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December 31, 2003

Open Discussion on Beginning-Level Courses, Wednesday, 9:00 a.m. to 10:20 a.m., organized by Donald B. Small, U.S. Military Academy. An explosion of interest in the role of beginning-level courses has arisen within the past few years. The recognition that the large majority of students enrolled in mathematics are in the beginning level courses and the awareness that these courses are not successfully serving a "feeder" function into other mathematics courses has led to questions concerning their roles, content, and pedagogy. Panelists include Norma M. Agras, Miami-Dade Community College, and Bob Mayes, West Virginia University. The panel will be moderated by Jack Bookman, Duke University, and is sponsored by the CUPM Subcommittee on Curriculum Renewal Across the First Two Years (CRAFTY).

Quantitative Literacy Across the Curriculum, Wednesday, 2:15 p.m. to 3:35 p.m., organized by Rick Gillman, Valparaiso University; Kim Rheinlander, Dartmouth University; Emily Decker Larder and Gillie Malnarich, Evergreen State University. Many institutions have made quantitative literacy a priority and are now in the process of changing their curriculum or instituting new requirements to meet that goal. This past summer, two MAA PREP workshops were held at which participants adapted and created QL materials appropriate for their own courses and students, drawing on materials developed at sites across the country. In addition, participants discussed a general framework for quantitative literacy by reading and discussing Mathematics and Democracy and Radical Equations. They developed strategies for assessing the effectiveness of the curricular changes they are promoting. Our panelists, participants from these workshops, will describe their experiences at the Northeast and Northwest PREP workshops on Quantitative Literacy Across the Curriculum. They will describe the programs that they envisioned at the workshops and their experiences at initiating these programs once they returned to their home campuses. The session is sponsored by the CUPM Subcommittee on Quantitative Literacy Requirements.


Service Learning in Mathematics: They Wrote the Book, Wednesday, 2:15 p.m. to 3:35 p.m., organized by Jerry F. Dwyer, Texas Tech University. This session presents descriptions of service learning activities as graded sections of mathematics classes. The organization of these activities and related implementation and grading issues will be discussed. Contributions in all areas of service learning in mathematics are solicited. Presentations related to preservice teacher training are particularly welcome for this session. Panelists include Josh Sabloff, Haverford College; Richard A. Zang, University of New Hampshire at Manchester; Perla L. Myers, University of San Diego; Dana S. Craig, University of Central Oklahoma; and Lida McDowell, University of Southern Mississippi.

Writing Textbooks in Mathematics, Wednesday, 2:30 p.m. to 4:00 p.m., organized by Revathi Narasimhan, Kean University. At some point or another, many of us have thought about writing a mathematics textbook. What does this involve? The panel, composed of experienced authors and acquisitions editors, will discuss various aspects of the textbook writing process, including reasons for writing a textbook, current market trends in textbooks at various levels, writing proposals for a textbook and the editorial process, what editors look for when evaluating a proposal, textbook writing and promotion and tenure issues, and some "nuts and bolts" details of producing a manuscript. There will be time for questions and answers from the audience. Panelists include Lynn Cox, Houghton-Mifflin; J. Douglas Faires, Youngstown State University; William Hoffman, Addison-Wesley; and Dan Kalman, American University. This session was organized by the 1994­99 Project NExT Fellows and is sponsored by MAA Project NExT.


The Impact of Laptop Computers on Classroom Instruction, Wednesday, 3:45 p.m. to 5:05 p.m., organized by Donald B. Small, U.S. Military Academy. Laptop computers are changing many, if not all, aspects of instruction. For example, is hand computation of derivatives and integrals an essential part of a calculus course in which students have laptop computers? What approximation skills are required to validate the output of computer algebra systems? How does the use of laptop computers effect testing? The panelists will discuss curricula impact of students using laptops in the classroom. They will share their experiences and lessons learned. Panelists include Allen Broughton, Rose Hulman Institute of Technology; Michael Huber, U.S. Military Academy; and Jim Rolfe, U.S. Air Force Academy. The session will be moderated by Joseph D. Myers, U.S. Military Academy, and is sponsored by the CUPM Subcommittee on Curriculum Renewal Across the First Two Years (CRAFTY).

NCATE AND THE MATHEMATICS COMMUNITY, Wednesday, 3:45 p.m. – 5:15 p.m., organized by Judith Covington, LSU-Shreveport and Marilyn Hala, NCTM. The purpose of this session is to get feedback from the mathematics community on the proposed new mathematics guidelines for NCATE (National Council for Accreditation of Teacher Education) accreditation. Someone will be present to discuss the new changes and to get feedback from the audience. The panel is sponsored by the MAA Committee on the Mathematics Education of Teachers (COMET) and NCTM.

