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Joint Meetings Returns to San Francisco, Moscone West, January 13 - 16, 2010
Project NExT Sessions

For updated locations, click here; All locations are subject to change

Project NExT (New Experiences in Teaching) is the MAA's professional development program for new and recent Ph.D.'s in the mathematical sciences. Each year, about seventy new faculty are selected as Project NExT Fellows; application information for 2010 - 2011 is available at the Project NExT booth in the exhibit area.

The following sessions were organized by the 1994 - 2005 Project NExT Fellows to address issues of concern to faculty who have four to ten years of teaching experience. All meeting participants are invited to attend.

Teaching Calculus to Students who Have Had AP Calc: Challenges and Solutions, Thursday, 8:00 a.m. - 9:15 a.m., organized by Timothy P. Chartier, Davidson College, and Stephanie Salomone, University of Portland.The population of a college calculus class can range from students who have seen calculus through the AP program to students who are seeing the topics for the first time. Some students have seen a subset of the material of the class. Further, students with AP credit can vary widely in the depth of their mathematical training, from familiarity with the mechanics of calculus to an understanding of the theory behind the mechanics. The AP Calculus program can serve as a springboard into college-level mathematical training for strong mathematical students. At the same time, AP training of calculus students can offer a variety of challenges in the calculus classroom. This session will discuss such challenges and innovative ideas and solutions. Panelists include Michael E. Boardman, Pacific University; David M. Bressoud, Macalester College; Stephen L. Davis, Davidson College; Deborah Hughes-Hallett, University of Arizona; and Francis E. Su, Harvey Mudd College.

Mathematics and Social Justice, Thursday, 2:30 p.m. - 3:45 p.m., organized by Lily S. Khadjavi, Loyola Marymount University, and David T. Kung, St. Mary's College of Maryland. Panelists Shandy Hauk, University of Northern Colorado; Eric Hsu, San Francisco State University; and Lisa Marano, West Chester University, will focus on issues at the intersection of mathematics and social justice. In particular, panelists will discuss three ways in which we, as mathematicians, can address issues of social justice: curricula that focus on social justice issues, programs that focus on social justice within the mathematics world (e.g., Treisman's Emerging Scholars Programs for college students and other efforts to level the playing field within mathematics), and culturally responsive pedagogy and ways to make our classrooms more equitable.

Organizing and Running an Effective Seminar/Capstone Course for Mathematics Majors, Saturday, 2:00 p.m. - 3:15 p.m., organized by Karrolyne Fogel, California Lutheran University, Russell Goodman, Central College, and Thomas Langley, Rose-Hulman Institute of Technology. Many universities have a capstone/seminar course or experience for their mathematics majors, designed to provide a community of mathematics majors with a meaningful experience beyond textbook mathematics. These experiences vary widely from institution to institution depending on student ability and department culture. Panelists Mariah Birgen, Wartburg College; Lipika Deka, California State University-Monterey Bay; Nezam Iraniparast, Western Kentucky University; and Brian Miceli, Trinity University, will describe their departments' courses and support mechanisms, thereby presenting us with a variety of perspectives and ideas on ways to structure a culminating experience.

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