MAA Panels, Posters, Workshops, and Other Sessions


Creating a Meaningful Calculus I Experience for Students Entering with High School Calculus, organized by Alison Reddy, University of Illinois; Wednesday, 8:00 am–9:20 am. Jim McClure of Purdue once said, “Once a student has been exposed to calculus it is hard to treat them.” With the sharp increase in the number of students enrolling in Calculus I who have had some calculus experience in high school (as high as 70 percent at some research universities*), programs are struggling with the question of how to best serve these students in their introductory Calculus courses. In this session we will explore and discuss approaches used at different universities to address this concern. [*Bressoud, CBMS talk on “Building for Success in Calculus”, Oct. 2014] Panelists are: Michael Boardman, Pacific University; David Bressoud, Macalester College; Robin Permantle, University of Pennsylvania; and Uri Treisman, University of Texas. Co-sponsored by MAA/NCTM Joint Committee on Mutual Concerns, and College Board/MAA Joint Committee on Mutual Concerns.

NSF Funding Opportunities for the Learning and Teaching of the Mathematical Sciences, organized by John Haddock and Lee Zia, Division of Undergraduate Education, NSF; Karen King, Division of Research on Learning, NSF; Tasha Inniss, Division of Human Resource Development, NSF; and Jennifer Slimowitz Pearl, Division of Mathematical Sciences, NSF. 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 two sessions. Anticipated budget highlights and other new initiatives for the next fiscal year, as appropriate, will also be presented. Sponsored by the MAA Committee on Professional Development.

  • Part I: Undergraduate/Graduate Education, Department of Mathematics Infrastructure, and Human Resource Development (DUE/DGE/DMS/HRD) Wednesday, 8:00 am–9:15 am, and
  • Part II: The K–16 Continuum: Learning Science & Research and Pre- and In-Service Teachers (DUE/DRL) Wednesday, 9:30 am–10:30 am.

Advanced Placement Calculus Today: Opportunities and Challenges, organized by Ben Hedrick, College Board; Wednesday, 9:35 am–10:55 am. There is a growing debate as to whether more students should take calculus in high school. The data suggest that the public believes they should, as more and more students enroll in Honors and Advanced Placement Calculus classes. This increased enrollment dramatically affects the AP Calculus Program and university course offerings. The panelists will discuss the AP Calculus Program, how it aligns to post-secondary calculus courses, recent changes in the course content and examination, the development of assessment items, and the exam scoring process. The discussion will also focus on mathematical practices for AP Calculus that engage students in developing conceptual understanding of core concepts, those ideas that are necessary to apply important techniques and procedures. As a consequence of expanding enrollment in high school calculus, participants will be asked to consider the prerequisite skills and knowledge for an AP Calculus course. Panelists are: Don King, Northeastern University; Dan Teague, North Carolina School of Science and Mathematics; Gail Burrill, Michigan State University; and Stephen Davis, Davidson University

Developing the MAA Pedagogy Guide, organized by Martha Abell, Georgia Southern University; Wednesday, 2:15 pm–3:35 pm. In the process of revising the Curriculum Guide, the MAA Committee on the Undergraduate Program in Mathematics (CUPM) encountered questions related to “how we teach” instead of “what we teach”. As a result in September 2014, the MAA Committee on the Teaching of Undergraduate Mathematics (CTUM) was charged with developing a Pedagogy Guide to help faculty become more aware of research-based pedagogical approaches, course design, and assessment of student learning. Panel members will discuss various aspects of the Pedagogy Guide, including successful approaches for teaching various mathematics content areas, instructional techniques such as inquiry-based learning and “flipped classrooms,” approaches to addressing student skills such as writing and other forms of communication, course design, classroom climate and student motivation. The panel discussion also provides an opportunity for members of the mathematics community to provide input to the Pedagogy Guide as it is being developed. Panelists are: Jacqueline Dewar, Loyola Marymount University; Gavin LaRose, University of Michigan; Carol Schumacher, Kenyon College; Lew Ludwig, Denison University; and Diana White, University of Colorado Denver.

The Enjoyment of Employment: Finding the Right Organizational Culture, organized by Douglas Kalish, University of California Berkeley; Wednesday, 2:15 pm– 3:35 pm. This workshop is targeted to graduate students and postdocs who are considering nonacademic careers. Are you considering a nonacademic career after graduate school or your postdoc? Are you aware of the different kinds of workplace cultures you’ll encounter? People look for different things in a job: one person might want to change the world, while another just wants a paycheck. Matching your work personality to the culture of the organization is one of the prime factors in workplace happiness. In this workshop you’ll assess your workplace personality, which we will then match against different work environments to see what kinds of organizations are compatible with your work style. We’ll end with a checklist and timeline for starting your job search so that you’ll be fully prepared when the time comes. Before the workshop, go to, take the personality assessment and bring the results with you.

Project NExT–YMN Poster Session, organized by Jonathan Needleman, Le Moyne College, and Thomas Wakefield, Youngstown State University, Wednesday, 2:15 pm–4:15 pm. This session is intended to highlight the research activities, both mathematical and pedagogical, of recent or future Master’s PhD’s in mathematics and related fields. The organizers seek to provide an open venue for people who are near completion, or have finished their graduate studies in the last five years, to present their work and make connections with other same-stage professionals, in much the same spirit as YMN and Project NExT. The poster size will be 48” wide by 36” high. Poster boards and materials for posting pages on the posters will be provided on site. We expect to accept about forty posters from different areas within the mathematical sciences. To apply, send a poster abstract, when and where you have or will receive your PhD or master’s degree, and your current college or university affiliation to the organizers. Potential applicants should send a poster abstract to one of the organizers, Thomas Wakefield,, or Jonathan Needleman,, to apply for the session. The deadline for submissions is December 15, 2015. Sponsored by the Young Mathematicians’ Network and Project NExT.

