AMS :: 2005 Joint Mathematics Meetings - Other MAA Sessions

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OTHER MAA SESSIONS

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Training T. A.s in Departments and at Section Meetings, Wednesday, 8:30 a.m. – 10:55 a.m., organized by Louise A. Raphael, Howard University. The presenters will be Diane L. Herrmann, University of Chicago, and Maria S. Terrell and Thomas W. Rishel, Cornell University. How are T. A. training sessions set up? What are the similarities and differences between such sessions? How can case studies be used in support of T. A. training? How might T. A. training compare with preparing your faculty? We will provide a skeleton outline of possible training approaches for individual institutions, as well as for section-level training programs. The session is sponsored by the MAA Committee on Graduate Students.

Doctoral Programs in Mathematics Education: Their Nature and How to Find Them, Wednesday, 9:30 a.m. – 10:50 a.m., organized by Robert E. Reys, University of Missouri. Since the year 2000 more than 120 different institutions in the United States have awarded doctorates with a major emphasis in mathematics education. These programs vary greatly in structure as well as visibility. The Association of Mathematics Teacher Educators has developed a tool to collect and disseminate information about doctoral programs in mathematics education. This session will showcase this tool and highlight some ways it might be used by faculty and students looking for doctoral programs in mathematics education.

A Problem-Based Core Program, Wednesday, 9:30 a.m. – 10:50 a.m., organized by Donald B. Small, U.S. Military Academy. In 2003, the U.S. Military Academy refocused its core program to emphasize problem solving and modeling. First semester focuses on problems from management science using concepts from data analysis, matrix algebra, network theory, and Markov chains. The second semester emphasizes analyzing continuous change (differentiation of functions of one and several variables), and the third semester treats integration of one and several variables, along with differential equations. The fourth semester focuses on probability and statistics. Several program threads, such as data analysis, serve to unify the four–semester core program. Gary W. Krahn and Alex J. Heidenberg of the U.S. Military Academy have been involved in the development and implementation of the refocused program. Michael E. Moody, Olin University, will address the transportability issues of this program to other schools.

Developing Undergraduate Research Projects That Are Not in Discrete Mathematics, Wednesday, 2:15 p.m. – 3:45 p.m., organized by Edwin P. Herman, University of Wisconsin at Stevens Point. Are you looking for research ideas to give to your undergraduate students? This session includes panelists from a variety of fields who will offer advice on how to develop research topics at a level appropriate for the undergraduate. They will discuss how to identify suitable topics and how to keep your students on track, as well as how to give the students sufficient background to tackle an interesting problem. This session was organized by the 1994–2000 Project NExT Fellows to address issues of concern to faculty who have four to ten years of teaching experience. Panelists include Carl C. Cowen, Indiana University-Purdue University at Indianapolis; David W. Farmer, American Institute of Mathematics; Mario U. Martelli, Claremont McKenna College; Bruce Reznick, University of Illinois at Urbana-Champaign; and Patrick J. Van Fleet, University of St. Thomas. The session is sponsored by Project NExT.

Career Paths for Undergraduates in Mathematics, Wednesday, 2:15 p.m. – 3:35 p.m., organized by James E. Hamblin, Shippensburg University; John A. Vano, University of Wisconsin at Madison; and John A. Kuchenbrod, The MITRE Corp. A common question asked by undergraduates is: What can I do with a degree in mathematics? In this session, the panelists will discuss the many varied careers that an undergraduate degree can lead toward. Panelists include Linda Thiel, SIAM; Jim Daniel, University of Texas at Austin; Paul Humke, St. Olaf College; Emil Volcheck, NSA; and Michael Monticino, University of North Texas. The session is sponsored by the Young Mathematicians Network.

Dealing with the Two-Body Problem, Wednesday, 3:50 p.m. – 5:10 p.m., organized by Kimberly A. Roth, Wheeling Jesuit University, and Karrolyne Fogel, California Lutheran University. Finding a job for one mathematician is hard enough, but what if you need jobs for two? Panelists who have searched for a personal solution to a two-body problem will discuss their attempts at a solution, the compromises and logistics involved, and their degree of satisfaction with each "solution" they tried. Panelists include John Bukowski, Juniata College; Kristen Lampe, Carroll College; Peter Lampe, University of Wisconsin, Whitewater; Catherine Roberts, The College of the Holy Cross; and Cathy Stenson, Juniata College. The session is sponsored by the Young Mathematicians' Network and Project NExT.