A Fresh Start for Collegiate Mathematics, Wednesday 4:30 p.m. - 6:00 p.m., organized by Nancy Baxter Hastings, Dickinson College and Sheldon P. Gordon, Farmingdale State University of New York. The MAA has launched a new initiative, in cooperation with NCTM and AMATYC, to refocus the courses below calculus to provide better mathematical experiences to all students. This involves a greater emphasis on conceptual understanding and realistic applications via mathematical modeling. As part of this movement, the MAA is publishing a collection of some 50 articles on different aspects of the issues related to courses such as college algebra and precalculus. Some of the major themes include reforming college algebra, precalculus and related courses, research on student learning, the transition from high school, the needs of other disciplines, implications of technology, implementation issues, and projects that work. In this presentation, the four editors of the volume will present overviews of the issues and the points made by the authors. Panelists include Nancy Baxter Hastings, Dickinson College; Sheldon P. Gordon, Farmingdale State University of New York; Florence S. Gordon, New York Institute of Technology; and Jack Narayan, SUNY at Oswego, who will act as moderator.


The Impact of Technology in Calculus Courses on Long-Term Student Performance and Employment, Thursday, 9:00 a.m. to 10:20 a.m., organized by Susan L. Ganter, Clemson University, and Jack Bookman, Duke University. More than fifteen years after the funding of the first NSF calculus reform projects, there is very little consensus about the degree to which these efforts--and particularly technology--have succeeded in improving the post-calculus achievement of the participating students. This panel will address this issue by discussing results from a multiinstitutional project that includes data for the purpose of comparing the performance of reform and traditional calculus students in courses beyond calculus, examining students prior to graduation from college to determine these students' fundamental notions of calculus, determining the extent to which potential employers value the ideals supported by calculus reform efforts, and training a group of on-site evaluators capable of developing and sustaining a viable evaluation plan on multiple campuses beyond this project. Panelists include Betsy Darken, University of Tennessee at Chattanooga; Elton Graves, Rose-Hulman Institute of Technology; Glenn Ledder, University of Nebraska; and Howard L. Penn, U.S. Naval Academy. The session is sponsored by the CUPM Subcommittee on Curriculum Renewal Across the First Two Years (CRAFTY).

National Science Foundation Programs Supporting Learning and Teaching in the Mathematical Sciences, Thursday, 9:00 a.m. to 10:20 a.m., organized by Elizabeth J. Teles, Calvin L. Williams, Lee L. Zia, NSF Division of Undergraduate Education; John Bradley, NSF Division of Elementary, Secondary and Informal Education; James H. Lightbourne, NSF Division of Graduate 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.


SUMMA Special Presentation, Thursday, 9:00 a.m. to 10:20 a.m., organized by William A. Hawkins Jr., MAA and theUniversity of the District of Columbia. Panelists will discuss programs for increasing diversity among mathematics students. The panel will be moderated by William A. Hawkins Jr., director of the SUMMA (Strengthening Underrepresented Minority Mathematics Participation) program. Panelists include Jong Pil Lee, SUNY College at Old Westbury, and Thomas Martin, California State University at Chico. The panel is sponsored by the MAA Committee on Minority Participation in Mathematics (CMPM). There will be ample time for discussion.

Mentoring New Faculty, Thursday, 9:00 a.m. to 10:30 a.m., organized by T. Christine Stevens, St. Louis University; Joseph A. Gallian, University of Minnesota Duluth; and Aparna W. Higgins, University of Dayton. Panelists Emily Ann Hynds, Sanford University; Jim Lewis, University Nebraska, Lincoln; Catherine M. Murphy, Purdue University Calumet; and Thomas Q. Sibley, Saint John's University, will discuss formal and informal mentoring programs and practices for new faculty offered in their departments. What new faculty desire in the way of mentoring will also be addressed. This session is sponsored by MAA Project NExT.


Undergraduate Programs and Courses in the Mathematical Sciences: A CUPM Curriculum Guide, Thursday, 10:45 a.m. to 12:05 p.m., organized by Harriet S. Pollatsek, Mount Holyoke College, and Susan L. Ganter, Clemson University. The MAA Committee on the Undergraduate Program in Mathematics (CUPM) periodically reviews its curricular recommendations for college and university departments and revises them as needed to fit new circumstances. The 2004 CUPM Curriculum Guide is the first explicitly to address the needs of nonmajors as well as majors. The panelists, William H. Barker, Bowdoin College; David M. Bressoud, Macalester College; Susanna Epp, DePaul University; Susan L. Ganter; and Bill Haver, Virginia Commonwealth University, will describe the new CUPM recommendations and discuss implementation issues. The CUPM Curriculum Guide has been formed by the CRAFTY Curriculum Foundations Project, and from the MAA report CUPM Discussion Papers about Mathematics and Mathematical Sciences in 2010: What Should Students Know?, and other reports, plus focus groups on earlier drafts. Most recently, it was revised based on feedback from MAA committees, individual mathematicians, and professional societies in the mathematical sciences and allied disciplines. The session will be moderated by Harriet Pollatsek and is sponsored by the Committee on the Undergraduate Program in Mathematics (CUPM).