Finding a Thesis Topic and Advisor, organized by Nicholas Scoville, Ursinus College, and Emily Cilli-Turner, Salve Regina University; Wednesday, 3:50 pm–5:10 pm. Your choice of graduate school is an important career decision, but equally important is your choice of thesis advisor and topic. An advisor and topic that is right for you can give you the jumpstart you need for your career, while a poorly chosen one can be detrimental. In this panel, our experts will offer advice and tips on choosing both a thesis advisor and a topic, addressing such questions as: Do I have to come up with my own research problem? Does it matter if I "like" or get along well with my advisor? How much does my advisor’s reputation in the mathematical community matter? What if I need to change my advisor or my advisor retires or changes schools? How much guidance should I expect from my advisor? Should I choose a graduate school based on a potential advisor? This panel is not only for graduate students, but also undergraduates who are planning on attending graduate school. Panelists are: Allison Henrich, Seattle University, and Brooke Shipley, University of Illinois at Chicago. This panel is sponsored by the Young Mathematicians Network.

Radical Dash! The Radical Dash is a daily scavenger hunt filled with math challenges and creativity for teams of undergraduates. Every day up to five clues will be released via Instagram including a code to break, a mathematical brainteaser, a number of Instagram targets to find throughout the meeting, creative math artwork to fashion, and math to find in everyday objects. So, how quick are you on your feet at solving math problems? Can you picstitch? Would you like to create mathematical art? How about your brain being puzzled by a mathematician? If any of this sounds like fun to you, join us at the 2016 Joint Meetings of the MAA and AMS for the Radical Dash. Individuals are welcome and encouraged to participate; they will be formed into teams on site. Kickoff Meeting will be held on Wednesday, 5:15 pm-6:00 pm.

Improving the Preparation of Graduate Students to Teach Mathematics: An NSF-Funded Project, organized by Jessica Deshler, West Virginia University; Wednesday, January 6, 3:50 pm–5:10 pm. The mathematics community’s responsibility for preparing graduate students to teach is an issue of increasing concern. While there are many departments and faculty who would like to provide teaching-related professional development (PD) for their graduate students (Austin, 2002; Blair, Kirkman, Maxwell, 2013), there is no central clearinghouse that makes the resources broadly visible and easily accessible to the mathematics community. A second barrier to the development of PD programs for TAs is the limited interaction and collaboration between researchers of undergraduate mathematics teaching and those who prepare graduate students to teach, all of whom share a common interest in improving the teaching of undergraduate mathematics. A recently funded NSF IUSE project aims to develop stronger connections and support networks between three groups: (1) those who conduct research on teaching assistant professional development, (2) those who create professional development materials for TAs and (3) those who deliver the professional development in their departments. Panelists will discuss background work that led to the development of the project as well as project components, including an on-line Resources Suite, workshops for those who wish to provide TA PD, networks for those involved in all aspects of TA PD and distance delivery of PD for mathematics TAs. Panelists are: Jack Bookman, Duke University; Robin Gottlieb, Harvard University; Shandy Hauk, WestEd; Sarah Schott, Duke University; and Natasha Speer, University of Maine. Sponsored by the MAA Committee on Professional Development.

Navajo Math Circles produced by MSRI, Wednesday, 6:30 pm–7:50 pm. Hundreds of Navajo children in recent years have found themselves at the center of a lively collaboration with mathematicians from around the world. The children stay late after school and assemble over the summer to study mathematics, using a model called math circles, which originated in Eastern Europe and which has proliferated across the United States. This notion of student-centered learning puts children in charge of exploring mathematics to their own joy and satisfaction, with potentially long-lasting results.

Navajo Math Circles is a one-hour film that is documenting the meeting of two worlds: that of some of the country’s most accomplished mathematicians and math educators, with the children and teachers in the underserved, largely rural Navajo educational system. An 8-minute trailer gives a taste of the film.

The project is supported by the Mathematical Sciences Research Institute (MSRI) in Berkeley, California with a generous grant from the Simons Foundation, and by Vision Maker Media (VMM), Lincoln, Nebraska, and by the Corporation for Public Broadcasting (CPB). Following this premiere screening 2016 Joint Mathematics Meeting (JMM), Vision Maker Media will  work with the Corporation for Public Broadcasting (CPB) to schedule a national broadcast. 

This film was directed by George Csicsery and produced by MSRI. Co-sponsored by the AMS and MAA.



Guiding Your PhDs to Nonacademic Careers, organized by Douglas Kalish, University of California Berkeley; Thursday, 8:00 am–9:20 am. According to the NSF, in 2010 nearly 50 percent of mathematics and statistics PhDs held nonacademic positions. More faculty are accepting and promoting nonacademic career alternatives for their graduate students and postdocs. But for some faculty without extensive industry experience or contacts, it’s difficult to offer advice and counsel to these students. This workshop provides information and tools for faculty who want to mentor their PhDs as to the opportunities available and additional skills required for a successful nonacademic job search. Some of the topics we will cover will include: the nonacademic job market for quantitative PhDs; skills required of PhDs for nonacademic jobs; making industry internships work for the PhD and advisor; counseling and networking resources for nonacademically-bound PhDs; supporting nonacademic career PhDs emotionally and behaviorally; managing academic and nonacademic career PhDs in the same department; and sharing experiences and challenges in mentoring nonacademic career PhDs. The tools and topics of this workshop are targeted to mathematical sciences faculty who embrace (or at least accept) nonacademic career choices for their graduate students and postdocs. This workshop is not a discussion of the appropriateness of a graduate education for nonacademic career candidates

