Project NExT Events
Project NExT Workshop, Wednesday–Saturday, 8:00–6:00 pm.
The following sessions of the Project NExT Workshop will take place in the Project NExT Workshop room and are open to all registered JMM participants:
Project NExT Panel: The Research and Teaching Pendulum: Finding a Stable Equilibrium, organized by Benjamin Linowitz, Oberlin College; Alicia Machuca, Texas Women’s University; Chad Mangum, Niagara University; and Suzanne O'Regan, North Carolina A&T State University; Wednesday, 9:45-11:00 am. One of the most challenging aspects of an academic career is finding a balance between the numerous ongoing responsibilities expected in a faculty position, particularly between the two most prominent: research and teaching. Panelists from a range of institution types will discuss practical strategies they have found useful (and some to avoid!) in order to maintain a practicable "equilibrium" among these duties. There will be sufficient time for the audience to ask questions and seek advice for their own situations. Panelists are Judy Day, University of Tennessee, Allison Henrich, Seattle University; T. Christine Stevens, American Mathematical Society; and Cristina Villalobos, University of Texas Rio Grande Valley.
Project NExT Panel: How to Successfully Enhance Cultural Diversity in the Mathematics Classroom and Beyond, organized by Ben Gaines, Iona College; Rosemary Guzman, University of Illinois at Urbana-Champaign; Terrance Pendleton, Drake University; and Margaret Rahmoeller, Roanoke College; Wednesday, 3:15-4:30 pm. A diverse student population brings many benefits, providing different perspectives and a richer classroom dialogue, but just how diverse are our classrooms? In this session we discuss some ways to help bring traditionally underrepresented groups into our schools, our classes, our majors, and our faculty. We will talk about some of the specific problems faced when the general student population lacks diversity and how a diverse faculty can help attract minority students into a program. We will also discuss strategies we can take as teachers and mentors to address students from all backgrounds in our classes, and help them to succeed and feel welcome. This will include a look at how stereotype threat is negatively impacting the number of STEM majors, and some ways we can identify and counteract this. Presenters are Adriana Salerno, Bates College; Darryl Yong, Harvey Mudd College; and Rick Laugesen, University of Illinois at Urbana-Champaign.
Project NExT Panel: Activities for Contextualizing Mathematics in Undergraduate Courses, organized by Eric Hanson, Texas Christian University; Sarah Nelson, Lenoir-Rhyne University; Hwayeon Ryu, University of Hartford; and Ivan Ventura, California State Polytechnic University, Pomona; Thursday, 9:30-10:45 am. Have you ever seen students breeze through your mathematics class(es), only to find that they stumble when encountering related concepts and applications in courses from other disciplines? Many students believe mathematics lives in its own bubble, and subsequently they may have trouble transferring their mathematical knowledge to new contexts. The aim of this session is to provide concrete examples of in-class activities that can be incorporated into existing mathematics classes to help students begin applying their mathematical knowledge to solve problems in other fields. The session will include time to discuss the activities and new ways to align our teaching with concepts from other disciplines. Presenters are Chad Topaz, Macalester College and Dawn Archey, University of Detroit Mercy.
Project NExT Lecture on Teaching, Thursday, 11:10 am–12 noon, will be given by Daniel Goroff, Sloan Foundation on Behavioral and Bayesian Approaches to Classroom Decision Making.
Project NExT Workshop: Technology for Teaching: GeoGebra Implementation for the Calculus Sequence, organized by Ibukun Amusan, Kentucky State University; Shihwei Chao, University of North Georgia; Nicole Panza, Francis Marion University; and Na Yu, Lawrence Technological University; Friday, 9:55-11:10 am. Technology provides students the opportunities to visually explore the characteristics of mathematical objects in an interactive way. In this hands-on workshop, the use of GeoGebra at different course levels is explored. GeoGebra is a freely available open-source mathematics software with the ability to explore geometry, algebra, statistics, and calculus. This workshop will particularly focus on the implementation of GeoGebra in two ways: the 2D visualization of Calculus I and the 3D visualization for Calculus III. It is encouraged that participants bring their own laptops and have downloaded GeoGebra prior to the start of the workshop. Presenters are Gabriela Dumitrascu, Eastern Michigan University and Constantin Dumitrascu, Adrian College.
Project NExT Session: Alternative Assessment Techniques for the Active Classroom, organized by James Hammer, Cedar Crest College; Gabriel Sosa Castillo, Amherst College; Katherine Vance, Simpson College; and Mami Wentworth, Wentworth Institute of Technology, Friday, 1:00-2:15 pm. Active learning pedagogies are becoming more popular in our classrooms and are having a positive effect on student learning outcomes. Are there alternatives to traditional assignments and tests that are better suited for these active classrooms? In this session, we will explore alternative assessment tools and how to relate them to active learning classrooms. The session will consist of demonstrations from a panel of experienced community members and discussion opportunities to share and learn from others. Presenters are David Bressoud, Macalester College; Kathleen Heid, Penn State University; Alan Knoerr, Occidental College; and Sandra Trowell, Valdosta State University.
Project NExT Session: Surviving and Thriving in Your First Course using Active Learning Techniques, organized by Leesa Anzaldo, University of Wisconsin-Madison; Sarah Hanusch, SUNY Oswego; Scott Hottovy, United States Naval Academy; and Ben Wilson, Stevenson University, Saturday 10:45 am -12:00 pm. Your first time teaching a course using active learning techniques can be intimidating. In this session, participants will visit stations and learn how to structure a semester-long course around active learning. Several methods will be represented, such as implementing a flipped classroom and inquiry-based learning. Participants will have the opportunity to speak with experienced practitioners who will share their advice and resources for planning such a course. The stations will also address challenges such as finding materials, interacting with students, managing class time, and reacting to the unexpected. Presenters are Martha Byrne, Sonoma State University; Randall Crist, Creighton University; Eric Hsu, San Francisco State University; Thomas LoFaro, Gustavus Adolphus College; and Amanda Sutherland, Shenandoah University.
Reception - See details about the reception on Friday in Social Events.