JMM 2018
 

Project NExT Activities

Project NExT Workshop, Wednesday–Saturday, 8:00–6:00 pm.

Wednesday

Project NExT Panel: Creating Meaningful Classroom Activities to Deepen Student Learning, organized by Rene Ardila, Grand Valley State University, Emi Kennedy, Hollins University, Erica Shannon, Pierce College, and Shawnda Smith, CSU Bakersfield; Wednesday, January 10, 9:45-11:00 am. How can teachers design active learning experiences that lead students to the heart of challenging concepts? There is an increasing amount of research-based evidence that well-constructed classroom activities enhance student engagement and understanding. It can be challenging for instructors to ensure that these activities are deep, rich, and meaningful. This session will feature experts from different areas of the active learning spectrum (tactile learning, IBL, etc.), who will demonstrate how to develop and personalize these activities and describe the process of creating them.  The presenters will also share some of their own experiences with refining activities for which the first implementation didn’t meet expectations.  Panelists are Dana Ernst, Northern Arizona University, Jessica Libertini, Virginia Military Institute, and Ji Son, CSU Los Angeles.

Thursday

MAA Project NExT Lecture on Teaching and Learning, Thursday, 11:10 am–12 noon, will be given by Jo Boaler, Stanford University, Changing mathematical relationships and mindsets: how all students can succeed in mathematics learning.

Project NExT Panel: Incorporating Coding into All Levels of the College Math Curriculum, organized by Sara Clifton, University of Illinois, Michael Kelly, Transylvania University, Alicia Marino, University of Hartford, and Paul Savala, Whittier College; Thursday, January 11, 1:50-3:05 pm.  There are many benefits to incorporating coding into math classes: students begin to think algorithmically about mathematics, students learn a transferable skill, and the courses can include more real-world, data-driven problems. However, bringing programming into the math curriculum, from non-major classes through upper-level math courses, presents challenges. This panel will address these challenges and offer advice and resources for successfully integrating programming into all levels of the math curriculum. There will be sufficient time for the audience to ask questions specific to their teaching context.  Panelists are Eric Sullivan, Carroll College, Jade White, High Tech High, Will Cipolli, Colgate University, and Suzanne Lenhart, University of Tennessee.

Project NExT Panel: Assessing and Addressing Diverse Mathematical Backgrounds in the Classroom, organized by Sungwon Ahn, Roosevelt University, Angelynn Alvarez, SUNY Potsdam, Kevin Gerstle, Oberlin College, and  Emily Herzig, Texas Christian University; Thursday, January 11, 3:10-4:20 pm.  Oftentimes, undergraduate-level math and statistics courses comprise students with varied mathematical backgrounds and experiences.  How can instructors bridge the gap between diverse student strengths to create a welcoming learning environment for all students?  In this session, panelists will share their experiences, challenges, and proven techniques for engaging the entire classroom and helping all students succeed, regardless of their previous academic upbringing.  The panel will discuss what mathematical diversity might look like, how to measure it, and how to structure group work, lectures, and assessments to accommodate it.  The session will begin with an introduction from each panelist briefly describing their experiences working with academically diverse student bodies, and then open for audience questions to the panel.  Panelists are Judy Holdener, Kenyon College, Kristin Camenga, Juniata College, Edray Goins, Purdue University, Anthony Rizzie, University of Connecticut, Adam Giambrone, University of Connecticut, Cynthia Flores, California State University, Channel Islands, and Michael Young, Iowa State University.

Friday

Project NExT Panel: You Can Lead a Horse to Water…: Nurturing Motivation in the Classroom, organized by Kyle Golenbiewski, University of North Alabama, Emily Olson, Millikin University, Marcos Ortiz, Grinnell College, and Scott Zinzer, Aurora University; Friday, January 12, 9:55-11:00 am.  Even well-crafted plans and activities may fail to engage undergraduate students who enter the classroom with little or no motivation to understand the mathematical concepts set before them. What can instructors do to address this? This interactive panel brings together experienced mathematics faculty to offer insights and advice for engaging undermotivated students in the context of lower-division mathematics courses. Scenarios and strategies will be discussed, and questions will be welcome.  Panelists are Suzanne Dorée, Augsburg University, Jacqueline Jensen-Vallin, Lamar University, and Steven Schlicker, Grand Valley State University.

Project NExT Panel: Incorporating Social Justice Projects into the College Mathematics Curriculum, organized by Marko Budisic, Clarkson University, Kaitlin Hill, University of Minnesota, Natalie Hobson, Sonoma State University, and Bianca Thompson, Harvey Mudd College; Friday, January 12, 3:40-5:05 pm.  This session aims to demonstrate how the college mathematics curriculum can be used as a vehicle for social justice.  It will provide a starting point for instructors wishing to implement social justice work with their students. Through group activities, the speakers will share their experiences with implementing social justice projects in college math courses. Conversation will center around the following topics: (a) feasibility of social justice projects in upper-level mathematics courses; (b) aligning mathematical and social justice objectives; (c) logistics, preparation, and first steps of projects; and (d) evaluating the progress and social justice impacts of projects. The session will conclude with a Q&A period for audience and speakers to discuss concerns and resources that emerge during the activities.  Panelists are Karl-Dieter Crisman, Gordon College, Lily Khadjavi, Loyola Marymount University, and Aditya Adiredja, University of Arizona.

See details about the reception on Friday in Social Events.

Saturday

Project NExT Panel: Technological Perspectives: Re-evaluating Teaching and Learning in the Digital Age, organized by Adelaide Akers, Emporia State University, Marggie Gonzalez, University of Puerto Rico Mayaguez, Kenji Kozai, Rose-Hulman Institute of Technology, and Quinn Morris, Swarthmore College; Saturday, January 13, 8:30-9:45 am.  The incorporation of digital tools into mathematics classrooms and courses is no longer a new idea.  However, challenges arise as the number of digital resources available to students increases in both quantity and quality.  In this session, we move beyond the incorporation of technology in the classroom and discuss paradigmatic shifts in the way we encourage (or discourage) the use of digital resources by our students given the ubiquity of such resources.  Panelists will briefly present new ideas on leveraging digital tools inside and outside the classroom, and participants will have the opportunity to explore a particular topic in focused group discussions.  Panelists are Rob Beezer, University of Puget Sound, Eli Luberoff, Desmos, and Matt Boelkins, Grand Valley State University.

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