How to Interview for Your First Job, Wednesday, 3:30 p.m. – 4:50 p.m., organized by Louise A. Raphael, Howard University. The presenters will be David Manderschied, University of Iowa, and Thomas W. Rishel, Cornell University. The session is sponsored by the MAA Committee on Graduate Students.

Refocused College Algebra: A Basis for QL Programs, Wednesday, 3:50 p.m. – 5:10 p.m., organized by Donald B. Small, U.S. Military Academy. Faculty in quantitative disciplines urge mathematics departments to send them students having experience with elementary data analysis, plotting and interpreting plots, problem solving in the modeling sense, small-group work, and the use of technology. These aspects are basic to refocused college algebra programs. In addition, college algebra is the largest gateway course (in terms of student enrollment) and is thus well positioned to provide a basis for QL programs. Panelists include Norma M. Agras, Miami-Dade College; Dora C. Ahmadi, Morehead State University; Laurette B. Foster, Prairie View A&M University; and Bernard L. Madison, University of Arkansas. The panel will be moderated by Harriet S. Pollatsek, Mount Holyoke College, and is sponsored by the MAA CUPM Subcommittee on Curriculum Renewal Across the First Two Years (CRAFTY).

What Faculty Can Do to Promote Diversity in Mathematics, Thursday, 8:30 a.m .– 10:00 a.m., organized by T. Christine Stevens, St. Louis University; Joseph A. Gallian, University of Minnesota Duluth; and Aparna W. Higgins, University of Dayton. This panel focuses on concrete steps that faculty can take, alone or in small groups, to promote diversity in mathematics. Topics include running summer programs for women or minorities; promoting the success of underrepresented groups in classes; organizing a Sonja Kovalevsky Day for middle or high school girls; successful programs that attract minorities to major in mathematics; resources that are available to assist in promoting diversity in mathematics; promoting diversity in such a way that it will further one's career and increase one's chance for tenure. Panelists include Deanna B. Haunsperger, Carleton College; Nathaniel Dean, Texas Southern University; Robert E. Megginson, Mathematical Sciences Research Institute; and Stephanie Fitchett, Florida Atlantic University. The session is sponsored by Project NExT.

Emerging Technologies in Undergraduate Mathematics, Thursday, 8:30 a.m. – 11:30 a.m., organized by Jack Picciuto, U.S. Military Academy. This session and future sessions will focus on the use or proposed use of emerging technologies that could improve the learning of undergraduate mathematics. We want to begin now to examine how we can effectively use technologies that are expected to become widespread and affordable over the next five years. This year's session will focus on the use of true three-dimensional displays. Increasingly affordable three-dimensional display technologies range from the old-fashioned colored glasses used in such movies as Spy Kids 3D and Shrek 3D to the new Sharp notebook computer ($3K) that displays brilliant 3D without the need for special glasses and the inexpensive ($10K) GeoWall 3D projection system (http://geowall.geo.lsa.umich.edu/) that is commonly used in the GeoScience community. This session will demonstrate or introduce some of those technologies and resources for undergraduate mathematics that exploit them. We also invite speakers to discuss lessons already learned as well as address the big questions: Are these true 3D technologies just a gimmick? Can they enhance learning? Could my school ever afford this? This session is sponsored by the MAA Committee on Technologies in Mathematics Education.

National Science Foundation Programs Supporting Learning and Teaching in the Mathematical Sciences, Thursday, 9:00 a.m .– 10:20 a.m., organized by John R. Haddock, Elizabeth J. Teles, and Lee L. Zia, NSF/Division of Undergraduate Education; John S. Bradley, NSF/Division of Elementary, Secondary, and Informal Education; James H. Lightbourne, Senior Advisor for Planning, Analysis, and Policy; 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.

