining scholarship. The session is sponsored by the Committee on the Profession.


Young Mathematicians' Network/MAA-Project NExT Poster Session, Friday, 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 to submit abstracts for this 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,, or Kenneth A. Ross,, by Friday, December 9, 2005.

AMATYC's Beyond Crossroads: Implementing Standards-Based Mathematics Instruction, Friday, 2:30 p.m. to 3:50 pm, organized by Susan S. Wood, J. Sargeant Reynolds Community College. A primary focus of the new Beyond Crossroads document from the American Mathematical Association of Two-Year Colleges (AMATYC) is implementation. A new set of implementation standards in Beyond Crossroads builds on the standards for intellectual development, content, and pedagogy from the 1995 Crossroads to guide the professional practice of mathematics faculty. The implementation standards address: student learning and the learning environment, assessment of student learning, curriculum and program development, instructional strategies, and professionalism. Throughout the review, response, and revision cycles of the various drafts of Beyond Crossroads (in which MAA has played a significant role), the theme of embracing change by faculty, departments, and institutions has emerged. This theme is key to implementing standards for the teaching and learning of mathematics. At this session, panelists will discuss standards-based mathematics teaching, implementing the standards, and the change process. Connections will be made between Beyond Crossroads and the CUPM Curriculum Guide. Panelists include Susan S. Wood; Richelle M. Blair, Lakeland Community College; Kathy A. Mowers, Owensboro Community and Technical College; and William E. Haver, Virginia Commonwealth University.


What Business Looks for in New Hires, Friday, 2:30 p.m. to 3:50 p.m., organized by Donald B. Small, U.S. Military Academy. The city of San Antonio recognized that college algebra was a key barrier to residents obtaining a college degree. (City-wide, approximately 55% of the college and university students either fail or withdraw from college algebra.) In 2003, at the urging of the Economic Council, the mayor of San Antonio formed a San Antonio College Algebra Consortium with representatives from the city's nine colleges/universities. The goal was to set goals and priorities for college algebra courses to increase student success. An outgrowth of this effort was the establishment of Project BRIDGE (Bringing together Resources from Industry, Development, Government, and Education) to build and sustain dialogue between the business and education communities toward improving the mathematics and science education for the city's emerging work force. The panelists, business/community participants in San Antonio's Project BRIDGE, will discuss the mathematical skills and attitudes that are important to their businesses, e.g., problem solving, communications, willingness to take risks, ability to learn on their own, and comfort in facing new situations. Panelists include Anthony Edwards, San Antonio City Public Service, Vice President of Community Programs; Sandra Martinez, Kelly Aviation Center; Steve Bryant, Zachry Construction Company; and Frances Gonzalez, Assistant City Manager of the City of San Antonio.

Current Issues in Actuarial Science Education, Friday, 5:45 p.m. to 7:15 p.m., organized by Bettye Anne Case and Steve P. Paris, Florida State University, and Matthew J. Hassett, Arizona State University. Several actuaries and actuarial educators will speak. In addition to information about helping students meet the requirements of the new exams, there will be information about accreditation considerations followed by a question session. Refreshments will be provided.


Session for Chairs: Building Bridges, Saturday, 9:00 a.m. to 10:20 a.m., organized by Catherine M. Murphy, Purdue University Calumet, and Daniel P. Maki, Indiana University. Building interdisciplinary programs/courses requires knowledge of the needs of the partner disciplines. The Curriculum Foundations Project, Voices of the Partner Disciplines, provides significant amounts of such information. Susan L. Ganter, Clemson University, and William E. Haver, Virginia Commonwealth University, will talk to chairs about ways to use such information at the local level and about a new initiative to expand the project to social science disciplines.

Electronic Homework Systems, Saturday, 9:00 a.m. to 10:20 a.m., organized by Michael D. Hvidsten, Gustavus Adolphus College, and Bruce W. Yoshiwara, Los Angeles Pierce College. Panelists will discuss the current state and the possible future of various electronic homework grading systems, including Drill, WeBWorK, MapleTA, and MyMathLab. Topics of discussion will include costs, hardware/software requirements, course management, authoring of new problems, and standards for exercise databases. Panelists include Irene Doo, Austin Community College; Vadim V. Ponomarenko, Trinity University; Amelia Taylor, St. Olaf College; and John W. Jones, Arizona State University. The session is sponsored by the Committee on Technologies in Mathematics Education.


Transitioning into Graduate School, Saturday, 9:00 a.m. to 10:20 a.m., organized by Dov N. Chelst, DeVry University, and Heather Ames Lewis, Nazareth College. Entering graduate school can be an exciting time but it can also be difficult. You may know many of your fellow students, only a few, or none at all. You may be unsure what classes to take, how the classes will be run, and what you need to do to keep up. You may have an advisor in mind, or you may have no idea and not even be sure when you should start looking. This panel discussion will look at what you can expect when you start graduate school and what you can do to make the change from undergraduate to graduate student as smooth as possible. Cosponsored by the Young Mathematicians' Network.

