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
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 Powells
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 Powells 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
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'
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, firstname.lastname@example.org, or Kenneth
A. Ross, email@example.com, 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
* Evaluate the quality of the evaluations of thirteen
NSF-supported and six commercially generated mathematics curriculum
* 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 http://www.maa.org/nreup. 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