Recruiting Students for Mathematics Departments, Thursday, 10:30 a.m. –noon, organized by Brian Birgen, Wartburg College, and Mary D. Shepherd, Northwest Missouri State University. The job opportunities for college graduates with degrees in mathematics are just about unlimited, yet the percentage of students who seek degrees in mathematics is quite small. Somehow we must do a better job recruiting students into mathematics. The members of this panel are from departments that have been able to consistently recruit large numbers of students into their mathematics programs. They will describe what they and other members of their faculty do to help recruit students into mathematics. This session was organized by the 1994–2000 Project NExT Fellows to address issues of concern to faculty who have four to ten years of teaching experience. Panelists include Genevieve M. Knight, Coppin State University; Joel S. Foisy, State University of New York-College at Potsdam; Jim Lewis, University of Nebraska; and Matthew P. Richey, St. Olaf College. The session is sponsored by Project NExT.

How Changes in High School Mathematics Could Influence Collegiate Mathematics, Thursday, 10:45 a.m. – 12:05 p.m., organized by Bernard L. Madison, University of Arkansas. Recent changes in high school mathematics, largely influenced by the NCTM standards, have not been matched by comparable changes throughout college mathematics. The presidents of AMATYC and NCTM, an award-winning high school teacher, and the Chair of the MAA Committee on Articulation and Placement will discuss the resulting differences and implications of these differences for student learning. Panelists include Judy E. Ackerman, Montgomery College, President of AMATYC; Dan Kennedy, Baylor School; Cathy L. Seeley, University of Texas at Austin, President of NCTM; and Bernard L. Madison. The session is sponsored by the MAA Committee on Articulation and Placement.

Using the CUPM Curriculum Guide 2004 to Get Grants to Facilitate Change, Thursday, 10:45 a.m. – 12:05 p.m., organized by Janet L. Andersen, Hope College, and David M. Bressoud, Macalester College. One of the underutilized sources of NSF funding is the Adaptation and Implementation (A&I) component of the Course, Curriculum, and Laboratory Instruction (CCLI) program. This session will explain how the CUPM Curriculum Guide 2004 and its supplement, the CUPM Illustrative Resources, can be used to identify programs at other institutions that can be adapted and implemented to meet significant needs at your own institution. It will also address how to put together a CCLI-A&I grant proposal that is attractive to NSF. Panelists will include: Panelists will include: Gregory Hill, University of Portland; Rebecca Hartzler, Edmonds Community College; Eric Marland, Appalachian State University; Lee Zia, NSF.

Using CUPM Curriculum Guide 2004: Assessing and Improving the Program for the Major in Mathematics, Thursday, 1:00 p.m. – 2:20 p.m., organized by William E. Haver, Virginia Commonwealth University, and Harriet S. Pollatsek, Mount Holyoke College. CUPM Guide 2004 was approved by the MAA Committee on Reports in September 2003. It has been available on MAA Online since then. Copies were mailed to all mathematical sciences departments in March 2004. The panel will describe ways departments can use CUPM Guide 2004 to develop, refine, and/or implement an assessment plan for the major program. Indeed, the first recommendation in CUPM Guide 2004 directs departments to (1) understand the strengths, weaknesses, career plans, and aspirations of their students; (2) determine the extent to which the goals of courses and programs offered are aligned with the needs of students, as well as the extent to which these goals are achieved; and (3) strengthen courses and programs to better align with student needs and assess the effectiveness of such efforts. Panelists will discuss efforts at a range of institutions and serving a variety of departmental missions. They include Richard M. Grassl, University of Northern Colorado; Matthew P. Richey, St. Olaf College; and R. Bruce Mattingly, SUNY Cortland. The panel will be moderated by William E. Haver.

Learning to Prove: Strategies to Improve Students' Proof Writing Skills, Thursday, 1:00 p.m. – 2:20 p.m., organized by Annie Selden, New Mexico State University; Barbara E. Edwards, Oregon State University; Nancy L. Hagelgans, Ursinus College; and Ahmed I. Zayed, DePaul University. This session will focus on what works. There will be brief descriptions from several presenters and then participants will choose from several small group discussions. The topics addressed will include outlining the proof; the genre of proof; getting students to use definitions; and assessment of proofs, including the use of multiple drafts and peer review. The session is sponsored by the MAA Committee on the Teaching of Undergraduate Mathematics (CTUM).