Special Mathematical Outreach Programs, Saturday, 9:00 a.m. to 11:00 a.m., organized by Elizabeth G. Yanik, Emporia State University; Jennifer Hontz, Meredith College; and Kathleen A. Sullivan, Seattle University. This poster session is designed to highlight successful programs which encourage underrepresented populations in mathematics. It is expected that posters representing a wide variety of programs will be displayed. Possible programming formats include after-school clubs, special conferences, mentoring programs, and summer camps. Recipients of Tensor Foundation grants as well as the NSF's Research on Gender in Science and Engineering grantees might be particularly interested in sending in a poster proposal. Those who are in the process of constructing an outreach program are also welcome to submit a poster proposal. Applications should be submitted to Betsy Yanik,, by Tuesday, December 5, 2005.


Mathematics and Biology 2010: Building Connections, Saturday, 1:00 p.m. to 2:20 p.m., organized by Elton Graves, Rose-Hulman Institute of Technology, and John R. Birge, University of Chicago. This session will consist of a panel discussion by two sets of innovators who have worked to integrate courses in mathematics and biology. The session is intended to help mathematicians and biologists find ways to interact and create courses which meet the needs of both biology and mathematics undergraduate students. Each group of panelists will present ideas they have developed and used to integrate the two fields of study. An extended question and answer period will follow the presentations to allow ample time for attendees to ask questions and discuss the ideas presented by the panelists. We strongly encourage mathematicians to invite their biologist colleagues to attend this session. Panelists include John R. Jungck, Beloit College; Lisette de Pillis and Steve Adolph, Harvey Mudd College; and Daniel P. Maki, Indiana University.

Topics of Ethics in Mathematics, Saturday, 1:00 p.m. to 2:20 p.m., organized by Brian Birgen, Wartburg College; Karrolyne Fogel, California Lutheran University; and Walter Whiteley, York University. Increasingly, mathematics departments in colleges and universities are tasked with introducing students to ethical issues in our profession. At the same time, mathematicians are increasingly working in interdisciplinary teams, where professional ethics are an essential aspect of the work. Yet when pressed, many mathematicians and mathematics educators refer only to issues of plagiarism and the use of mathematics in military situations. This panel discussion aims to start a conversation about a larger collection of ethical issues concerning the professional lives of mathematicians and the use of mathematics. Panelist include Mariah Birgen, Wartburg College; Lee Lorch, York University; and Walter Whiteley.


Algebra at Various Levels: How Does It Differ? Saturday, 1:00 p.m. to 2:20 p.m., organized by Bernard L. Madison, University of Arkansas, and Susan L. Forman, CUNY Bronx Community College. The study of algebra occurs throughout U.S. education, from elementary school through graduate school. In particular, several courses in algebra span the high school to college years, and enrollments in these courses constitute a major fraction of all enrollments in U.S. secondary and collegiate education. In addition to this large presence, student difficulties with school and college algebra and the uncertain role of technology have prompted increased scrutiny of why and how algebra is taught. This session, sponsored by the MAA Committee on Articulation and Placement (CAP) and led by a panel representing Kto12 schools and two- and four-year colleges, will explore how and why algebra differs at the various levels in school and college. Panelists include Bonnie Gold, CAP member, Monmouth University; Cathy L. Seeley, NCTM President, University of Texas at Austin; Bernard L. Madison, CAP chair; Sheldon P. Gordon, CAP member, SUNY at Farmingdale.

Projects Supported by the NSF Division of Undergraduate Education, Saturday, 1:00 p.m. to 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.


Mathematical Circles: A Demonstration, Saturday, 2:30 p.m. to 4:50 p.m., organized by Zsuzsanna Szaniszlo, Valparaiso University. Gifted and talented students are in need of mathematics programs geared to their level and curiosity. In order to attract these students to the profession mathematicians have to take a leading role in developing and organizing such programs. This session is aimed at popularizing the practice of mathematical circles to the community. In mathematical circles interested middle school or high school students learn about topics not traditionally covered in the classroom. The gatherings are lively discussions of mathematical ideas, where the students discover new areas of mathematics. These high-quality programs could be easily duplicated all over the country. This session will be a demonstration of such a program. Local high school students will participate in a discussion lead by Paul A. Zeitz, University of San Francisco. The demonstration will last for about 90 minutes; a discussion, and question and answer session will follow. Panelists include Paul A. Zeitz and Zsuzsanna Szaniszlo.

Mathematicians Involved in School Mathematics, Saturday, 2:30 pm. to 3:50 p.m., organized by Roger E. Howe, Yale University, and Alan C. Tucker, SUNY Stony Brook. This panel discussion by prominent activists in the field focuses on several efforts underway nationally and at the state level to involve mathematicians in school mathematics reforms. Other panelists include Richard J. Schaar, Texas Instruments, R. James Milgram, Stanford University, Johnny W. Lott, University of Montana.


