JMM 2019 Baltimore

Project NExT Sessions and Activities

Project NExT Workshop

Wednesday–Saturday, 8:00–6:00 pm.

Using Mathematical Software: Effective Use of Computer Software in Mathematics Classrooms, organized by Richard Gustavson, Manhattan College, Yevgeniy Milman, Borough of Manhattan Community College, CUNY, Eze Nwaeze, Tuskegee University, and Mckenzie West, Kalamazoo College; Wednesday 9:40 -10:55am. In a modernizing world, the use of computers is ever-increasing. Computer software such as Maple, Mathematica, Matlab, and Sage provides students with the opportunity to see how technology allows for visualization of complex problems, as well as the ability to solve problems at a scale not possible by hand. This session will include presenters who have worked both in developing some of this software as well as those who have successfully integrated computer software into their classrooms. Participants will be introduced to several software systems and methods for integrating them in the classroom. There will be time to discuss implementation strategies during which the speakers will be available for questions. Fascilitators for this workshop will be Matthew Richey, St. Olaf College, William Stein, Sage and CoCalc, Beverly West, Cornell University, CODEE, and Brian Winkel, SIMIODE.

Productive Failure: What Can We Learn from our Teaching Mistakes?, organized by Kimberly Ayers, Pomona College, Jessica De Silva, California State University, Stanislaus, Sarah Loeb, Hampden-Sydney College, and Emily Meehan, Gallaudet University; Wednesday 4:15-5:30pm. As educators, we understand the critical importance within the learning process of making and learning from mistakes. When students engage in mathematical challenges, they may come to face their own "failures"- errors in logical reasoning, problem solving approaches that lead to dead ends, etc. We encourage students to embrace these failures and to learn from these experiences. Do we, as instructors, embrace our own spectacular failures? In this panel, several experienced educators will share their most memorable instructional failures, what led to those failures, and what they learned from their experiences. Participants will have an opportunity to interact with panelists by asking questions during the panel. Small group discussion time will allow for participants to reflect and brainstorm on how to turn their own failures into more productive experiences. Fascilitators for this workshop will be Gizem Karaali, Pomona College, Laura Schmidt, University of Wisconsin - Stout, and Francis Su, Harvey Mudd College.

Standards-based Grading: Tools and Tips for Successful Implementation, organized by Alexander Barrios, Carleton College, William Cipolli, Colgate University, Brittney Falahola, Stephen F. Austin State University, and Daniel Rodman, Taylor University; Thursday 1:00-2:15pm. Standards/Mastery/Specifications grading aims to more accurately measure learning, modeling the learning process more closely by allowing students to be evaluated after receiving nuanced feedback and revisiting the material. This session gives implementation-focused information from how to craft syllabi to designing gradebooks. The session will start with a broad overview and a comparison to traditional grading, and follow with information and resources to guide effective course design that clearly states the goals for learning and rewards long-term performance while discouraging temporary memorization. Instructors experienced with mastery grading will be present for smaller group discussions, which will cover such assessment for a variety of courses, big and small, from precalculus to proof-based courses. Fascilitators for this workshop will be Stephanie Bernander, University of Wisconsin Oshkosh, Marko Budiic, Clarkson University, Jeff Ford, Gustavus Adolphus College, Kathryn Haymaker, Villanova University, Jessica Kelly, Christopher Newport University, Nick Long, Stephen F. Austin State University, Tom Mahoney, Emporia State University, Austin Mohr, Nebraska Wesleyan University, Jessica O'Shaughnessy, Shenandoah University, Taylor Short, Grand Valley State University, Chad Wiley, Emporia State University, and Cassie Williams, James Madison University.

Mentoring Undergraduate Research for Beginners, organized by Jacob Duncan, Saint Mary’s College, Rebecca Everett, Haverford College, Bhuvaneswari (Buna) Sambandham, Dixie State University, and Yan Zhuang, Davidson College; Friday 1:00-
2:15pm. There are numerous benefits to developing and maintaining undergraduate research programs, but how does one start? This session provides a starting point for those who are interested in beginning to mentor undergraduates in mathematical research. We bring together experts who will speak about their experiences designing and supervising successful undergraduate research projects.​ ​Topics include: choosing problems, pedagogical challenges, group dynamics, and finding resources to support undergraduate research. There will be time at the end for speakers to answer questions.  Fascilitators for this workshop will be Andrew Bernoff, Harvey Mudd College, Anant Godbole, East Tennessee State University, Pamela Harris, Williams College, and Allison Henrich, Seattle University.

Building Interdisciplinary Bridges, organized by Kelsey Houston-Edwards, Olin College of Engineering, Allison Lewis, Lafayette College, Chase Russell, Pennsylvania State University, Erie - The Behrend College, and Lucas Waddell, Bucknell University; Saturday, 8:30-9:45am. Increasingly, modern workplaces require individuals to collaborate, communicate, and create across traditional disciplinary lines. As college educators, we should be fostering and modeling these skills, instead of teaching students in confined subject-specific modules. In this workshop, we will​ build and develop ​methods for increasing interdisciplinary contact within our institutions.  Participants will create a blueprint for a prospective project, whether it be conducting research with students or collaborators outside of the math major, developing a cross-listed course in conjunction with another department, or incorporating applications from other disciplines into pre-existing math courses. Fascilitators for this workshop will be Amanda Beecher, Ramapo College of New Jersey, and Benjamin Galluzzo, Clarkson University.

Flipped Classroom: Maximizing Student Outcomes in Flipped Classrooms, organized by Ranthony A.C. Edmonds, The Ohio State University, Forest Mannan, Colorado School of Mines, Caleb Moxely, Birmingham-Southern College, and Diana Schepens, Whitworth University; Saturday 1:15-2:30 pm. Mounting evidence demonstrates that active learning environments foster student success. Instruction that emphasizes action and performance in the classroom can narrow achievement gaps. One key tool that allows for math instructors to focus on active learning in the classroom is the delivery of content outside of class. What makes content delivery most effective? How do you ensure student buy-in? Can learning out of the classroom still be ‘active’? How can this be achieved? This interactive session will focus on these key issues and give participants the opportunity to workshop strategies for implementing flipped instruction in their own courses. Fascilitators for this workshop will be Jim Fowler, The Ohio State University, David Pengelley, Oregon State University, Bart Snapp, The Ohio State University, and Joycelyn Wilson, Spellman College.

Project NExT Lecture on Teaching

Thursday, 11:10 –12 noon, will be given by David Bressoud, Macalester College, Reflections on Teaching Calculus for the First Time, 45 Times.

See details about the reception on Friday in Social Events.