Applications of Gapminder for Undergraduate Mathematics and Statistics Courses, organized by Samuel L. Tunstall, Sarah Greenwald, and Bill Bauldry, Appalachian State University; Thursday, 8:00 am–9:20 am. Do a nation’s GDP and its youth’s math ability go hand-in-hand? Are geriatric car crashes on the decline? Which nations are the most “developed”? These are all captivating questions, and the commonality among them is that they were tackled by students using data from While such questions are nontrivial for a mathematician or sociologist to approach, it is worthwhile for students to approach them–doing the work could change their mind about the utility of mathematics. Created in 2005, Gapminder is a nonprofit site with the goal of enhancing sustainable global development through an increased use of information regarding social, economic, and environmental development at local and international levels. With more than 520 data sets to peruse, the site is a powerhouse for applications in the classroom; one might use it for demonstrations, short-term assignments, or semester-long research projects. Notwithstanding, deciding how to use the tools so that neither you nor your students becomes overwhelmed can be a challenge. As such, the first component of this interactive workshop is to familiarize instructors with the site and its visualization tools. Next, we will move on to discuss the applications of it in classes such as college algebra, first-year seminar, introductory and upper-level statistics, differential equations, and other modeling courses. Finally, participants will work in teams to create new assignments for immediate use in their classrooms. Whether one has used the site before or not, each participant should expect to take away meaningful, tangible strategies for its use. Participants should come prepared to learn more about the world and how to bring it into your classroom!

AMS-MAA-SIAM Panel Discussion: Computing across the curriculum: Opportunities and challenges, organized by Rachel Levy, Harvey Mudd College; and Lee Zia, National Science Foundation; Thursday, 8:30 am–10:00 am. As data science, industrial mathematics, and mathematical modeling have gained attention as popular tools in the workforce, a new focus on computation has entered mathematical sciences courses. In this panel, faculty will share their experiences incorporating computing across the mathematics curriculum. Computing will be discussed as a major focus of a course or as new modules or assignments integrated into existing courses. Challenges and opportunities associated with these efforts will also be presented, along with potential NSF funding avenues. This panel is co-sponsored by the AMS, MAA, and SIAM.

MAA Session for Chairs: What Department Chairs Should Know About Teaching with Technology, organized by Catherine M. Murphy, Purdue University Calumet, and Daniel Maki, Indiana University; Thursday, 9:00 am–10:20 am. Based on their experience as developers and users of technology to support teaching, the panelists will address the following: the goals for learning outcomes and pedagogy, infrastructure and other resources needed for a new initiative, institutionalizing the results of successful pilot programs, ADA requirements. During the discussion following the panelists’ presentations, attendees are invited to share their experiences as well as ask questions of the panelists. Panelists for this session are: Michael Gage, University of Rochester; Gavin LaRose, University of Michigan; and Peter Turbek, Purdue University Calumet.

Mathematical Outreach Programs, organized by Elizabeth Yanik, Emporia State University; Thursday, 10:00 am–12:00 noon. This poster session is designed to highlight special programs which have been developed to encourage students to maintain an interest in and commitment to succeeding in mathematics. These programs might include such activities as after school clubs, weekend activities, one-day conferences, mentoring opportunities, summer camps, etc. This poster session encompasses a wide variety of outreach efforts for a variety of age groups. For example, programs might be designed to reach out to underrepresented groups. The projects supported by MAA Tensor and Summa grants will find this an ideal venue in which to share the progress of their funded projects. Another possible type of outreach might involve mathematical enrichment programs. For example recipients of Dolciani Mathematics Enrichment Grants might wish to highlight their programs. Other examples might include innovative programs to motivate undergraduates to study mathematics. We encourage everyone involved with offering mathematical outreach activities to consider submitting an abstract to the session organizer, Betsy Yanik, This poster session is sponsored by the MAA Committee on the Participation of Women.

Career Options for Undergraduates, organized by Thomas P. Wakefield, Youngstown State University, and Kristine Roinestad, US Census Bureau; Thursday, 10:35 am–11:55 am. A common question for math majors to ask is, “What options are available for someone with a math degree?” In today’s global marketplace, employers are increasingly seeking candidates with a degree in mathematics, applied mathematics, or statistics. Panelists Dr. Thomas A. Grandine, technical fellow with Boeing; Dr. Katie Oliveras, assistant professor, Seattle University; and a representative of the Society of Actuaries will showcase options for career paths in academia as well as settings such as industry, government, and nonprofits. They also will speak on their own career experiences. Panelists are: Thomas Grandine, Boeing Corporation; Katie Oliveras, Seattle University; and Marcia A. Ciol, University of Washington. This panel is sponsored by the Young Mathematicians Network.

Developing Mathematical Concepts with Technology, organized by Gail Burrill, Michigan State University; Thursday, 10:35 am–11:55 am. Although technology is often used as a tool for doing mathematics–creating graphs and crunching numbers–it can also be a powerful tool for developing understanding of mathematical concepts. Interactive dynamic technology can play a central role in helping students grapple with and come to understand ideas in mathematics. CAS technology, in particular, offers the potential for students to explore sophisticated and subtle mathematical concepts helping them develop some of the fundamentals that are necessary for moving fluently among the ideas and making connections among concepts. The panelists will share examples from calculus, geometry, introductory statistics, linear algebra and differential equations; discuss the affordances and limitations of technology; offer suggestions from research about how technology can be used effectively; and engage the audience in a discussion about the effective use of the technology. The discussion will focus on interactive dynamic technology but will also include a broader perspective on technologies available for use in teaching. Panelists will include Wade Ellis, West Valley Community College; Tom Dick, Oregon State University; Andrew Bennett, University of Kansas; and Gail Burrill, Michigan State University.

