• We are going to try a team teaching approach to a large section of calculus, which will possibly lead to a reduction of our 12-hour teaching load.
• Set up support networks that help faculty choose how they will spend their time- especially offering advice for new faculty. 
• Offer suggestions/success stories on time management.
• Explore talks given by “distance learning” techniques (i.e. use technology to enable far-flung people to “attend” the same talk without long drives).
• Encourage ways for college faculty to share conditions, experiences, and ideas to navigate this balancing act.  Suggestions include a web board, discussion lists, and contributed sessions on these issues.
• Continue the Project NExT program, which is addressing a new generation of faculty seeking to prepare them for coping with these issues.
• Set priorities! Keep a time log and discuss it with the department chair or dean.
• Perhaps the MAA can do a survey of time-on-task.
• The MAA could help by issuing a statement on the importance of all 3 areas.  Administrators already see that teaching and research activities should count as professional development.
• Make clear the work involved in student research.
• Keep publishing great books.
• Encourage math departments to give more recognition to faculty who engage in research with students (course release and other forms of recognition).
• Give some incentive to faculty to engage in activities with students (math clubs).
• Locate foundations that would fund workshops for mathematics teachers in regions where elementary, secondary, and college teachers attend together.  This would begin “contacts” within local areas which may provide opportunities for interaction on future projects.
• Encourage publishers to have specific topic workshops for secondary/college teachers at no or very little cost to the participant. 
• Perhaps we need to allow different faculty members to focus on different aspects of professional work.  Some to focus on service and some to focus on research and then value them equally.  Perhaps we can’t all do it all.
• Do the same course and committees over and over.
• Push for “one person” committees.
• Have classes meet fewer days- say, twice a week for longer periods instead of three time a week.
• Develop forums, like the NExT listservs for more people.
• Do a survey to get hard data on faculty loads.
• On committee work, committees are inefficient- no one is trained to be a chair or on a committee, maybe the MAA can do something to address this.
• Facilitate time-saving techniques- contributed paper sessions on fast ways to do something, lists of ideas on the web.
• I would love for the MAA to aggressively push for a national teaching load and class size recommendations by working with department chairs, liaisons, and MAA leaders and I’d be happy to help with that work. 
• Continue Project NexT.  It’s very valuable.
• The MAA can provide reviews/commentaries on curricular materials, both compiling them for members or reviewing them by staff.
• The MAA can help provide information on grants.
• The MAA can and does provide a framework for service to the profession.
• As to suggestions for the faculty, each school has a different mix of commitments.
• Publicize the good suggestions.
• Email the questions to the liaisons before the breakfast so we have to time to consider them before responding.
• Topic specific listservs that allow a mathematician to quickly and easily communicate with other people with similar interests and concerns.
• Two-hour workshops at the meetings on “balance”, separated by career level- (entry, mid-career, nearing retirement) which would provide a chance to interface with others at the same point in their careers about balancing career demands.
• The MAA can work to let us know what is out there.  Web lists of information, materials that are helpful for teaching. If we stop reinventing the wheel, our time is used more efficiently.  The MAA website has already done a lot to support us.
• Thank you letters should be sent to administrators at departments/institutions when their faculty present at MAA sessions (with a copy also going to the presenter).  Many people now face a documentation requirement for tenure and promotion.  Registration for such a letter could be provided at the on-site MAA booth.
• Offer a program similar to Project NexT for faculty who have been teaching 7-10 years. 
• MAA could do more surveys to gather information against which we can compare ourselves: workload, state of the major. 
• Offer ways for faculty at smaller schools with heavier teaching/service loads to connect or network in order to share ideas and resources.
• Offer MAA grants to younger faculty members to get started in their life as an academic.
• Learn that “no” is not a four-letter word.
• We have a faculty development program that goes 6 weeks in the summer, 2 weeks between semesters, and an hour every Tuesday.  Dialogue is key. 
• The MAA provides a good forum to share faculty development program ideas. 
• The MAA should try to communicate with administrators about all we do. 
• Offer suggestion about how to cope.
• In the spirit of the CUPM Guidelines, the MAA should survey teaching loads and issue recommendations on things like the credit load.
• Survey schools on teaching loads and research demands, etc compared to programs, success.
• Make sure there is a sytrong mentioring system for new faculty.
• Help faculty members set priorities.  Feel free to say “no”.
• The replacement of tenure track faculty with contract fdaculty has increased the problems/demands.  The MAA should speak strongly to this and encourage lobbying by related organizations.
• Develop mentoring guidelines.
• Give increased encouragement to statewide NexT-like programs.
• Many departments operate with a minimum staff, using temps and adjuncts to fill gaps. The MAA should encourage the powers that be to hire more permanent positions.
• Any means of sharing the various types of experinces from teachers whao are known for their teaching success (Joe Gallian and Aparna Higgins, for example).
• The MAA already does a lot to help; the CUPM Guidelines, Assessment Guidelines, etc. These things make our jobs easier. 
• Keep the Project NexT Program.
• Give strong support (course load alleviation) to younger faculty.
• The problem (at large [research] universities) as I see it is that they don’t seem to know where their seed corn comes from. 
