JMM Sessions and Events

Professional Enhancement Programs (PEP)

JMM Professional Enhancement Programs (PEP)  are open only to persons who register for the Joint Meetings and pay the Joint Meetings registration fee, in addition to the appropriate PEP fee. The AMS reserves the right to cancel any PEP that is undersubscribed. The cost per PEP is  US\$125  Member (AMS, AWM, ASA, NAM, or SIAM); US\$175 Nonmember. The AMS reserves the right to cancel any program that is undersubscribed. Note that online registration will turn off for the PEPs after 1/2. After that, registration for a PEP can only be done in person at a cashier station, through 1/3. Registration for the PEPs will close after 1/3. Please see complete descriptions of the PEPs here.

JMM Panels

JMM Panel: Cal-Bridge: Building Bridges and Diversifying Mathematics, organized by Suzanne Sindi, University of California, Merced, and Oscar Vega, California State University, Fresno; Saturday, 2:00–3:30 p.m. In this panel, we will discuss the Cal-Bridge program model with current students and faculty. We discuss opportunities for faculty at California colleges (and beyond) to support students from diverse backgrounds.

JMM Panel: Decolonizing Mathematics, organized by Tarik Aougab, Haverford College, Marissa Loving, University of Wisconsin Madison; and Brandis Whitfield, Temple University; Wednesday, 3:00–4:30 p.m. Though "decolonizing" seems to be a popular buzzword in academic spaces, it's not altogether clear what it means. Ironically, it seldom refers to addressing the core problems associated with colonization: theft of land and culture, loss of (human/nonhuman) life, and destruction of the planet. Our guiding question will be: can mathematicians engage in decolonization, insofar as what we mean by decolonization is struggling against these core issues?

JMM Panel: Regional Math Alliances: Activities and Formation of Regional Groups to Support the Goals of the National Math Alliance, organized by Teresa Martines, University of Texas, Austin, and David Goldberg, Math Alliance/Purdue University; Friday, 8:30–10:00 a.m. This session describes the regional structure associated with the Math Alliance, a national mentoring community focused on broadening participation. As we've has grown, a regional structure is needed, and there are several active regions, while others are forming. This session will describe a range of activities that regional alliances currently engage in, the manner in which they coordinate with the Math Alliance and each other, and the key steps and benefits to forming one.

JMM Panel: The Future of Graduate Mathematics Textbooks, organized by Ravi Vakil, Stanford University; and Elizabeth Loew, Springer Nature; Thursday, 10:30 a.m.–12:00 p.m. Pedagogy at the graduate level is a strong indicator of the growth and continued appeal of a subject discipline. The graduate textbook plays a major role in guiding and inspiring many of today’s mathematicians. Changes in technology, commerce, and society have had dramatic effects on the way students learn. It is time to take stock of how mathematics graduate studies may change and what the graduate "textbook" will look like in five years, ten years, and beyond.

JMM Workshops

JMM Workshop: Building Conceptual Understanding of Multivariable Calculus using 3D Visualization in CalcPlot3D and 3D-Printed Surfaces, organized by Shelby Stanhope, US Air Force Academy, Paul Seeburger, Monroe Community College, and Stepan Paul, North Carolina State University; Wednesday, 10:30 a.m.–12:00 p.m. CalcPlot3D is a free online 3D graphing app designed to enhance the teaching and learning of multivariable calculus. During the workshop, participants will learn how to create pedagogically meaningful visualizations for a variety of multivariable calculus topics. Participants will then learn how to use CalcPlot3D to generate STL files for 3D printing and will be introduced to a series of conceptual in-class hands-on active learning activities using 3D-printed surfaces.

JMM Workshop: Leveraging Research-Based Instruction in Introductory Proofs Courses, organized by Rachel Arnold, Virginia Tech; Anderson Norton, Virginia Tech; Joseph Antonides, Virginia Tech; Vladislav Kokushkin, Colorado State University; and Matthew Park, Virginia Tech Friday, 1:00–2:30 p.m. This workshop will inform and support mathematicians interested in leveraging research-based instruction in introductory proofs courses. Participants will engage with instructional tasks from an NSF-funded project. A tutorial of the project’s website will empower participants to utilize online instructional modules containing resources and strategies for eliciting and addressing the challenges students experience in proofs-based courses.

JMM Workshop: Teaching Student-Centered Mathematics: Active Learning & the Learning Assistant Model, organized by Katherine Johnson, Florida Gulf Coast University; Wednesday, 3:00–4:30 p.m. This workshop is aimed at faculty and administrators interested in enhancing active learning in their classrooms with an evidence-based peer learning model. Learning Assistants (LAs) are used in all varieties of classes, from large-format gateway courses to smaller inquiry-based ones.

In this active workshop, we’ll explore: What makes an LA different from a traditional TA or SI leader? What do LAs do in the classroom? What impacts do LAs have on student success, equity, and institutional change?

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