Undergraduate Mathematics and NSDL: the National Science Technology Engineering and Mathematics Education Digital Library, Thursday, 1:00 p.m. – 4:00 p.m., organized by Franklin A. Wattenberg, U.S. Military Academy. In addition to the resources in the MAA's MathDL, the NSDL has a wide variety of scientifically and pedagogically outstanding resources that can be used in undergraduate mathematics courses. This session will look at resources from collections ranging across all the sciences. The emphasis is on very interactive resources that excite and engage students and that demonstrate the power and usefulness of mathematics. Speakers will include mathematicians, scientists, and engineers. This session is sponsored by the MAA Committee on Technologies in Mathematics Education.

Young Mathematicians' Network-MAA Project NExT Poster Session, Thursday, 2:00 p.m. – 4:00 p.m., organized by Kevin E. Charlwood, Washburn University, and Kenneth A. Ross, University of Oregon. Junior mathematicians who are no more than five years beyond their Ph.D. are invited by MAA Project NExT and the Young Mathematicians' Network to submit abstracts for the session. The poster size will be 48" (length) by 36" (height). Posterboard and materials for posting pages on the posters will be provided on site. Applications should be submitted to Kevin E. Charlwood, kevin.charlwood@washburn.edu, and Kenneth A. Ross, ross@math.uoregon.edu, by December 7, 2004.

Speaking of Mathematics, Thursday, 2:30 p.m. – 3:50 p.m., organized by Jon T. Jacobsen, Harvey Mudd College, and Lewis D. Ludwig, Denison College. The purpose of this panel is to share techniques for improving students' oral communication skills. Communication is an integral part of mathematics and professional life. Students have ample opportunities to communicate with their professors and peers but are often challenged when it comes to communicating to the nonspecialist. This is particularly relevant in mathematics, with its many special symbols and notations. Panelists Joseph A. Gallian, University of Minnesota at Duluth, Jon T. Jacobsen, and Lewis D. Ludwig will share their curricular and extended efforts developed to hone these skills. For example, panelist Jacobsen has developed a course in which students give expository talks of varying lengths and provide peer feedback. Some talks are videotaped for their benefit. Panelist Ludwig has integrated oral communication into Denison's "Introduction to Proofs" course in a novel way. Panelist Gallian is also a well-recognized expert in communication. We hope to provide a forum for the exchange of ideas toward improving this fundamental skill in our nation's undergraduate mathematics education.

The Senior Seminar or "Capstone" Experience for Undergraduate Mathematics Majors, Thursday, 2:30 p.m. – 3:50 p.m., organized by Padraig M. McLoughlin, Morehouse College. More and more faculty and mathematics departments seem to indicate that part of an undergraduate mathematics program should include some undergraduate research. However, although it seems that the "capstone" experience has been adopted, there are several versions of a senior seminar at colleges and universities. This session is designed to compare or contrast programs or to propose a model for the senior seminar. A panel of faculty from various departments will describe their undergraduate capstone, thesis, or senior seminar programs. Then a discussion will focus on innovations that support or create sustainable end-of-program experiences for undergraduates. The panel will discuss techniques used in the program, appropriate problems, how the experience is assessed, whether it is a one-term or full-year experience, the amount of writing required or expected, amount of faculty involvement in the program, whether the capstone experience has been an attractor for more majors, and successes or limitations of the programs. Panelists include Colin L. Starr, Willamette University; Xinxin Jiang, Rhodes College; John W. Emert, Ball State University; Carol S. Schumacher, Kenyon College; David Brown, Ithaca College; Abdelikrim Brania, Morehouse College; and Michael Johnson, U.S. Military Academy.

Moore Method Calculus by Those Who Do It, Thursday, 3:00 p.m. – 4:20 p.m., organized by James P. Ochoa, Hardin-Simmons University, and William T. Mahavier, Lamar University. This panel discussion addresses the use of the Moore Method in the teaching of calculus. Each panelist has numerous years of experience using the Moore Method in calculus courses. Panelists will discuss how they have adapted the Moore Method to calculus courses. Cooperative learning, inquiry-based learning, and problem-based learning will also be discussed. Materials are available for those who are interested in using the Moore Method. Panelists will talk about these materials. This session will be the fourth in a series of highly successful panel sessions offered in 1999, 2001, and 2003. Previous sessions were well attended, videotaped, and archived for their historical significance. Panelists include: Charles S. Allen, Drury University; Gregory D. Foley, Appalachian State University; Tom Ingram, Baylor University; and William T. Mahavier.