Finding Your Next Job, Thursday, 10:45 a.m. to 12:05 p.m., organized by Chawne M. Kimber, Lafayette College, and David T. Kung, St. Mary's College of Maryland. Panelists will present strategies for conducting a search for a second job. Many angles will be covered, including postdoc to tenure-track, academic to industry, liberal arts college to research institution, and just one job to another. Panelists are: Leigh Lunsford, University of Alabama-Hunstville, Lyn Miller, Slippery Rock University, and Holly Rosson, St. Mary's College of Maryland. The session is cosponsored by the Young Mathematicians' Network and MAA Project NExT.

Assessment in a Refocused College Algebra Program, Thursday, 10:45 a.m. to 12:05 p.m., organized by Donald B. Small, U.S. Military Academy. Refocusing college algebra to emphasize modeling/problem solving, communications skills, and conceptualunderstanding requires changing the focus and means of assessment. The lack of suitable assessment tools and guidelines is often a barrier to implementing change. For example, how does one assess a student's development of modeling/problem solving, communication skills, or conceptual understanding? The speakers will address these particular questions as well as others. Panelists include Alex Fluellen, Clark Atlanta University; Laurette B. Foster, Prairie View A & M University; and Bruce C. Crauder, Oklahoma State University. The panel will be moderated by Norma Agrass, Miami-Dade Community College, and is sponsored by the CUPM Subcommittee on Curriculum Renewal Across the First Two Years (CRAFTY).

Successful Activities for a Math Club, Thursday, 1:00 p.m. to 2:20 p.m., organized by Jennifer M. McNulty, University of Montana, and Janet C. Woodland, University of Arkansas. Undergraduate education can be enhanced through activities outside the classroom. For example, attending a lecture on Ramsey Theory, viewing a movie about chaos, or hearing the experiences of an industrial mathematician. Such events are often inspiring to students. These types of activities are typically sponsored by some type of math club, be it an MAA Student Chapter, a Pu Mu Epsilon Chapter, or university club. In this session activities that have increased student enthusiasm for mathematics are discussed and avenues for future growth are explored. Panelists Jean Bee Chan and Elaine McDonald, Sonoma State University; J. Douglas Faires, Youngstown State University; Donna L. Flint, South Dakota State; Philip K. Hotchkiss, Westfield State College; Timothy R. Ray, Southeast Missouri State University; and Robert S. Smith, Miami University, will share their experiences. Audience participation, both in regard to questions as well as ideas for activities, is encouraged.


Mathematics Education in a Research-Intensive Department: What Makes It Work?, Thursday, 1:00 p.m. to 2:20 p.m., organized by David A. Gay, Deborah Hughes Hallett, William G. McCallum, and Fred Stevenson, University of Arizona. Research mathematicians and mathematics educators at universities have traditionally worked in different colleges. In many cases there was little or no interaction between them. But times are changing. Educators and mathematicians are finding that each has a lot to offer the other. Mathematics faculties are now finding ways of bringing educators into their ranks. This session will focus on examples of how this is being accomplished at several research-intensive universities. The session will begin with an overview of how the collaboration of mathematician and educator has successfully taken root and grown. Panelists Marilyn P. Carlson, Arizona State University; Jim Lewis, University of Nebraska-Lincoln; Joan R. Leitzel, MSEB; William G. McCallum and Fred Stevenson, University of Arizona, will discuss how this has occurred over the past decade at their respective institutions. A national perspective from the MSEB will wrap up the session.

Technology and the Mathematics Major, Thursday, 1:00 p.m. to 2:30 p.m., organized by Ioana Mihaila, California State Polytechnic University at Pomona. There has been much discussion in the mathematical community about changing the traditional mathematics major to reflect new technologies and changing emphases. These changes affect both the standard mathematics curriculum and the way that courses are taught. The panelists will offer their expertise and advice on how to wisely incorporate technology into the math major. The panelists are active mathematicians from academe and from organizations involved in mathematics education and research. This session was organized by the 1994­99 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. Panelists include Bernard W. Banks, California State Polytechnic University, Pomona; Robert J. Lopez, Rose-Hulman Institute of Technology and Waterloo Maple; Olympia E. Nicodemi, State University of New York, Geneseo; and Kathleen G. Snook, Consortium for Mathematics and its Applications. The session is sponsored by MAA Project NExT.