Interdisciplinary Modeling Experiences for Undergraduates, organized by Amanda Beecher, Ramapo College of New Jersey, and Chris Arney, United States Military Academy; Thursday, 1:00 pm–2:20 pm. This panel will feature faculty discussing the opportunities and challenges of developing interdisciplinary modeling experiences for undergraduates. Ideas for how to develop these experiences inside (courses or projects) or outside (contests, learning communities, community service experiences) the classroom will be presented. Each of the panelists will focus on advantages and disadvantages faced while developing interdisciplinary modeling opportunities, including time, resources, and institutional support. This panel is designed for faculty teaching or leading any form of modeling or problem solving. Significant time will be reserved for questions from the audience and between the panelists. Panelists are Heidi Berger, Simpson College; Jessica Libertini, Virginia Military Institute; Gary Olson, University of Colorado Denver; and Robert Wooster, College of Wooster.

Mid-Career Faculty: Charting the Next Half of Your Career, organized by Jenna P. Carpenter, Louisiana Tech University; Thursday, 1:00 pm–2:20 pm. Mentoring programs often focus on new faculty but mid-career faculty can benefit from mentoring, too. While they have issues and interests that differ from faculty just starting their career, they also have a wider spectrum of opportunities open to them. This panel session features several successful mid-career faculty who have taken different paths post-tenure. They will share some of their wisdom for charting an interesting second half of one’s career. Panelists are: Jonathan K. Hodge, Grand Valley State University; Judith Covington, Louisiana State University at Shreveport; Annalisa Crannell, Franklin and Marshall College; Brigitte Lahme, Sonoma State University; and Ronald Taylor, Berry College. Sponsor for this panel is the MAA Committee on Professional Development.

Projects Supported by the NSF Division of Undergraduate Education, organized by Jon Scott, Montgomery College; Thursday, 2:00 pm–4:00 pm. 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.

Is Online Inquiry-Based Learning (IBL) Possible?organized by Padraig McLoughlin and Perry Y. C. Lee, both of Kutztown University of Pennsylvania; Thursday, 2:35 pm–3:55 pm. Inquiry-Based Learning (IBL) is insistent on having students do mathematics: the pedagogy is based on challenging students to create, discover, produce solutions to problems, conjecture, experiment, explore, interact, opine, and prove or disprove claims. IBL encourages students to engage so students cannot simply sit and "absorb." Faculty cannot figuratively open heads and "pour in the knowledge." Students are to conjecture, experiment, explore, and solve problems. Socratic inquiry via IBL is not a ‘process’ where there is ‘information’ exchanged. IBL is not a unary philosophy of mathematics teaching insofar as there are a number of types of IBL methods across the full range of schooling and ranges from active learning to discovery learning through to the Moore method. A fundamental part of IBL is that students are guided through well-crafted notes in mathematical discovery. This panel discussion will focus on whether IBL can be achieved in an online course. Panelists will discuss their successes, or lack thereof, with IBL for online courses or a hybrid (a way that augments face-to-face classes) manner which do not sacrifice depth for breadth, that do foster discussion, and that do support authentic inquiry. We also shall include panelists who will justify why they opine that such goals cannot be achieved within the framework of IBL. Panelists to be determined.

Summer Research Programs, organized by Lloyd E. Douglas, Independent Consultant; William A. Hawkins Jr., MAA and University of the District of Columbia; and Robert Megginson, University of Michigan; Thursday, 2:35 pm–3:55 pm. The MAA has sponsored Summer Research Programs with funding from NSF and NSA since 2003. Each program consists of a small research group of at least four minority undergraduates mentored by a faculty member. About one hundred thirty sites have been funded as of summer 2015. Yunus Zeytuncu, University of Michigan-Dearborn; Brett Sims, Borough of Manhattan Community College; and Min-Lin Lo, California State University, San Bernardino, will discuss their programs. There will be ample time for questions and discussion. It is expected that funding will be available for summer 2016. Additional information can be found on the NREUP website at for this panel is the MAA Committee on Minority Participation and the MAA Office of Minority Participation.

Find a Research Collaborator Social Hour, organized by Jacob White, Texas A&M University, and Timothy Goldberg, Lenoir-Rhyne University; Thursday, 3:15 pm– 4:15 pm. As freshly graduated PhD’s will start their research career at a new institution, two of the most common obstacles observed are (1) finding collaborators in other departments or institutions, and (2) finding topics to work on. This event will consist of small group discussions based on research interests, with the goal of sharing ideas of how to find collaborators and topics, as well as possibly finding a collaborator during the event. Sponsored by the Young Mathematicians’ Network.