Proposal Writing Workshop for Grant Applications to the NSF Division of Undergraduate Education, Friday, 9:00 a.m. – 10:20 a.m., organized by John R. Haddock, Elizabeth J. Teles, 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.

Long-Term Mathematics Faculty Outside of the Tenure Track: Possibilities, Pitfalls, and Practicalities, Friday, 9:00 a.m. – 10:20 a.m., organized by David J. Lutzer, College of William and Mary. Panel members will discuss issues associated with long-term mathematics faculty outside of the tenure track who focus primarily on teaching. The CBMS2000 report and the lead story in the April 16, 2004, Chronicle of Higher Education show that such faculty members are more and more common in mathematics departments. The panel's focus is not on whether a department should use such faculty but rather on options for long-term job security in case a department decides to use non-tenure-track faculty to cover its courses. Such job security allows these faculty members to enter more fully into the department's advising and curriculum planning (especially at the lower division), thereby addressing issues in the MAA Board of Governor's resolution on non-tenure-track teaching faculty, available at www.mathsci.appstate.edu/~sjg/maasciencepolicycommittee/res2.html. Panel members will present the perspectives of department chairs and of long-term non-tenure-track faculty in mathematics departments. Panelists include Susan C. Geller, Texas A&M University; Joel K. Haack, University of Northern Iowa; David R. Morrison, Duke University; and David J. Lutzer. The session is sponsored by the MAA Committee on the Profession.

MAA Student Research Programs, Friday, 9:00 a.m. – 10:30 a.m., organized by William Hawkins Jr., MAA and the University of the District of Columbia and Robert E. Megginson, MSRI and the University of Michigan. The MAA supported undergraduate minority student research at six sites in the summer 2004 as part of its National Research Experiences for Undergraduates Program (NREUP). NREUP has funding from the NSF and NSA. Presenters will discuss how their projects were organized and the work of their students. There will be ample time for discussion and questions. Panelists will include Nathaniel Dean, Texas Southern University, and David L. Housman, Goshen College. The MAA expects to support another six sites in the summer of 2005. The session is sponsored by the MAA-SUMMA (Strengthening Underrepresented Minority Mathematics Achievement) Program. The deadline for proposals is January 31, 2005. More information can be found at http://www.maa.org/nreup.

Session for Chairs: Using the CUPM CURRICULUM GUIDE 2004 to Guide Curricula and Pedagogy in the 'Right' Direction, Friday, 9:00 a.m. – 10:20 a.m., organized by Daniel P. Maki, Indiana University, and Catherine M. Murphy, Purdue University Calumet. David M. Bressoud, Macalester University, and Amy Cohen, Rutgers University, will provide an overview of the Guide and accompanying resources as well as sharing their experiences in leading change. Presentations will be followed by a period for questions and discussions.

Morgan Prize Session, Friday, 10:00 a.m. – 10:50 a.m. The winner and honorable mention recipient of the AMS-MAA-SIAM Frank and Brennie Morgan Prize for Outstanding Research in Mathematics by an Undergraduate Student will speak about their research: Reid W. Barton (winner), Massachusetts Institute of Technology, and Po-Shen Loh (honorable mention), California Institute of Technology and Cambridge University.

Just the Facts: Profiles and Inferences from Data on Permanently Temporary Faculty, Friday, 1:00 p.m. – 2:20 p.m., organized by Kevin Charlwood, Wabash University; Judith L. Baxter, University of Illinois at Chicago; and Bettye Anne Case, Florida State University. Panelists will provide a description of the non-tenure-stream faculty and the perceptions and realities of the contributions they make to undergraduate education in the mathematical sciences. Despite their critical and varied roles in mathematics departments, they typically operate in a separate fiefdom from the rest of their colleagues. Discussion will center on data available from AMS Annual Surveys, the CBMS Survey (2000), and NRC/NAS data and on some important inferences from this data as to the impact on departments of full-time lecturers, adjuncts, and other faculty members who are employed for long periods of time but who are not in the professorial ranks. Panelists include Mary W. Gray, American University; Pat Shure, University of Michigan; Stephen B. Rodi, Austin Community College; James W. Maxwell, AMS; and Bettye Anne Case. The panel will be moderated by Kevin Charlwood and is sponsored by the AMS/MAA Joint Committee on Teaching Assistants and Part-Time Instructors (TA/PTI).