• Keep NexT going.
• Reduce the demands. Offer official MAA guidelines for departments/schools, which should include free time for everyone, especially new faculty. 
• NExT has been helpful.
• Guidelines to departments about what is reasonable at different career stages.  For example, new faculty should have few, if any, service responsibilities.
• It might be helpful for the MAA to cionduct a survey of the teaching/research.service commitments of mathematicians.  Perhaps the results would be useful to talk to our college/university administrators about reduced teaching loads, realistic research expectations, and areasonable committee service.  There might even be separate questions about the responsibilities and supoort for department chairs. 

Q2. The future of our profession is dependent on the success that current faculty members have in recruiting math majors and encouraging them in their studies. What suggestions do you have to help faculty in doing this? What can the MAA do to help with this?

• Gather and distribute ideas about careers, math major activities in departments, successful departments.
• Recruit from better students in lower level courses. Letters to HS student applicants with greater SAT Math skills – include information on careers. Small “vignettes” of alumni success to be posted on Web site and included in above letters. Tout double majors.
• Faculty have to understand the necessity of mentoring future mathematicians and be willing to invest that time. The understanding of the level of commitment and necessity to give time must be understood on the part of faculty, before anything can be said with regard to being able to assist faculty in this endeavor. I say this in spite of question 1. It must be understood that enormous time commitments are involved in developing a mathematician. And one faculty member who cares always makes a difference. To help faculty, especially faculty in small departments or in liberal arts schools, the MAA could develop a web site that collects experiences of departments that have made significant improvement in producing math graduates capable of completing a graduate program in the math sciences. Or they could have a session on the subject at a national or regional meeting, and then collect and publish a summary. A major problem for math departments is that in many schools they are only valued as a service department, and not for the production of math graduates. Decisions made by universities about allowing a course to run based on enrollment (eg. A course can’t run unless 15 students or more are enrolled). These kinds of decisions especially impact upper level math courses, required to complete the major. These courses often have low enrollment. How many small liberal arts schools would have to fight to have these course run? MAA could partner with AMS, as well as with organizations dependent on the production of mathematicians, such as National Security Agency, to educate administrators in the importance of allowing programs to run the courses necessary for their math majors to graduate. Every local math department cannot win local political battles, but maybe information or encouragement coming from reputable national organizations could save math programs from being crippled by arbitrary budget-related decisions.
• Students need to have some idea of what a math major can lead to. If the MAA would regularly send short career vignettes to liaisons, we could quickly pass those on to potential mathematics majors/minors – passing along email is easy and quick.
• Provide vignettes of successful graduates.
• Organize a speaker list. Publicize availability of money for travel to workshops. Career brochures and info.
• Keep up MAA student travel funds – enhance the fund and advertise it more. Keep up student hospitality center. Have student message board. Advertise and post to web tips on being chair/liaison/advisor. Hold workshops on reviewing articles for math journals. Is there an MAA speaker list.
• Organize more student activities at the freshman level. Travel funds for students and faculty to attend student res. conferences. If such programs exist already, advertise them better. Give some support to faculty to organize activities designed to make students more aware or better informed of math-based careers and/or research in mathematics. Hold workshops to give faculty and students a chance to discuss these issues.
• Please update and provide brochures on careers. I know that the MAA has a new book on careers, but that’s not something we can distribute hundreds of copies to our calculus students, or to high schools that we visit.
• Identify potential mathematics majors that will/could attend graduate school and then mentor these students. Have social events for potential math majors including students from the community colleges. Have a meeting/study/social room for the math majors.
• Work more closely with HS teachers. Publish cheap brochure to pass out to prospective majors.
• Encourage faculty to become involved with K-12 teachers and the public schools. Frequently, a student’s experience in 4^th – 8^th grade strongly influence their interest in mathematics. Work with administrators and P&T committees to value work with teachers.
• Develop a strong statistics option. Develop and keep strong ties with physics, chemistry, etc. Freshman Math Seminar / Honors Class – an enrichment class to get students connected. Write a letter to prospective major. Problem solving for underclassmen – cash scholarship prizes. Commercials for careers at beginning of Calculus classes. Use “AMS Mathematical Moments” or “101 Careers” as a resource. Reach out to Jr. and Sr. High. Facilitate double major.
• The MAA could aggressively push some national resources. My impression is that building a large active group of majors depends on building campus/departmental communities of a certain type – taking specific actions. St. Olaf has apparently done this well. If faculty leaders could be “trained” to take certain actions on their campuses, that may have a big impact. Your career info is very valuable in recruitment too!
• Help us to show what you can do with a math major/minor. What are the varieties of private sector jobs available? Our regional meetings (Southeastern) have been great for our majors. If we get them to come, we never lose them.
• Make the journals available to undergraduates on a September to May basis. Most PhD students we interviewed for jobs at this meeting were only AMS members. We need to encourage PhD schools to push MAA membership. Maybe joint AMS/MAA grad. Student memberships could be made available.
• Continue to produce materials about employment opportunities for math majors that instructors can have easily available.
