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

Each participant may make at most one presentation in an MAA Contributed Paper Session, either a presentation in one of the themed sessions or a presentation in one of the general sessions. If your paper cannot be accommodated in the themed session for which it was submitted, it will automatically be considered for the general contributed paper sessions. The session rooms are equipped with computer projectors and screens. Please note that the dates and times scheduled for these sessions remain tentative.

In addition to the traditional contributed paper sessions, there will also be an MAA “electronic poster” session at which participants are invited to demonstrate applets for teaching mathematics. That session is described at the end of this page.

Abstracts may be submitted electronically at jointmathematicsmeetings.org/meetings/abstracts/abstract.pl?type=jmm/. Simply fill in the number of authors, click “New Abstract”, and then follow the step-by-step instructions. **The deadline for abstracts submission is Tuesday, September 20, 2016**.

Each participant may make at most one presentation in an MAA Contributed Paper Session, either a presentation in one of the themed sessions or a presentation in one of the general sessions. If your paper cannot be accommodated in the themed session for which it was submitted, it will automatically be considered for the general contributed paper sessions. The organizer(s) of your session will automatically receive a copy of the abstract, so it is not necessary for you to send it directly to the organizer. All accepted abstracts are published in a book that is available to registered participants at the meeting. The session rooms are equipped with computer projectors and screens. Please note that the dates and times scheduled for these sessions remain tentative. Questions concerning the submission of abstracts should be addressed to abs-coord@ams.org .

* The Advancement of Open Educational Resources*,

****CANCELLED***** Assessment in Distance Learning Environments*,

* The Creation and Implementation of Effective Homework Assignments*,

* Cryptology for Undergraduates,* organized by

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

* Do Mathematicians Really Need Philosophy?* organized by

* Humanistic Mathematics*, organized by

* Humor and Mathematics*, Organized by

* Incorporating Big Data Ideas in the Mathematics and Statistics Classroom*,

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

* Innovative Strategies to Inspire & Prepare Potential STEM Majors Who Are Not Yet Ready for Calculus*, organized by

* Innovative Teaching through Recreational Mathematics, *organized by

**Inquiry-Based Teaching and Learning**, Organized by **Brian P. Katz**, Augustana College; **Judith Covington**, Louisiana State University in Shreveport; **Theron Hitchman**, University of Northern Iowa; **Angie Hodge**, University of Nebraska–Omaha; **Alison Marr**, Southwestern University; and **Victor Piercey**, Ferris State University; Friday afternoon. The goal of Inquiry-Based Learning (IBL) is to transform students from consumers to producers of mathematics. Inquiry-based methods aim to help students develop a deep understanding of mathematical concepts and the processes of doing mathematics by putting those students in direct contact with mathematical phenomena, questions, and communities. Within this context, IBL methods exhibit great variety. Activities can take place in single class meetings and span entire curricula for students of any age; students can be guided to re-invent mathematical concepts, to explore definitions and observe patterns, to justify core results, and to take the lead in asking new questions. There is a growing body of evidence that IBL methods are effective and important for teaching mathematics and for fostering positive attitudes toward the subject. This session invites scholarly presentations on the use of inquiry-based methods for teaching and learning. We especially invite presentations that include successful IBL activities or assignments,that *s*upport observations about student outcomes with evidence, or that could help instructors who are new to IBL to try new methods. Sponsored by the SIGMAA IBL.

* Integrating Research into the Undergraduate Classroom*, organized by

* Intertwining Mathematics with Social Justice in the Classroom*, organized by

* Mathematical Technology in the Calculus Classroom*,

* Mathematics and the Arts*, organized by

* Mathematics and Sports*, organized by

* Mathematics Experiences and Projects in Business, Industry, and Government*, organized by

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

* Methods of Engaging Math Learners with Physical Impairments*, organized by

* Modern Data Sets for the Intro Statistics Classroom and Beyond*, organized by

* PIC Math and Preparing Students for Nonacademic Careers*, organized by

* Preparing Pre-service and In-service Teachers to Support the Common Core State Standards Assessments*, organized by

* Preserving and Writing the History of Mathematics Departments*, organized by

* Proofs and Mathematical Reasoning in the First Two Years of College*, organized by

* Research in Undergraduate Mathematics Education (RUME)*,

* Revitalizing Complex Analysis*, organized by

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

* Successful Implementation of Innovative Models for Developmental and General Education Mathematics*, organized by

* Teaching Abstract Algebra: Topics and Techniques*,

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

(1) innovative ways of teaching standard topics in the ODEs course;

(2) strategies for teaching both differential equations and linear algebra simultaneously;

(3) the inclusion of technology in the ODEs course; and

(4) descriptions of applications or nonstandard topics and how such topics can lead to student engagement and interest.

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

**Trends in Undergraduate Mathematical Biology Education**, organized by **Timothy D. Comar**, Benedictine University; and **Daniel Hrozencik**, Chicago State University; Friday afternoon. Several recent reports emphasize that aspects of biological research are becoming more quantitative. Consequently, life science students, including pre-med students, should be introduced to a greater array of mathematical, statistical, and computational techniques and to the integration of mathematics and biological content at the undergraduate level. Mathematics majors also benefit from coursework at the intersection of mathematics and biology because there are interesting, approachable research problems, and mathematics students need to be trained to collaborate with scientists in other disciplines, particularly biology. Topics may include scholarly work addressing the issues related to the design of effective biomathematics course content, courses and curricula, the integration of biology into mathematics courses, student recruitment efforts, the gearing of content toward pre-¬med students, undergraduate research projects, effective use of technology in biomathematics courses, preparation for graduate work in biomathematics and computational biology or for medical careers, and assessment issues. Sponsored by the SIGMAA on Mathematical and Computational Biology.* *

* Unexpected Topics for a Math Circle*, organized by

* Women in Mathematics*, organized by

* General Contributed Paper Sessions*, organized by

* Me and My Gadgets—Teaching with Technology*,

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.

Abstracts should include a short description of the application/software (or a web-link to it) and explain the pedagogical use of the application.

Sponsored by the MAA Committee for Technology in Mathematics Education (CTiME) and Web SIGMAA.