Using Mathematically Rich Activities to Develop K–12 Curricula: Part I, Friday 9:00 a.m. – 10:55 a.m., organized by Robert P. Moses, Cambridge, MA; Robert E. Megginson, Mathematical Sciences Research Institute; and Ed Dubinsky, Kent State University. Many early elementary mathematics curricula make extensive use of manipulatives to introduce the basic arithmetic of rational numbers. By the time pre-algebra and algebra classes are taught, drawing on physical experience to motivate the underlying mathematical concepts is rarely done. The purpose of this special presentation is to introduce and explore the ideas inherent in employing mathematically rich activities to develop curricula, especially at the late middle/early high school level. The "Road Coloring Problem", an example of such a "mathematically rich activity", will be introduced. Participants in the session will work through a portion of the ninth-grade curriculum, developed under an NSF grant to the Algebra Project, surrounding this unsolved problem that is still under active investigation. This hands-on activity will be used to initiate discussion of the usefulness of the approach and to discuss other mathematically rich activities that could possibly be developed in the same manner. The Algebra Project demonstration will be led by Gregory M. Budzban, Southern Illinois University, and Robert P. Moses. This will be followed by brief presentations of alternative approaches in a similar spirit by David W. Henderson, Cornell University; William G. McCallum, University of Arizona; and Ed Dubinsky. Part II of the presentation is scheduled for Saturday, 1:00 p.m.–3:00 p.m.

Special Programs and Strategies to Reach Underrepresented Populations, Friday 9:00 am - 11:00 am, organized by Elizabeth (Betsy) Yanik, Emporia State University; Jennifer Hontz, Meredith College; and Kathleen Sullivan, Seattle University. This poster session is designed to publicize successful activities which have been used to attract and encourage underrepresented populations in mathematics. It is expected that posters representing a wide range of programming would be appropriate for this session. Efforts such as after school clubs, special conferences, mentoring programs, and summer camps are just a few of the possible formats that might be highlighted. Recipients of grants from the Tensor Foundation or the NSF programs in Gender Diversity in STEM Education or Informal Science, might be particularly interested in sending in a poster proposal. Those who are conducting pilot projects or beginning projects are also welcome to submit a poster proposal to present in this session.

Send title and abstract by email to yanikeli@emporia.edu, or by regular mail to Betsy Yanik, Department of Mathematics and Computer Science, Emporia State University, Emporia, KS 66801 by December 7, 2004. Include author's name, address, phone number, e-mail, and affiliation. Trifold, self-standing 48" by 36" tabletop posters will be provided. Additional material or equipment is the responsibility of the presenters. The session is sponsored by the Committee on the Participation of Women and the Women and Mathematics Network.

The Great Divide: Graphing Calculators in Secondary and College Education, Friday, 1:00 p.m. – 2:20 p.m., organized by Thomas W. Tucker, Colgate University. A major, perhaps the major, articulation problem between secondary and college mathematics education is the use of graphing calculators. Nearly all secondary teachers have probably operated a graphing calculator in the last month, whereas the majority of college teachers haven't operated one in many years, if ever. The debates about the uses of technology in mathematics education ended for computers years ago, with acceptance at both the secondary and college level, but for graphing calculators the debates ended with different conclusions: widespread and wholehearted adoption at the secondary level and sporadic support, benign neglect, or outright antipathy at the college level. Worse, this state of affairs seems to be news to both camps. At the least, dialogue is needed, which this panel will provide. Panelists include Gail F. Burrill, Michigan State University, former President NCTM; Raymond J. Cannon, Baylor University, College Board Advanced Placement Program; Richard H. Escobales, Canisius College; and Thomas Tucker. The session is sponsored by the MAA Committee on Articulation and Placement.

Planning a Sabbatical, Friday, 1:00 p.m. – 2:30 p.m., organized by Jeffrey T. Barton, Bernadette Mullins, and Barry S. Spieler, Birmingham-Southern College. Do you want to spend your sabbatical doing research, writing a textbook, working for a government agency, or something entirely different? Our panelists will discuss their varied experiences and answer questions about every step of the process, from generating ideas to writing a proposal to working out the logistics, and funding your sabbatical. This session was organized by the 1994–2000 Project NExT Fellows to address issues of concern to faculty who have four to ten years of teaching experience. Panelists include William A. Marion, Valparaiso University; Neil Portnoy, Stony Brook University; Barbara Reynolds, Cardinal Stritch University, and Michelle D. Wagner, National Security Agency. The session is sponsored by Project NExT.