• Faculty have to realize most students don’t enter college intending to major in math. So active recruitment needs to happen in the early years of study. This can be done in the classroom and also with dept. activities of wider appeal – career discussions that include, but transcend just pure maths. The MAA panels at conferences are an excellent way to increase the discussion and share successes.
• Wherever possible, participate in state-funded outreach programs for high school students.
• Community-building activities – frequent social interaction, active math club, newsletter. A publicized Math Awareness Month.
• Set up partnerships with high schools (summer programs, setting up classes at college specifically for high school students). Set up one day visitation programs with gifted middle-school children.
• Outreach programs – math contests, HS connections. Establish dept. culture. Redesign math major.
• Work in conjunction with Committee on MAA Student Chapters. Don’t reinvent the wheel! Keep in mind that every 4 years some of the same materials that were distributed can be re-distributed/updated. Build a sense of community – local campuses and regionally – among majors. MAA could continue to join forces with NCTM to recruit from the high schools!
• Create templates of letters that faculty can send to prospective high school students encouraging them to consider a major in mathematics. Create mathematics application modules that can be presented in calculus classes.
• Reach out to graduate students more. Form a Project Next Jr? Pair project next fellows with graduate students to mentor.
• The MAA already produces a wide variety of material designed to attract potential math majors. I am not sure what could be done beyond this.
• We have gotten some excellent majors out of our help lab for low-level courses. The instructor in charge is a great recruiter. MAA should keep sending interesting material we can share with them.
• A fundamental issue is the ability of students to get jobs. More informational resources on this would be helpful – web resources would be useful.
• Review successful programs and try to copy their programs.
• The replacement of tenure-line faculty by contract faculty has increased the above problem. MAA should speak strongly to this and encourage lobbying by related organizations. Develop mentoring guidelines. Give increased encouragement to state-wide NExT programs. Find ways to establish relationships with graduate students. Explore connections between MAA and AAUP.
• Bring in high school students and provide hands-on activities, eg. change ringing. Give awards to HS teachers based on student nominations.
• I believe there are plenty of potential math majors. Even though there is published information, nationally and locally in my case, many potential majors don’t realize the potential and flexibility of studying mathematics. Perhaps cases and examples in low level text books would spread this info.
• Put the best teachers available in the students’ first college mathematics courses.
• Encourage students in the early courses – perhaps drawing students to take additional courses that they might not have intended to take. Continue to make available materials on careers for math majors.
• Bring students to MAA meetings! Both at the section and national level. Help the sections promote activities for students. Also, continue to improve Math Fest – it get’s better every year!
• Keep materials on what careers are open to math majors. Invite students to MAA meetings. Invite guest speakers to school on interesting topics that are well advertised. Personally invite better students in calculus to become math majors.
• First year math courses should be closer to what mathematics do – not symbol manipulation courses. More opportunities for undergraduate research. More opportunities for undergraduates to present.
• Expand the number of quality speakers available through the visiting lecturers program and somehow make sure the departments use that service. Help faculty find ways to get potential majors involved in summer programs. REUs are a good idea, but they tend to have prerequisites that ensure only students who are already math majors participate.
• Go beyond helping individuals to developing a community of majors via chapters or math clubs, encouragement in entering contests that require true teams (like the MCM). Invite “outsiders” to give lectures as from the old MAA VLP or the current SIAM VLP.
• Keep NExT going. Work hard on a good brief pamphlet on “What you can do with a math major.” Maybe with actual data on different “sectors” of types of jobs. Keep it current. Reference the more extensive books of biographies.
• Some schools have been extremely successful at recruiting math majors (SUNY Postdam, Williams College). Their stories need to be publicized further. The MAA needs to help departments understand what were the specific steps taken at those schools and also help departments implement similar steps at their schools.
• Continue efforts to show math majors the various jobs that they can get with a BA or BS in math. This would include encouraging them to consider graduate school in all math related fields (including statistics). Make sure the courses are taught in a modern way and are interesting. Support colleges with money to bring in speakers who can tell students what they do.
• Good materials to help students understand different potential career paths. Disseminate info. from schools who do well – what do they do?

Please add any comments you have about the Liaison Breakfast and the Liaision Program in general.

• Thanks for a delicious breakfast!  I can’t say enough in appreciation for MAA!
• Great way to keep everyone in our department “up to date” with information you forward. 
• Good program, please continue.
• The breakfast was very successful but a buffet is more appropriate. 
• Great food that’s well advertised will get good attendance- Great job this year.
• Excellent!
• Thanks for inviting me.  See you next year. 
• The served breakfast worked well.  Having committee members at separate tables helped keep the discussion going. 
• The discussion question idea was great to generate discussion at the table.
• Thanks for the great breakfast. 
• Thanks for the great breakfast and excellent service program. 
• Scrumptious, thanks!
• Thanks for the delicious breakfast- but it was too much toeat at 7:00am.
• The breakfast was great, thanks. 
• The breakfasts are enormously useful.  Please continue them. 
• The discussion questions are remarkably contrived.  One gets the sense that you are straining to find meaningful questions.  These issues are of course significant, but you can’t honestly expect to get any meaningful discussion of them in the context of this breakfast.  You can do better.