MAA Project NExT and YMN Poster Session, Thursday, 2:00 p.m. to 4:00 p.m., organized by Kevin E. Charlwood, Washburn University, and Kenneth A. Ross, University of Oregon. Project NExT and the Young Mathematicians' Network invite submissions of abstracts for this session. We expect to accept thirty posters from different areas within the mathematical sciences. Only trifold, self-standing 48" by 36" tabletop posterboard will be provided. Additional material or equipment is the responsibility of the presenters. Applications should be submitted to Kevin Charlwood,, or Kenneth Ross,, by December 9, 2003. This session is sponsored by the Young Mathematicians' Network and MAA Project NExT.


The Undergraduate Mathematical Statistics Sequence, Thursday, 2:40 p.m. to 4:00 p.m., organized by Carolyn K. Cuff, Westminster College. A two-course sequence in mathematical probability and statistics has traditionally been part of the mathematics major. Computer technology, AP Statistics, courses in the concepts of statistics, demands of industry, and graduate school admission requirements may necessitate changes in these courses. Panelists Matthew J. Hassett, ASA, AdvancePCS; Elliot A. Tanis, Hope College; Douglas A. Wolfe, The Ohio State University; and Deborah Nolan, UC Berkeley, will present their perspective on the current and future relevance of the sequence. The session will be moderated by Allan J. Rossman, California Polytechnic State University at San Luis Obispo, and is sponsored by the MAA SIGMAA on Statistics Education.

The History of Applications in Teaching Undergraduate Mathematics: 1950­2000, Thursday, 2:40 p.m. to 4:00 p.m., organized by Joseph Malkevitch, York College, CUNY; Walter Meyer, Adelphi University; and Jack Winn, SUNY at Farmingdale. Today one often finds applications in undergraduate mathematics courses,but it wasn't always so. This panel will discuss how and why the greater emphasis arose. Questions will include: What were the major milestones in bringing about the change? What were the reasons behind the push toward applications? Did new ideas in research influence the changes at the undergraduate level? Was it an internal development in pedagogy? Did factors outside mathematics (such as developments in other disciplines, perceived national needs, the role of mathematics in World War II, Sputnik, NSF policies, the availability of computers, changes in the student body, or the "relevance" movement of the 60s) have an influence? Was the change uncontroversial? Is there more or less distinction between mathematics and applications today? Panelists drawn from both the teaching and research communities include Peter D. Lax, Courant Institute; Donald W. Bushaw, University of Washington at Pullman; Chandler Davis, University of Toronto; Andrew M. Gleason, Harvard University; and Daniel P. Maki, Indiana University. The session is sponsored by the MAA SIGMAA on History of Mathematics.


MAA Video Presentation, Only Four Colors and An Introduction to Topology, Thursday, 5:45 p.m. - 7:00 p.m., organized by Robin Wilson, The Open University. The first video presentation features the origin and early evolution of the Four Color Theorem. The second video introduces the subject of topology to students studying an Open University course on that subject. Each video is preceded by a short introduction by Robin Wilson.

WEB SIGMAA Panel Discussion and Inaugural Business Meeting, Thursday, 5:45 p.m. to 7:15 p.m., organized by Kirby A. Baker, UCLA, and Marcelle Bessman, Jacksonville University. The focus of the new WEB SIGMAA is mathematics instruction using the World Wide Web. The panel members will discuss the ongoing efforts of the MAA in this area and the ways in which the members of WEB SIGMAA and others can contribute. Light refreshments will be served. All interested participants are encouraged to attend.

SIGMAA on Environmental Mathematics Business Meeting and Invited Address, Thursday, 5:45 p.m. – 6:45 p.m., organized by Ben Fusaro, Florida State University. Marcia Sward, former executive director of the MAA, will speak on “Assessing America’s Energy IQ.” Findings from a recent survey conducted by the National Environmental Education and Training Foundation will be presented.

SIGMAA on Statistics Education, organized by Carolyn Cuff, Westminster College Thursday, 5:45 p.m. - 6:45 p.m. The SIGMAA for Statistics Education will hold it fourth annual business meeting. After some necessary formalities, we will hear the chair's report, results of the fall elections, and discuss new business. Topics of discussion will include outreach, membership services, and suggestions from the membership related to statistics education. Members are encouraged to bring hard copies of their favorite activity, dataset or exam question to share.