Projects Supported by the NSF Division of Undergraduate Education, Friday, 1:00 p.m. – 3:00 p.m., organized by Jon W. Scott, Montgomery College. This session will feature principal investigators (PIs) presenting progress and outcomes from various NSF-funded projects in the Division of Undergraduate Education. The poster session format will permit ample opportunity for attendees to engage in small-group discussions with the PIs and to network with each other. Information about presenters and their projects will appear in the program.

Classroom Networks for Developing Mathematical Understanding, Friday, 2:30 p.m .– 3:50 p.m., organized by Franklin D. Demana, The Ohio State University, and Jeremy Roschelle, SRI International. In this session, we will explore the range of new possibilities that classroom networks bring to teaching and learning mathematics. Classroom networks connect student graphing calculators to a central computer and a project display, enabling the teacher to more quickly distribute and harvest student work. In one application, students can each graph a target function that fits some criteria (e.g., find a curve that fits these data points). The lecturer can then explore students' differing mathematical solutions to these problems. Possible generalizations can thus emerge from students' work. Presenters will discuss their applications of classroom network technology and how this technology improves classroom teaching and learning. Panelists will include James J. Kaput, University of Massachusetts, Dartmouth; Walter Stroup, University of Texas, Austin; and Louis Abrahamson, Better Education, Inc.

Presentations by Teaching Award Recipients, Friday, 2:30 p.m. – 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.

Information Session on Actuarial Education, Friday 2:45 p.m. – 4:45 p.m., organized by Bettye Anne Case and Steve Paris, Florida State University; Matthew J. Hassett, Arizona State University; and Krzysztof M. Ostaszewski, Illinois State University. There will be a presentation by Richard London, University of Connecticut, on the dramatic changes in the professional actuarial education system effective in 2005, followed by an open information discussion. Refreshments will be provided.

Session for Chairs: Using the CUPM CURRICULUM GUIDE 2004 to Guide Curricula and Pedagogy in the ‘Right’ Direction, Friday, 9:00 am – 10:20 am, organized by Dan Maki, Indiana University, and Catherine M. Murphy, Purdue University Calumet. David Bressoud, Macalester University, and Amy Cohen, Rutgers University, will provide an overview of the Guide and accompanying Resources as well as sharing their experiences in leading change. Presentations will be followed by a period for questions and discussions.

Revisiting Crossroads: The Teaching and Learning of Mathematics in Two-Year Colleges, Saturday, 9:00 a.m. – 10:20 a.m., organized by Susan S. Wood, J. Sargeant Reynolds Community College. Panelists will update attendees on the progress of the project to revisit the 1995 AMATYC Standards with attention to the student and learning, faculty and teaching, mathematics content challenges, assessment, and connections with outside communities. A written document that emphasizes implementation and builds on the 1995 Crossroads will be released in fall 2006 with supporting digital products that use a variety of media. Connections to MAA's CUPM Curriculum Guide 2004 will be discussed, as well as strategies for implementing change. 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 engage attendees in dialogue about recommendations for teaching, learning, and assessing mathematics in the first two years of college. Audience participation and feedback will be used by the writing team for the AMATYC Crossroads Revisited Project. Panelists include: Judy E. Ackerman, Montgomery College; Susan L. Ganter, Clemson University; and Susan S. Wood.

MAA/RUME Panel Discussion on the ICME–10 Meeting, Saturday, 9:00 a.m .– 10:20 a.m., organized by Martha J. Siegel, Towson University, and Andy R. Magid, University of Oklahoma. Panelists will report on international perspectives on mathematics education gleaned from the ICME-10 meeting in Copenhagen.