Radical Dash! Thursday, 5:15 pm-6:00 pm. (see full description on Wednesday)

Poetry + Art + Math, organized by Gizem Karaali, Pomona College; Lawrence M. Lesser, University of Texas at El Paso; and Douglas Norton, Villanova University; Thursday, 5:30 pm–7:00 pm. In the last few years, JMM attendees have enjoyed eclectic poetry readings. This year’s poetry reading will be augmented by a guest lecture by Seattle mathematical artist / poet Michael Schultheis. Schultheis’s art will also be displayed during the session. All who are interested in mathematical poetry and/or mathematical art are invited. Come to share your poetry or simply enjoy the poetry-art-math! Though we do not discourage last-minute decisions to participate, we invite and encourage poets to submit poetry (no more than three poems, no longer than five minutes) and a bio in advance—and, as a result, be listed on our printed program. Inquiries and submissions (by December 1, 2015) may be made to Gizem Karaali ( Sponsors for this event include the Journal of Humanistic Mathematics and SIGMAA ARTS.



College Calculus and the Preparation Gap: Identified Problems and Models for Improvement, organized by Michael Boardman, Pacific University; Gail Burrill, Michigan State University; and David Bressoud, Macalester College; Friday, 8:00 am–9:20 am. Mathematics departments and their faculty face the difficult task of providing effective Introductory Calculus courses for students with significantly different backgrounds in mathematics. Some students have completed high school calculus, in courses of varied quality, and others have never seen calculus before. Some have strong preparation for college calculus, while others have significant deficits in their backgrounds. Panelists will share results of recent research about the nature and impact of these challenges and will describe some models for success in dealing with this issue. Panelists to include David Bressoud, Macalester College; Deborah Hughes Hallett, Harvard University; Robin Cruz, College of Idaho; Dave Dwyer, University of Evansville; and Chad Topaz, Macalester College. Sponsors for this panel are MAA/NCTM Joint Committee on Mutual Concerns, and the College Board/MAA Joint Committee on Mutual Concerns.

Guidelines for Statistics Education: MAA Curriculum Guide, ASA Guidelines, GAISE II, and SET. Organizers include Patti Frazer Lock, St. Lawrence University; Sue Schou, Idaho State University; and Randall Pruim, Calvin College; Friday, 8:00 am–9:20 am. In recognition of the increasing importance of statistics and statistics education, there have been four major new reports on statistics education in the last year and a half. This panel focuses on these reports:

  • The MAA 2015 Curriculum Guide recommends that “every mathematical sciences major should have, at a minimum, … a command of data analysis and statistical inference at a level equivalent to that obtained in an applied data analysis course.” The Curriculum Guide links to a report giving recommendations for this course, as well as a report giving recommendations for statistics programs.
  • The American Statistical Association published its Curriculum Guidelines for Undergraduate Programs in Statistical Science in November 2014. These Guidelines update previous guidelines published in 2000.
  • The original GAISE (Guidelines for Assessment and Instruction in Statistics Education) College Report was written in 2005 and endorsed by the ASA and AMATYC. These guidelines are being updated this year and the GAISE 2016 report is expected in early 2016.
  • The Statistics Education of Teachers (SET) report came out in early 2015 and gives specific recommendations for the statistics education of pre-service K–12 teachers. The Conference Board of the Mathematical Sciences (CBMS) identified the statistical preparation of teachers as an area of concern in their document, Mathematics Education of Teachers 2 (MET2). The SET report addresses this concern.

We will have four panelists, each an author on one of these four reports. The panelists will share the results of the different reports and will discuss implications of the reports for programs in mathematics, statistics, and mathematics education. Panelists present will be Patti Frazer Lock, St. Lawrence University; Michelle Everson, Ohio State University; Chris Franklin, University of Georgia; and Beth Chance, Cal Poly–San Luis Obispo. Sponsored by SIGMAA STAT ED.

Pure and Applied Talks by Women Math Warriors presented by EDGE (Enhancing Diversity in Graduate Education), organized by Candice R. Price, Sam Houston State University, and Amy L. Buchmann, Tulane University; Friday, 8:00 am–10:55 am. Since its beginning in 1998, nearly two hundred women have participated in the EDGE program. Approximately seventy are currently working toward a PhD, over one hundred have earned Masters and fifty-seven have gone on to successfully complete PhDs. This session will be comprised of research talks in a variety of different sub-disciplines given by women involved with the EDGE program. For more information on the EDGE program see

Instructional Strategies That Can Make a Difference, organized by Gail Burrill, Michigan State University; Friday, 9:35 am–10:55 am. Research has suggested some ways of supporting learning can make a difference in what students learn and what they remember. The NCTM’s recent publication, Principles to Action, describes what these could look like in K–12 classrooms, for example, facilitating productive discussion, posing meaningful questions, using and connecting mathematical representations. Are there counterparts for instruction at the post-secondary level? Panelists will talk about what these might be and how they can look in post secondary classrooms. Panelists are: Tom Dick, Oregon State University; Diane Briars, National Council of Teachers of Mathematics; Brian Hopkins, St. Peters University; and Darryl Yong, Harvey Mudd College. Sponsored by the MAA/NCTM Joint Committee on Mutual Concerns.

Perspectives on IBL Teaching: Novice, Experienced, and Master, organized by Judith Covington, LSU Shreveport, and Theron Hitchman, University of Northern Iowa; Friday, 9:35 am–10:55 am. Panelists will share their experiences in getting started with Inquiry Based Learning (IBL) and perspectives on maintaining these techniques over time. They will share a quick thought on the opportunities and challenges of IBL courses, but a large fraction of the time will be reserved for questions from the audience. Our panelists include someone new to IBL teaching, someone with enough experience to feel comfortable designing a new course, and an acknowledged master teacher who has mentored others in IBL teaching. Panelists are: Angie Hodge, University of Nebraska Omaha; Mitchel T. Keller, Washington and Lee University; and Carol Schumacher, Kenyon College.