Preparing Mathematicians to Educate Teachers, Friday, 9:00 a.m. to 10:20 a.m., organized by Alan C. Tucker, SUNY at Stony Brook, and Bernard L. Madison, University of Arkansas at Fayetteville. The MAA's project Preparing Mathematicians to Educate Teachers (PMET) is a multifaceted initiative of the MAA to help mathematical sciences departments enhance their capacity to improve K­12 mathematics teaching. As mathematics departments seek to offer high-quality college courses on the mathematical knowledge needed for K­12 teaching, they face a major challenge in finding qualified instructors. Mathematics faculty know the mathematics well but are normally ill-prepared to help teachers connect it to K­12 instruction. The major components of PMET are minicourses and summer workshops, minigrants, regional networks, and a variety of dissemination efforts. Panelists Ed Dubinsky, Cincinnati, Ohio, and Alan C. Tucker will address some of the results of PMET and how others can become involved. PMET is funded by NSF with additional support from Texas Instruments.

Proposal Writing Workshop for Grant Applications to the NSF Division of Undergraduate Education, Friday, 9:00 a.m. to 10:20 a.m., organized by Elizabeth J. Teles, Calvin L. Williams, 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. Attendees of this session will have an opportunity to read sample proposals and take part in a mock panel review of proposals.


Writing Expository Mathematics, Friday, 9:00 a.m. to 10:30 a.m., organized by Jed Herman, University of Wisconsin at Stevens Point; Jennifer Hontz, Meredith College; and George W. Moss, University of Virginia's College at Wise. Are you interested in writing expository articles in mathematics? This panel discussion includes experienced authors of expository articles and current or former editors of MAA or AMS publications. Panelists Lowell W. Beineke, Indiana University-Purdue; Ezra Brown, Virginia Tech; Frank A. Farris, Santa Clara University; Underwood Dudley, DePauw University; Keith J. Devlin, Stanford University, will provide advice about writing and publishing expository articles in mathematics. They will discuss how to identify suitable topics, how to organize and write such articles, and how to choose a suitable journal. This session was organized by the 1994 - 99 MAA Project NExT Fellows.

Assessment of Student Learning in Undergraduate Mathematics: Works in Progress, Friday, 9:00 a.m. to 11:00 a.m., organized by William E. Haver, Virginia Commonwealth University, and Bernard L. Madison, University of Arkansas. Posters are invited that describe an institution's program of assessment of student learning in a curricular block of undergraduate mathematics courses. This poster session is aimed at assessment programs that are in the early stages of development and implementation. We expect that those presenting their programs will seek guidance and suggestions from those who attend the poster session. The session is sponsored by the NSF-supported MAA project Supporting Assessment in Undergraduate Mathematics (SAUM). The curricular blocks that have been identified as focus areas by SAUM are (1) mathematics major, (2) mathematics for teachers, (3) general education (or quantitative literacy) courses, (4) placement/developmental programs, (5) mathematics for and in mathematics-intensive majors, and (6) innovations (e.g. reform courses). Programs of assessment in these six focus areas are especially invited, but programs of assessment in other curricular blocks may be contributed. Contributions should present a clear description of the assessment design and preliminary results. The following outline is suggested to the extent that the assessment program has been implemented: Background and Goals: What did we hope to accomplish? Description: What did we do? For example, developing the assessment program, details of the assessment program, and revisions based on initial experience (if applicable). Insights: What did we learn? For example, findings and success factors, use of the findings, and next steps and recommendations. More details can be found at index.html. The deadline for submissions is December 9, 2003. Abstracts of posters should be sent to Bernard L. Madison,


Mathematics for Business Decisions, Friday, 9:00 a.m. to 11:00 a.m. (and repeated 1:00 p.m. to 3:00 p.m., and 5:00 p.m. to 7:00 p.m.), organized by Richard Thompson and Christopher Lamoureux, University of Arizona. After five years of development, and testing by thousands of students, the Mathematical Association of America is publishing the electronic texts Mathematics for Business Decisions, Parts 1 and 2. Jointly written by a mathematician and a professor of finance, these e-texts feature four interdisciplinary, multimedia projects for lower division students in business and public administration. The projects involve: loan work outs, stock option pricing, marketing computer drives, and bidding on an oil lease. The two course sequence, including probability, simulation, calculus and optimization, is designed to replace the traditional combination of finite mathematics and brief calculus. We will demonstrate the new materials, discuss the challenges and rewards of teaching the program, and allow plenty of time for hands-on computer experimentation with the texts. Participants will receive a guided tour CD with video and narrated interactive PowerPoint demonstrations. Examination copies of both e-texts will also be provided.