Models for a One-Semester Course in Discrete Mathematics, Saturday, 2:30 p.m. to 3:50 p.m., organized by William A. Marion, Valparaiso University. In June 2003 a SIGCSE Committee on the Implementation of a Discrete Mathematics Course was formed. The charge to the committee was to provide models for a one-semester course that will meet the basic needs of undergraduates in a computer science program: CC2001 Task Force Report. After preliminary discussions and surveys sent to math and computer science faculty were analyzed, the committee has developed two models: one, a math-focused model and the other, a computer science-focused model. The emphasis is on building a coherent one-semester course rather than covering all of the topics recommended in the report. Included are goals for the course, core topics covered with number of hours to be devoted to each, a sampling of appropriate textbooks, and topics to be covered elsewhere. Panelists include William A. Marion; Susanna S. Epp, DePaul University; and Gerald W. Kruse, Juniata College. The session is sponsored by the MAA Committee on Math Across the Disciplines.

Presentations by Teaching Award Recipients, Saturday, 2:30 p.m. to 4:00 p.m., organized by MAA Secretary, Martha J. Siegel, Towson University, and moderated by MAA President, Carl C. Cowen, Indiana University Purdue University Indianapolis, MAA President. Winners of the Deborah and Franklin Tepper Haimo Awards for Distinguished College or University Teaching will give presentations on the secrets of their success.


Developing Standards for College Algebra, Sunday, 9:00 a.m. to 10:20 a.m., organized and moderated by Norma M. Agras, Miami Dade College, and William C. Bauldry, Appalachian State University. The moderators will discuss the draft Standards for College Algebra that is being developed by CRAFTY. The current draft calls for an applications/modeling approach, problem solving, communication skills, and use of technology. Copies of the draft will be distributed to those in attendance. Comments, suggestions, and concerns will be solicited. The session is sponsored by the MAA CUPM Subcommittee on Curriculum Renewal Across the First Two Years (CRAFTY).

Calculus for Those Students Who Have Had Calculus, Sunday, 1:00 p.m. to 2:20 p.m., organized by Jack A. Picciuto and Barbra Melendez, U.S. Military Academy. Many students arrive at college having already received credit for a year of calculus in high school. These students are potentially our best mathematics students. Through standardized testing or onsite validation methods, many of them are placed in a traditional calculus II or III or in some form of advanced/accelerated calculus. Unfortunately, due to a variety of factors, the majority of these placements do not lead students into SMET programs. Can we do better? Can we develop programs that will encourage students to expand on rather than just repeating their high school calculus backgrounds? Our panel will moderate an open dialogue of ideas on this and other related topics. Panelists include Bernard L. Madison, University of Arkansas; Mike Huber, U.S. Military Academy; Michael Starbird, University of Texas; and David M. Bressoud, McAlester College.


Evaluating Curricular Effectiveness: Judging the Quality of Kto12 Mathematics Evaluations, Sunday, 1:00 p.m. to 2:20 p.m., organized by Vicki Stohl and David Mandel, Mathematical Sciences Education Board, The National Academies. The Mathematical Sciences Education Board has completed a comprehensive review of evaluations of nineteen mathematics curriculum materials. An interdisciplinary committee of mathematicians, mathematics educators, and methodologists was charged to:

* Evaluate the quality of the evaluations of thirteen NSF-supported and six commercially generated mathematics curriculum materials;

* Determine whether the currently available data are sufficient for evaluating the efficacy of these materials, and if not

* Develop recommendations about the design of a project that could result in the generation of more reliable and valid data for evaluating these materials.

The committee collected almost 700 studies, reached a determination on the quality of the available evidence, identified the weaknesses in much of the current work, and advanced a framework for conducting rigorous studies and reaching scientifically valid findings. A synthesis of these findings and their implications for the field will be the focus of this symposium. Panelists include Jere Confrey, Committee Chair, Washington University in St. Louis; Carlos Castillo-Chavez, Arizona State University; and Donald G. Saari, University of California, Irvine. The session will be moderated by David Mandel.


MAA Student Research Programs, Sunday, 1:00 p.m. to 2:20 p.m., organized by William Hawkins Jr., MAA and University of the District of Columbia, and Robert E. Megginson, University of Michigan. The MAA supported small research teams of a faculty member and four minority undergraduates at twelve sites in the summer of 2005 with funds from NSF, NSA, and the Moody's Foundation. Grant recipients will give presentations about their projects and their students' work. There will be ample time for discussion and questions. More information about the MAA National Research Experience for Undergraduates Program (NREUP) can be found at Sponsored by MAA-SUMMA (Strengthening Underrepresented Minority Mathematics Achievement).

Reunion of Participants in Refocused College Algebra Programs, Sunday 2:30 p.m. to 3:50 p.m., organized by Donald B. Small, U.S. Military Academy. Participants will describe their experiences in refocusing their college algebra courses including grade results and student reactions. Participants will describe small group activities/projects they assigned and how they incorporated developing communication skills into their program. All who are interested in college algebra reform are invited to participate. Panelists include Laurette B. Foster, Prairie View A&M University, and William E. Haver, Virginia Commonwealth University. The session is sponsored by the MAA CUPM Subcommittee on Curriculum Renewal Across the First Two Years.


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