First-Semester Calculus: Meeting the Needs of Our Students, Saturday, 1:00 p.m. – 2:20 p.m., organized by David M. Bressoud, Macalester College, and William E. Haver, Virginia Commonwealth University. Once upon a time mainstream first-semester calculus was the first exposure to calculus for students going into mathematically intensive majors. It presupposed its students were among the strongest in mathematics, had not studied calculus before college, and would continue in calculus beyond this course. In many colleges and universities, the course has not changed, but the student audience has. Many of the strongest students do not take first-semester calculus in college. Many of the students who start with this course and want to pursue a full year of calculus need more help to succeed in it. Many students, especially those in the biological or life sciences, take it with no intention of taking a second course in calculus. The CUPM Curriculum Guide 2004 calls on departments to "determine the extent to which the goals of courses and programs offered are aligned with the needs of students." This panel will suggest ways to recast this course so that it meets actual student needs. Panelists will include: Nancy Baxter Hastings, Dickinson College; Herb Kasube, Bradley University; Kay Somers, Moravian College; Rod Sturdivant, US Military Academy.

Faculty Development for Adjuncts and New Faculty, Saturday, 1:00 p.m .– 2:20 p.m., organized by Donald B. Small, U.S. Military Academy. Adjuncts teach the majority of sections of beginning-level courses in many two-year colleges and universities. For the most part, these people only have responsibility for their own sections and are not integrated into the workings of their department, thus making it more difficult for beginning-level courses to act as a pump for upper-level courses. The panelists will discuss successful faculty development programs for adjunct and new faculty. Panelists include Michael D. Phillips, U.S. Military Academy; William E. Haver, Virginia Commonwealth University; Robert Kimball, Wake Tech Community College; and Pat Shure, University of Michigan. The panel will be moderated by Philip H. Mahler, Middlesex Community College, and is sponsored by the MAA CUPM Subcommittee on Curriculum Renewal Across the First Two Years (CRAFTY).

Using Mathematically Rich Activities to Develop K–12 Curricula, Part II, Saturday, 1:00 p.m. – 3:00 p.m., organized by Robert P. Moses, Cambridge, MA; Robert E. Megginson, Mathematical Sciences Research Institute; and Ed Dubinsky, Kent State University. Many early elementary mathematics curricula make extensive use of manipulatives to introduce the basic arithmetic of rational numbers. By the time pre-algebra and algebra classes are taught, drawing on physical experience to motivate the underlying mathematical concepts is rarely done. The purpose of this presentation is to introduce and explore the ideas inherent in employing mathematically rich activities to develop curricula, especially at the late middle/early high school level. Discussion of the "Road Coloring Problem", the example of such a "mathematically rich activity" introduced in Part I will be continued. Participants in the session will work through a portion of the ninth grade curriculum, developed under an NSF grant to the Algebra Project, surrounding this unsolved problem that is still under active investigation. This hands-on activity will be used to continue discussion of the usefulness of the approach, after which there will be a panel discussion of the ideas presented in this special session. The panelists will be: William G. McCallum, University of Arizona, Judith Roitman, University of Kansas, and Robert P. Moses. (Part I of this discussion was scheduled on Friday, 9:00–10:55am.)

Mathematical Outreach and the Environment, Saturday, 2:30 p.m .– 3:50 p.m., organized by Patricia Clark Kenschaft, Montclair State University. The panel will focus on how environmental issues can be used as a vehicle for mathematicians' outreach into the community. Three forms of this outreach will be explored, followed by audience discussion. Speakers include James M. Wright, Green Mountain College, "Media, Mathematics, and the Environment"; Michael P. Cohen, Assistant Director for Survey Programs, Bureau of Transportation Statistics, "Government Careers in Mathematics and the Environment"; and William Dean Stone, New Mexico Tech, "Earth Day Talks: High School Outreach". The session is sponsored by the MAA Committee on Mathematics and the Environment.

Open Discussion on Refocusing the Courses Before Calculus, Saturday, 2:30 p.m .– 3:50 p.m., organized by Donald B. Small, U.S. Military Academy. The moderator, Jack Bookman, Duke University, and panelists Nancy Baxter Hastings, Dickinson College, and Bruce Crowder, Oklahoma State University, are active members of the combined MAA/AMATYC/NCTM committee that is leading a national movement to refocus college algebra/precalculus courses. They will address the activities of this committee, as well as CRAFTY's Position Paper on courses below calculus. The session is sponsored by the MAA CUPM Subcommittee on Curriculum Renewal Across the First Two Years (CRAFTY).

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