Talks by the Morgan Prize winner will be held at the Phoenix Civic Plaza, Friday morning 10:00 a.m. – 10:50 a.m. The session will be moderated by Fan Chung Graham of UC San Diego. The talks will be given by Melanie Wood, Duke University (Morgan Prize Winner), “Dessins d'enfants and the Absolute Galois Group”, and Karen Yeats, Boston University (Morgan Prize Runner-Up), "A multiplicative analogue of Schur's Tauberian theorem".


Voices of the Partner Disciplines: Building on the MAA Curriculum Foundations Project, Friday, 1:00 p.m. to 2:20 p.m., organized by Tevian Dray, Oregon State University; Deborah Hughes Hallett, University of Arizona; Matthias Kawski, Arizona State University; and William G. McCallum, University of Arizona. As part of the Curriculum Foundations Project of the MAA, faculty in other disciplines made recommendations for the mathematics curriculum through a series of eleven workshops held from 1999 to 2001, culminating in the MAA report A Collective Vision. This session builds on these workshops by bringing the conversations between mathematicians and those in partner disciplines to a larger audience. Panelists Corinne A. Manogue, Department of Physics at Oregon State University; Ron Roedel, Associate Dean for Academic Affairs, Arizona State University College of Engineering and Applied Sciences; and Michael Zeilik, Department of Physics and Astronomy, University of New Mexico, will speak on the mathematical needs and desires of their respective disciplines, both present and future, for the courses taken by their students.

Session for Chairs: The Chair's Role in Teaching Teachers, Friday, 1:00 p.m. to 2:20 p.m., organized by Catherine M. Murphy, Purdue University Calumet, and Daniel P. Maki, Indiana University. A panel of leaders experienced in programs to develop preservice teachers of mathematics will present their perspective on the topic. This will be followed by a question and answer period. Panelists include Benjamin M. Freed, Clarion University; Sidney Graham, Central Michigan University; Jim Lewis, University of Nebraska-Lincoln; and Alan C. Tucker, SUNY at Stony Brook.

Projects Supported by the NSF Division of Undergraduate Education, Friday, 1:00 p.m. to 3:00 p.m., organized by Jon W. Scott, Montgomery College. This poster session will feature principal investigators (PIs) presenting progress and outcomes from various NSF-funded projects in the Division of Undergraduate Education. Ample opportunity will be permitted for attendees to engage in small group discussions with the PIs and to network with each other. Information about each presenter and her/his project will appear in the program. Only trifold, self-standing 48" by 36" tabletop posterboard will be provided. Additional material or equipment is the responsibility of the presenters.


Presentations by Teaching Award Recipients, Friday, 2:30 p.m. to 4:00 p.m. Winners of the Deborah and Franklin Tepper Haimo Award for Distinguished College or University Teaching will give presentations on the secrets of their success. Presenters and their talks include Thomas A. Garrity, Williams College, Functions for the world; Andrew C.-F. Liu, University of Alberta, A S.N.A.P. Math Fair, and Olympia Nocodemi, SUNY at Geneseo, Clueless.

CINEMATH: Mathematics on the Silver Screen, Friday, 4:15 p.m to 6:00 p.m, organized by Charlie L. Smith, Park University. The motion picture, a relatively recent technological development, can become a marvelous tool for introducing many mathematical topics, ranging from the Pythagorean Theorem to the Twin Prime Conjecture. This presentation will consist of film excerpts with mathematical content, each followed by a rigorous analysis and explanation of the material. A list of movies containing mathematical references will be provided.

SIGMAA on Research on Undergraduate Mathematics Education Session and Business Meeting, Friday, 4:00 6:00 p.m., organized by Anne E. Brown, Indiana University South Bend. This SIGMAA is a group formed for mathematics educators and professional mathematicians interested in research on undergraduate mathematics education. There will be welcoming comments, the business meeting, the election of officers, and an invited address by Chris Rasmussen of Purdue University Calumet exemplifying research on undergraduate mathematics education.

Environmental Mathematics, Friday, 5:45 pm – 7:00 pm, organized by Patricia Clark Kenschaft, Montclair State University. Three authors from the book Environmental Mathematics, published by the MAA in 2003, will share some ideas about using environmental issues to teach mathematics. All have written a chapter about a unit that does so without using calculus. The topics and type of mathematics will vary, but will be useful to those teaching the first two years of college mathematics, either to majors or to non-majors, both to those especially interested in environmental issues and to those who simply want to increase their quantitative literacy. Panelists include Mohammed Moazzam, Salisbury State University, Barry Schiller, Rhode Island College, William Stone, New Mexico Institute of Mining and Technology, and Donald Miller, St. Mary's College.