Learning from Each Other: International Perspectives on the Mathematical Education of Teachers, organized by Bonnie Gold, Monmouth University, and David C. Carothers, James Madison University; Friday, 1:00 pm–2:20 pm. Every country has its own ways of educating its teachers, due to a combination of historical factors and the way the country is organized. So we cannot simply look at another country and say, “Wow, they do so much better than us on the TIMSS (or PISA)–let’s do what they do.” For example, some countries are less concerned about including students with disabilities than we are. However, there is still value in looking at what other countries do and considering whether some aspects of their approaches might be worthwhile for us to modify and adopt. There have been several studies of what is being done in other countries: China, Korea, and Germany, among others. Panelists will speak on aspects of mathematical education of teachers in other countries that perhaps are worth discussing in the US. Panelists are: Tad Watanabe, Kennesaw State University; Catherine B. Kessel, Mathematics Education Consultant, Berkeley, CA; and William Schmidt, Michigan State University. This panel is sponsored by the MAA Committee on the Mathematical Education of Teachers (COMET).

Undergraduate Research as a Capstone Course, organized by Aklilu Zeleke, Michigan State University; James Solazzo, Coastal Carolina University; and Michael Karls, Ball State University; Friday, 1:00 pm–2:20 pm. Undergraduate research in the mathematical sciences has flourished over the past decade. The number of undergraduates engaging in mathematical sciences research has increased dramatically over the past few years. Indicators of this growth include the size of the undergraduate poster session at the Joint Mathematics Meetings (e.g., over 300 posters at the 2014 meeting), the number of mathematics Research Experience for Undergraduates programs (now close to 70), and the recent creation of journals devoted to mathematics undergraduate research (e.g., Involve at UC Berkeley). Undergraduate research is now a major factor in preparing students for graduate school and industrial careers. There are many models of undergraduate research in the mathematical sciences, such as semester–long projects that are completed for honors or thesis credit, nationally funded summer REUs, and research projects that engage students over a longer period, usually two to four semesters. All these models have one thing in common: the research experience is not targeting all students in a class or institution. At many institutions, mathematics majors fulfill a capstone course. Usually such courses are nonstandard and/or interdisciplinary and are not normally offered as part of the undergraduate curriculum. Students are expected to read research articles, write expository reports and make presentations. In this panel we seek examples of models that have incorporated undergraduate research as a component of a capstone course. The panel will discuss strategies for selecting appropriate projects, mentoring students for successful outcomes and assessment of students’ work. Panelists are: Anant Godbole, East Tennessee State University; Keshav Jagannathan, Coastal Carolina University; Rebecca Garcia, Sam Houston State University; and Sergio Loch, Grand View University. Sponsored by the MAA Subcommittee on Research by Undergraduates.

Renewing the First Two Years Curriculum: Calculus, Quantitative Reasoning, Statistics, Pre-calculus, and Developmental Mathematics, organized by Suzanne I. Dorée, Augsburg College; Friday, 2:35 pm–3:55 pm. This broad array of mathematics courses taught in the first two years is key to student success in college, both for prospective majors in STEM and as part of the general education for all majors. National efforts to renew the first two years’ curriculum are underway with the goal that introductory courses be interesting and engaging for students, reflect modern workforce use of mathematics, and prepare students for subsequent coursework and their lives as citizens. To accomplish these lofty goals, we all need to revise our curriculum—updating standard courses and reconsidering courses that no longer work. Where is your department in this effort? A great place to start is to learn more about successful programs that you might easily adapt to your needs. Whether you are just getting started or already renewing your curriculum, come learn more about what’s happening on the national scene. Panelists will describe innovative trends and resources for renewing calculus, building quantitative reasoning courses, modernizing introductory statistics, improving courses that prepare students for calculus, and restructuring developmental mathematics. Department chairs, academic leaders, and faculty engaged in curriculum renewal of mathematics courses in the first two years are especially encouraged to attend. Panelists are: Michael Axtell, University of St. Thomas; Caren Diefenderfer, Hollins University; Patti Frazer Lock, St. Lawrence University; Rebecca Hartzler, Seattle Central College; and Bruce Yoshiwara, Pierce College. Sponsored by MAA Committee on Curriculum Renewal Across the First Two Years (CRAFTY)

A Common Vision for the Undergraduate Mathematics Program in 2025, organized by Karen Saxe, Macalester College; Friday, 2:35 pm–3:55 pm. Each year approximately 50 percent of students fail to pass college algebra with a grade of ‘C’ or better. Failure rates under traditional lecturing are 55 percent higher than the rates observed under active learning. Challenges like these are highlighted in reports such as “The Mathematical Sciences in 2025” (NRC) and “Engage to Excel” (PCAST), and have led to differentiated responses from different groups in the mathematical sciences. The Common Vision project [NSF DUE-1446000] has brought together leaders from five professional associations in the mathematical sciences—AMATYC, AMS, ASA, MAA, and SIAM—to provide a snapshot of the current thinking about undergraduate mathematics. The Common Vision report reflects a consensus that failure rates in traditional entry-level courses at two- and four-year institutions are unacceptably high, and that other pathways to college-credit-bearing courses are needed. The five associations are working closely together for the first time and work growing out of this project should guide future progress to incrementally improve education in the mathematical sciences. Panelists will update the community on the project. Panelists are: Tara Holm, Cornell University; Helen Burn, Highline College; Rachel Levy, Harvey Mudd College; and Matthew Ando, University of Illinois Urbana-Champaign.

