The MAA Committee on Sessions of Contributed Papers solicits papers pertinent to the sessions listed below. Any paper that fits the subject of one of the themed sessions should be submitted directly to that session. All others should be submitted to the general sessions, which will accept abstracts in all areas of collegiate mathematics, mathematical pedagogy, and the undergraduate mathematics curriculum. Presentations in the themed sessions are normally 15 minutes in length while presentations in the general sessions are limited to 10 minutes each.

Each participant may make **at most** one presentation in an MAA Contributed Paper Session, either a presentation in one of the themed sessions or a presentation in one of the general sessions (exclusive or). If a paper cannot be accommodated in the themed session for which it was submitted, it will automatically be considered for the general contributed paper sessions. The session rooms are equipped with computer projectors and screens. Please note that the dates and times scheduled for these sessions remain tentative. Questions concerning the submission of abstracts should be addressed to abs-coord@ams.org. Abstracts may be submitted electronically at jointmathematicsmeetings.org/meetings/abstracts/abstract.pl?type=jmm.

**The deadline for submission of abstracts is Tuesday, September 25, 2018**.

* Approaches to Mathematics Remediation in Baccalaureate-Granting Institutions*, organized by

This session seeks scholarly presentations that address developmental mathematics at the baccalaureate level from a variety of perspectives that inform program leadership around developmental mathematics curriculum in the baccalaureate context. Presentations may focus on developmental models at a single institution or system-wide efforts (e.g., technology-enhanced, co-requisite, pathways); organizational factors leading to effective implementation of curriculum (e.g., redesigning the learning space, onboarding graduate teaching assistants, leading departmental change). The session also encourages historical or policy research on current external influences on developmental mathematics curriculum in the baccalaureate context. Sponsored by the Committee on the Undergraduate Program in Mathematics.

* Discrete Mathematics in the Undergraduate Curriculum —Ideas and Innovations in Teaching*, organized by

* The EDGE (Enhancing Diversity in Graduate Education) program: Pure and Applied talks by Women Math Warriors*, organized by

* Ethnomathematics: Ideas and Innovations in the Classroom*, organized by

* Formative and Summative Assessment of Mathematical Communication and Conceptual Understanding*, organized by

* Fostering Creativity in Undergraduate Mathematics Courses*, organized by

* Good math from bad: crackpots, cranks, and progress*, organized by

* Humanistic Mathematics*, organized by

* Inclusive Excellence—Attracting, Involving, and Retaining Women and Underrepresented Groups in Mathematics*, organized by

* Incorporating Programming and Computing in the Math Major Curriculum*, organized by

* Inequalities and Their Applications*, organized by

* Infusing Data Science and Big Data into the Statistics Classroom*, organized by

* Innovative Curricular Strategies for Increasing Mathematics Majors*, organized by

* Innovative and Effective Ways to Teach Linear Algebra*, organized by

* Innovative Pathways to Quantitative Literacy*, organized by

* Inquiry-Based Learning and Teaching*, organized by

* Integrated STEM Instruction in Undergraduate Mathematics*, organized by

* Integrating Research into the Undergraduate Classroom*, organized by

* Introducing Mathematical Modeling through Competitions*, organized by

* It’s Circular: Conjecture, Compute, Iterate*, organized by

* MAA Session on Mathematical Experiences and Projects in Business, Industry, and Government (BIG)*, organized by

* Mathematical Themes in a First-Year Seminar*, organized by

**Mathematics and the Arts****,** organized by **Karl Kattchee**, University of Wisconsin—LaCrosse, **Douglas Norton**, Villanova University, and **Anil Venkatesh**, Ferris State, Wednesday morning and afternoon. Learn, explore, and share interactions between mathematics and the arts. If you work in the arts with mathematical themes, if you use mathematics to create art, if you use mathematics and art together in your classrooms, if you explore interactions between mathematics and the arts in some of the usual or in some completely unexpected contexts, or if you want to hear reports of those who do any of the above, you are invited to this session. Just as "mathematics" includes any aspect of the mathematical sciences, "the arts" may be paint, sculpture, fiber arts, print, music, dance, architecture, poetry—from Escher to Oulipo, perspective to origami, fugues to fractals. Sponsored by SIGMAA-ARTS.

* Mathematics and the Life Sciences: Initiatives, Programs, Curricula*, organized by

* Mathematics and Sports*, organized by

* Meaningful Modeling in the First Two Years of College*, organized by

* Open Educational Resources: Combining Technological Tools and Innovative Practices to Improve Student Learning*, organized by

* Philosophy of Mathematics*, organized by

* Research in Undergraduate Mathematics Education (RUME)*, organized by

* Revitalizing Complex Analysis*, organized by

* The Scholarship of Teaching and Learning in Collegiate Mathematics*, organized by

* The Teaching and Learning of Undergraduate Ordinary Differential Equations*, organized by

In addition, contributors should include some discussion of the success of their methods, such as in what ways the activity or method under discussion has improved student learning, retention, or interest in the differential equations course. Sponsored by CODEE (Consortium of Ordinary Differential Equations Educators).

* Technology and Resources in Statistics Education*, organized by

* Touch it, Feel it, Learn it: Tactile learning activities in the undergraduate mathematics classroom*, organized by

* Undergraduate Student TAs in Mathematics*, organized by

* General Contributed Paper Sessions*, organized by

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