History of Mathematics (HOM) SIGMAA Annual Meeting, Inaugural Annual Address, and Reception, Friday, 6:00 p.m. to 8:00 p.m., organized by Amy Shell-Gellasch, SIAM-Germany. In addition to our annual meeting, The HOM SIGMAA executive council is pleased to announce the inauguration of our first annual guest lecture. Peggy Kidwell and Amy Ackerberg-Hastings will present "Making sense of your department's material culture". In this talk you will learn how to identify, understand, and arrange mathematical objects and books you might find in your department. In many cases, math professors don't need to leave their home institutions to explore the material culture of mathematics. Historic models, devices, and books may be tucked away in the drawers and closets of their own departments. For more information, visit the HOM SIGMAA website, accessible from the MAA website, or contact Amy Shell-Gellasch at

MAA Musical Presentation, The Mathematics of Acoustic Paradoxes, Friday, 7:00 p.m.-8:30 p.m., presented by Erich Neuwirth, University of Vienna. Most mathematicians are familiar with Escher's picture with people going up a staircase but nevertheless returning where they started. There are analog paradoxes in music and acoustics. There is a tone -- the Shephard-Risset tone -- that constantly goes up in pitch but nevertheless returns to the starting pitch. There is also a rhythm that constantly gets faster, yet ends with the same rhythm as at the start. We will hear examples of the paradoxes and we will see and hear how they are created mathematically.  We will even be able to play on a keyboard that is tuned with the Shephard-Risset tone. On this keyboard, "scales go in circles."


Nonpermanent Instructors: Implications and Issues, Saturday, 9:00 a.m. to 10:20 a.m., organized by Teri J. Murphy, University of Oklahoma, and Natasha M. Speer, Michigan State University. Nontenured/tenure-track instructors teach a large proportion of college mathematics courses, especially lower-division. Panelists will identify and discuss issues for these instructors as employees, issues for departments as employers, and the need for professional development opportunities for nontenured/tenure-track instructors. The session is sponsored by the AMS-MAA Committee on Teaching Assistants and Part-Time Instructors.

Mathematicians and Mathematics Teacher Educators Working Together to Improve K­12 Mathematics Education, Saturday, 9:00 a.m. to 10:20 a.m., organized by Jodie D. Novak, University of Northern Colorado. The purpose of this panel is to present and discuss issues that arise when mathematicians and mathematics teacher educators work together with K­12 mathematics teachers. The panelists are two mathematicians and two mathematics teacher educators who have been working together over the last three years to deliver mathematics professional development for K­12 teachers. The panelists are: Jack Price, past president of the National Council of Teachers of Mathematics (NCTM); Judith E. Jacobs, former NCTM board member and past president of the Association of Mathematics Teacher Educators (AMTE); Randall J. Swift, research mathematician; Jodie D. Novak, research mathematician. In the panel discussion we will address the following points: the importance of mathematics teacher educators and mathematicians working collaboratively as peers and developing respect for what each brings to working with teachers; the synergy created when mathematicians and mathematics educators work together; the benefits to mathematics teacher educators, mathematicians, and K­12 teachers from this collaboration; first steps for mathematicians in mathematics professional development for K­12 teachers; a natural progression of responsibility for mathematicians in working with K­12 teachers; and field experiences that will provide mathematicians a different perspective from which to understand the issues K­12 teachers face. There will be time for discussion and questions from the audience.


Doctorates in Mathematics Education: Where Do They Go? What Do They Do? How Can Mathematics Departments Contribute?, Saturday, 9:00 a.m. to 10:20 a.m., organized by Robert E. Reys, University of Missouri-Columbia. There is an acute shortage of doctorates in mathematics education, because doctorates in mathematics education pursue many different career options. Some options and career directions taken by recent graduates will be presented and different ways in which faculty in departments of mathematics might contribute will be discussed. Panelists include Douglas B. Aichele, Oklahoma State University; Rick Billstein, University of Montana; and Ira J. Papick, University of Missouri.

What Are Colleges Doing with Students with AP Placement?, Saturday, 1:00 p.m. to 2:20 p.m., organized by Martin E. Flashman, Humboldt State University. A rising number of students now enter colleges with high grades on the Advanced Placement Calculus Examinations. These students form an important segment of the college freshman population, with potential for continuing work in science and mathematics. This panel will consider what is happening to these students in their placement and continuation in mathematical studies, what might be done to enhance their early experiences with mathematics at colleges and universities, and current approaches that encourage them to continue work in mathematics. Panelists include Shahriar Shahriari, Pomona College; Morton Brown, University of Michigan; Wade Ellis Jr., West Valley College; and Susan Kornstein, The College Board. The session is sponsored by the CUPM Subcommittee on Curriculum Renewal Across the First Two Years (CRAFTY).

