Professional Enhancement Programs (PEP)

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. Register for a PEP via the JMM Registration Form. The AMS reserves the right to cancel any PEP that is undersubscribed. The cost per PEP is US\$125  Member (AMS, AWM, ASA, MAA, NAM, or SIAM); US\$175 Nonmember. 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 all PEPs will close after 1/3.

Visualizing Projective Geometry Through Photographs and Perspective Drawings, presented by Annalisa Crannell, Franklin & Marshall College, and Fumiko Futamura, Southwestern University; Part A, Thursday, 1:00–3:00 pm, and Part B, Friday, 1:00–3:00 pm. We introduce hands-on, practical art puzzles that motivate the mathematics of projective geometry---the study of properties invariant under projective transformations. On the art side, we explore activities in perspective drawing or photography. These activities inform the mathematical side, where we introduce activities in problem solving and proof suitable for a sophomore-level proofs class. No artistic experience is required.

GitHub for Mathematicians, presented Steven Clontz, University of South Alabama; Part A, Wednesday, 1:00–3:00 pm, and Part B, Thursday, 1:00–3:00 pm. Increasingly, the cyberinfrastructure of mathematics and mathematics education is built using GitHub to organize projects, courses, and their communities. In this PEP, participants will learn the basic features of GitHub available using only a web browser, and how to use these features to participate in GitHub-hosted mathematical projects with colleagues and/or students.

Changing Math Department Culture: Embracing Servingness, presented by Ben Ford, Sonoma State University; Rochelle Gutiérrez, University of Illinois; Brigitte Lahme, Sonoma State University; Luis Leyva, Vanderbilt-Peabody College; Omayra Ortega, Sonoma State University; and Aris Winger, Georgia Gwinnett College; Part A, Friday, 9:00–11:00 am, and Part B, Saturday, 1:00–3:00 pm. What would it mean for a mathematical sciences department to fully embody “Serving” in its campus’s Minority-Serving Institution (MSI) designation? Whom are we serving, who is left on the margins, and what is the department doing to counter prevalent practices in the mathematical sciences that lead to wildly unrepresentative participation? Transformative Inclusion in Post-Secondary STEM: Towards Justice (TIPS Towards Justice) is an NSF-funded effort to develop, pilot, and research a two-year pat.

Becoming a Math JEDI: Working for Justice, Equity, Diversity, and Inclusion, presented by Michael Dorff, TPSE Math; Abbe Herzig, TPSE-Math; and Aris Winger, Georgia Gwinnett College; Part A, Friday, 1:00–3:00 pm, and Part B, Saturday, 9:00–11:00 am. We will interactively explore topics related to building JEDI including (1) diving deeply into the necessity and viability of attending to JEDI issues in mathematical and statistical sciences classrooms, departments, and other spaces, (2) examining promising and successful policies, practices, and programs or their components that foster diversity and inclusion, and (3) exploring examples of potential initiatives that math and stats departments could begin to help improve their JEDI efforts.

Development of Mathematics Programs for Workforce Preparation, presented by Rick Cleary, Babson College, and Chris Malone, Winona State University; Part A, Thursday, 1:00–3:00 pm and Part B, Friday, 1:00–3:00 pm. How to create a modern and inclusive mathematics curriculum that prepares students for non academic careers. Including:

  • Design of curricula without calculus pre-requisites.
  • How to structure programs that have sophisticated mathematical content and are useful for students preparing for non academic careers.
  • Ideas for structuring a program that involves stakeholders from industry and outside mathematics.
  • Design of courses and pre-requisite structures that encourage broader participation.

Skills and Tools for Communicating your Research to the Public, Policymakers, and Future Funders, presented by Sadie Witkowski, Institute for Mathematical and Statistical Innovation, University of Chicago, and Sam Hansen, Acmescience/University of Michigan, Ann Arbor; Part A, Wednesday, 9:00 – 11:00 am and Part B, Thursday, 9:00 – 11:00 am. Developing your communication skills is important, both to share your research expertise within academia and to communicate with the broader public who often fund our research through government grants. However, communication skills are often assumed to be a 'soft skill' and is not formally taught as a set of basic concepts and formalized practice. This course will help mathematicians learn the basics of communicating their research.

Effective Technical Advocacy: How to Talk About Mathematics so Policymakers will Hear you, presented by Audrey Malagon, Virginia Wesleyan University, and Stephanie Singer, Hatfield School of Government, Portland State University and Campaign Scientific; Part A, Friday, 9:00–11:00 am and Part B, Saturday, 9:00–11:00 am. This workshop is aimed at mathematicians interested in using their expertise to advance societal initiatives through effective advocacy on a wide range of issues including climate change, elections, gerrymandering and AI. The workshop will include effective strategies for discussing complicated, technical subject matter to non-technical decision makers. Participants will hear from experienced technical advocates and develop their own influence plan and talking points memo.

Bringing Ethics and Justice to the Mathematics Classroom Through Historical Case Studies, presented by Jemma Lorenat, Pitzer College, and Deborah Kent, University of St. Andrews; Part A, Wednesday, 9:00–11:00 am and Part B, Thursday, 9:00–11:00 am. Questions of ethics and justice in data collection and analysis are not new. This PEP connects such questions through primary source readings and discussion frameworks designed to be used in mathematics, computing, or statistics courses. Rather than rely on fabricated case studies or incendiary contemporary debates, we look to recent history as an ideal site for identifying underlying values that continue (sometimes unintentionally) to shape data practices.

Developing Learning Activities for Multivariable Calculus using CalcPlot3D and 3D-Printed Surfaces, presented by Paul Seeburger, Monroe Community College; Shelby Stanhope, U.S. Air Force Academy; and Stepan Paul, North Carolina State University; Part A, Friday, 9:00–11:00 am and Part B, Saturday, 9:00–11:00 am. Participants will be guided through the process of developing a learning activity for their students using CalcPlot3D and/or 3D-printed models. After learning how to use CalcPlot3D for visualization and to create STL files to 3D print, participants will be guided through steps to explore a particular concept and to create and refine corresponding questions. The organizers will share examples of learning activities they have created and work with participants as they start creating their own.


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