MAA Student Poster Session, organized by Joyati Debnath, Winona State University; Friday, 4:30 pm– 6:00 pm. This session features research done by undergraduate students. First-year graduate students are eligible to present if their research was completed while they were still undergraduates. Research by high school students can be accepted if the research was conducted under the supervision of a faculty member at a post-secondary institution.

Appropriate content for a poster includes, but is not limited to, a new result, a new proof of a known result, a new mathematical model, an innovative solution to a Putnam problem, or a method of solution to an applied problem. Purely expository material is not appropriate for this session.

Participants should submit an abstract describing their research in 250 words or less by midnight, Friday, October 9, 2015. Notification of acceptance or rejection will be sent by November 2, 2015. See for further information on what should be included in the abstract and a link to the abstract submission form.

Posters will be judged during the session and award certificates will be mailed to presenters with the highest scores. Trifold, self-standing 48" by 36" tabletop poster boards will be provided. Additional materials and equipment are the responsibility of the presenters. Participants must set up posters between 2:30 pm and 3:30 pm and must be available at their posters from 3:30 pm to 6:00 pm. Judging will begin at 3:30 pm, and general viewing will begin at 4:30 pm. Judges results will be available at the MAA Pavilion in the Exhibit Hall the following day until the exhibits close.

Questions regarding this session should be directed to Joyati Debnath, Support for the 2016 Undergraduate Student Poster Session is provided by Tudor Investment Corporation and Two Sigma.

Actuarial Science: Change Is the Norm!, organized by Patrick Brewer, Lebanon Valley College; Robert Buck, Slippery Rock University; Bettye Case, Florida State University; Kevin Charlwood, Washburn University; Michelle Guan, Indiana University, Northwest; Steve Paris, Florida State University; and Sue Staples, Texas Christian University; Friday, 5:00 pm– 7:00 pm. To meet expectations of students intending actuarial careers, changes are needed faster than the usual deliberative academic pace. There is constant need for curriculum modification. Possibly the most important discussions for this, the 24th in this series of JMM actuarial sessions, will center on changes and initiatives not yet announced as it is planned. The outside-class activity of a strong program can stress both students and actuarial advisors. Sessions seek to support faculty involved with actuarial science offerings; they are organized by faculty from a variety of such programs. Presentations feature Seattle area actuaries and include representatives from professional and publishing organizations. Comments from actuaries at differing career stages and paths will touch on "what I wish I had known before I began working". One of the career demands these actuaries mention is certain to be about credentialing. This major commitment is sometimes undertaken by faculty and the resulting demands will be described by recently credentialed faculty members. Panelists are: Steve Armstrong, Casualty Actuarial Society; Robert Buck, Slippery Rock University; Robert Fisette, Milliman; Caitlin Hendricks, Liberty Mutual; Stuart Klugman, Society of Actuaries; John Leo, Cambria Health Solutions; and Steve Paris, Florida State University.

Managing Your Own Course Social Hour, organized by Jacob A. White, Texas A&M University, and Timothy Goldberg, Lenoir-Rhyne University, Hood College; Friday, 4:00 pm–5:00 pm. One of the many challenges facing new faculty members (and sometimes advanced teaching assistants) is managing their own courses. This event will consist of small group discussions based on types of courses and perhaps types of institutions, with the goal of sharing ideas and experiences about managing one’s own course. This may also include discussions on creating a new course. Sponsored by the Young Mathematicians’ Network.

Mathematically Bent Theater, featuring Colin Adams and the Mobiusbandaid Players; Friday, 6:00 pm– 7:00 pm. Is laughter the body’s attempt to eject excess phlegm? Why did Plato write dialogues instead of monologues? Who walked off with my copy of "Quasi-Linear Perturbations of Hamiltonian Klein-Gordon Equations on Spheres" at the AMS Fellows Reception at the San Antonio Joint Meetings? These are just a few of the questions we will not answer in this theatrical presentation of several short mathematically inclined humorous pieces.

Backgammon! organized by Arthur Benjamin, Harvey Mudd College; Friday, 8:00 pm–10:00 pm. Learn to play backgammon from expert players. It’s a fun and exciting game where players with a good mathematics background have a decisive advantage. Boards and free lessons will be provided by members of the US Backgammon Federation. Stop by anytime!



How to Think Brilliantly and Creatively in Mathematics: A Guide for K–12 Educators and Their Students, organized by Deanna Haunsperger, Carleton College; Saturday, 8:00 am–8:50 am. This lecture is a guide for thinking brilliantly and creatively in mathematics for K–12 educators, their students, and all seeking joyful in doing mathematics. How do we model and practice uncluttered thinking and joyous doing in the classroom? Pursue deep understanding over rote practice and memorization? Develop the art of successful flailing? Our complex society demands of its next generation not only mastery of quantitative skills, but also the confidence to ask new questions, explore, wonder, flail, persevere, innovate, and succeed. Let’s not only send humans to Mars, let’s teach our next generation to solve problems and get those humans back if something goes wrong! In this talk, James Tanton, MAA, will explore five natural principles of mathematical thinking. We will all have fun seeing how school mathematical content is the vehicle for ingenuity and joy. All are so welcome to attend! The sponsor for this lecture is the MAA Council on Outreach.