What Can You Do with a Degree in Mathematics? Saturday, 1:00 p.m. to 2:20 p.m., organized by John A. Vano, University of Wisconsin-Madison, and Kim Roth, Wheeling Jesuit University. Ever wanted to know what all of your options are for careers with your math degree? This panel will talk about some of the options, from industry to grad school and other things in between. Panelists are Andrew Sterrett ( Denison University), Patrick McCray (IIT (Illinois Institute of Technology)), David Hammett (Oakwood School), and Robert L. Wilson (Univesity of Wisconsin - Madison).



Oral Presentations: Let's Talk About It!, Saturday, 1:00 p.m. to 2:20 p.m., organized by Tom J. Linton, Central College; Suzanne Dorée, Augsburg College; Nancy L. Hagelgans, Ursinus College; and Richard J. Jardine, Keene State College. This session will introduce and elaborate on the main points of using oral presentations in mathematics classes. This will be an active learning session where participants will work in small groups at various stations. These stations include: "Why do oral presentations?", "How do you do it?", "How do you prepare the students?", "How do you assess an oral presentation?".

Revisiting Crossroads: Continuing the Dialogue on Two-Year College Mathematics, Saturday, 2:30 p.m. to 3:30 p.m., organized by Susan S. Wood, J. Sargeant Reynolds Community College. Panelists will describe a project to revisit the 1995 AMATYC Standards and the development of a vision and recommendations for two-year college mathematics education. Attention is given to the student and learning, faculty and teaching, mathematics content challenges, and outside communities. Resting upon revised basic principles, it is expected that a written document will be released in 2006 with supporting products that use a variety of media. In addition, a set of "Standards Supporting Student Learning" will complement the "Standards for Intellectual Development, Content, and Pedagogy" from the 1995 Crossroads. The goals of the session are to inform attendees about the project to revisit the 1995 AMATYC Standards, Crossroads in Mathematics: Standards for Introductory College Mathematics Before Calculus, and to collect input from attendees on the project and an annotated outline. Panelists will include Judy E. Ackerman, Montgomery College, and Susan S. Wood


How to Implement Curriculum Change, Saturday, 2:45 p.m. to 4:05 p.m., organized by Donald B. Small, U.S. Military Academy. The past fifteen years has been a time of change in undergraduate mathematics. Expectantly, there will be continued improvements to college algebra, precalculus, calculus, linear algebra, differential equations, and other courses. Accessibility of new technologies, advances in learning research, and accountability to the workplace have fueled the reform efforts. Panelists Mike Moody, Olin University; Stephen B. Maurer, Swarthmore College; and Jeff Floyd, Texas A&M University, will share their experiences and expertise in implementing change. The session will be moderated by Gary W. Krahn, U.S. Military Academy, and is sponsored by the CUPM Subcommittee on Curriculum Renewal Across the First Two Years (CRAFTY).

Informal Session on Actuarial Education, Saturday, 2:45 p.m. to 4:45 p.m., organized by Krzysztof M. Ostaszewski, Illinois State University, and Curtis E. Huntongton, University of Michigan. This is an informal session to discuss current issues in actuarial education. The presenters will discuss latest developments in the actuarial examinations system and the relationship of professional actuarial societies to academia. Refreshments will be provided.

Math Horizons, Saturday, 3:45 p.m. to 4:45 p.m. organized by Arthur T. Benjamin, Harvey Mudd College, and Jennifer J. Quinn, Occidental College. Meet the new editors of Math Horizons magazine. It is the magazine written for students, filled with intriguing articles, profiles, problems, humor, and contests. We are looking for your ideas and suggestions.

How to Assess Problem Solving, Saturday, 4:15 p.m. to 5:35 p.m., organized by Donald B. Small, U.S. Military Academy. Developing problem-solving skills in the modeling sense is a central component in refocusing courses to emphasize process, conceptual understanding, and student growth. Assessing the extent to which a student achieves the goal of becoming a competent and confident problem solver is a very difficult. Panelists Jack Bookman, Duke University; Alex J. Heidenberg, U.S. Military Academy; Bill Haver, Virginia Commonwealth University; and Bonnie Gold, Monmouth University, will share their experience and expertise in addressing this type of assessment. The session will be moderated by Kathleen G. Snook, Consortium for Mathematics and Its Applications, and is sponsored by the CUPM Subcommittee on Curriculum Renewal Across the First Two Years (CRAFTY).



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