Starting a New Track: Actuarial Science, Biomathematics, Environmental Science, Climate Studies, organized by Julie Barnes, Western Carolina University; Martha Siegel, Towson University; and Linda McGuire, Muhlenberg College; Saturday, 9:00 am–10:20 am. Mathematicians that have successfully implemented either a track within the mathematics major, a double major, or a fully integrated major in Actuarial Science, Biomathematics, or Environmental Science and Climate Studies will briefly describe the necessary components of such a program, including the opportunities and the obstacles to implementation in a mathematics department. For each such program, there will be ample time to consult with the experts so as to determine how one’s own department might encourage the professional development of its mathematics faculty and/or the cooperation within an institution to allow for implementation of some level of interdisciplinary tracks in these three areas. Panelists are: Jim Daniel, University of Texas at Austin; Tim Comar, Benedictine University; and Ben Galluzzo, Shippensburg University. This panel is sponsored by the MAA Committee on the Undergraduate Program in Mathematics (CUPM) and MAA Committee on Professional Development.

High School Quadratics: How to Think About and Do Everything About Them Brilliantly and Creatively, organized by Deanna Haunsperger, Carleton College; Saturday, 9:15 am–10:45 am. Presenter, James Tanton, MAA, will now put brilliant and creative thinking practices into an actual high-school topic: the study of quadratics in algebra II. Let’s see how to bring the light of ease and joyful doing into this standard classroom unit. By letting go of a focus on jargon and memorization we can effectively help our students develop the confidence to “power their way” through questions and challenges, to engage in problem solving, and to develop the confidence to persevere. We can teach our students to be confident and agile thinkers and still master the curriculum content they are required to know. This workshop will model the presentation of the entire standard quadratics content, illustrating how doing less leads to more! Sponsored by the MAA Council on Outreach.

Me and My Gadgets - Teaching with Technology, organized by Tom Hagedorn, The College of New Jersey; Karl Schmitt, Valparaiso University;  Michael Scott, California State University Monterey Bay; and John Travis, Mississippi College; Saturday, January 9, 10:00 am– 11:55 am. Constantly changing technology presents an exciting and shifting opportunity to engage students and improve learning. This electronic poster session will consist of live, interactive demonstrations of applets, widgets or other technology for teaching mathematics. Rather than preparing a traditional printed poster, presenters will showcase how students engage mathematics through their application using some electronic device such as a tablet, smartphone, or laptop. Preference will be given to presenters demonstrating their own or new applications or to novel approaches in using existing ones. In addition to the active displays, all participants will give a 3-5 minute “Lightning Talk” to demonstrate their application, highlighting where it fits into a mathematics curriculum. These will be scheduled in the middle of the session, and included in the program. Potential presenters must submit a detailed description of their application to and receive approval from the organizers for inclusion in this session. The deadline for submission is December 15, 2015. Sponsored by the MAA Committee on Technology in Mathematics Education and WEB SIGMAA

What’s Beyond the Curriculum? organized by Martha Siegel, Towson University; Saturday, 10:35 am–11:55 am. The 2015 CUPM Curriculum Guide to Majors in the Mathematical Sciences has been available for about one year. CUPM presents some important ways to use the Guide to craft some or all of a mathematics major program and expands on its recommendations for managing the elements beyond the curriculum that will contribute to success. Panelists are: Matt Boelkins, Grand Valley State University; Bonnie Gold, Monmouth University; Patti Frazer Lock, St. Lawrence University; and Susan Loepp, Williams College. Sponsored by the MAA Committee on the Undergraduate Program in Mathematics.

Math Circle Demonstration, organized by Zvezdelina Stankova, Mills College; Tatiana Shubin, San Jose State University; and Paul Zeitz, University of San Francisco; Saturday, 11:00 am–11:50 am. A math circle is an enrichment experience that brings mathematics professionals in direct contact with pre-college students and/or their teachers. Circles foster passion and excitement for deep mathematics. This demonstration session offers the opportunity for conference attendees to observe and then discuss a math circle experience designed for local students. While students are engaged in a mathematical investigation, mathematicians will have a discussion focused on appreciating and better understanding the organic and creative process of learning that circles offer, and on the logistics and dynamics of running an effective circle. Presenting at this demonstration will be Zvezdelina Stankova, Mills College, Berkeley Math Circle Director. The sponsor for this demonstration is SIGMAA MCST.

International Engagement in Research and Education in the Mathematical Sciences, organized by Overtoun Jenda, Auburn University; Saturday, 1:00 pm– 2:20 pm. This session will showcase international programs involving research and education. Speakers will discuss unique features and goals of their programs and will give examples of their activities including specific collaborative research projects. Activities and research collaborations can involve faculty, graduate students and/or undergraduate students. Programs where US faculty and students visit other countries and vice versa will be discussed. Speakers will also share opportunities, challenges, and lessons learned in developing, implementing, and sustaining such programs. The Southern Africa Mathematical Sciences Association’s Masamu Program is one example that will be presented. Panelists are: Neal Koblitz, University of Washington; Overtoun Jenda, Auburn University; Suzanne Lenhart, University of Tennessee; Yuan Lou, Ohio State University; and Fred Roberts, Rutgers University.

Math Wrangle, organized by Mark Saul, American Math Competitions, and Ed Keppelmann, University of Nevada Reno; Saturday, 1:00 pm–2:30 pm. Math Wrangle will pit teams of students against each other, the clock, and a slate of great math problems. The format of a Math Wrangle is designed to engage students in mathematical problem solving, promote effective teamwork, provide a venue for oral presentations, and develop critical listening skills. A Math Wrangle incorporates elements of team sports and debate, with a dose of strategy tossed in for good measure. The intention of the Math Wrangle demonstration at the Joint Math Meetings is to show how teachers, schools, circles, and clubs can get students started in this exciting combination of mathematical problem solving with careful argumentation via public speaking, strategy and rebuttal.Sponsors for this event are SIGMAA-MCST and American Mathematics Competitions.