Mathematics departments across the country serve non-majors in a variety of courses ranging from calculus for non-math majors to "math for liberal arts" courses to quantitative literacy courses. This panel brings together an eclectic selection of mathematicians with diverse perspectives on these courses and aims to answer the urgent question: How do we teach non-majors successfully? The speakers will address issues such as:
Online homework systems such as open source systems WeBWorK and WAMAP, commercial systems such as WebAssign, MapleTA and others have matured over the past decade to the point where the use of such systems has become mainstream within the service curriculum in mathematics. Anecdotal evidence indicates that there are significant benefits. This panel will focus on how to design and implement studies that measure how online homework effects variables associated with success in mathematics. Particular attention will be paid to the use and development of metrics for assessing changes in student learning and behavior, including factors such as persistence, self-efficacy, and retention.
Panelists will present metrics they've used, their reliability in predicting student success, and the associated measurement instruments and study protocols. Following the presentation, time will be allowed for members of the audience to discuss techniques to utilize these metrics.
The original CBMS report on the Mathematical Education of Teachers in 2001 offered recommendations about K-12 mathematics teacher preparation. The updated report includes recommendations for mathematics departments about teacher professional development as well. A panel of mathematicians who developed the update of the report will each discuss what they think are the most important implications of the document and will conduct an audience discussion about the document and its implications for university mathematics courses.
This session will begin with three speakers each addressing a different issue of concern for early career mathematicians. The issues will be
Panelists will discuss how the Common Core State Standards in Mathematics (CCSSM) might change high school and college mathematics classrooms in three specific areas:
Panel members will describe possible curriculum changes that need to occur to meet the goals of CCSSM and explore challenges and opportunities these changes might present. In addition, the panelists will share their experiences on creating high school and college mathematics courses which emphasize content and context while improving students' Quantitative Literacy skills. Finally, the panelists will offer thoughts on whether CCSSM will change the overall knowledge and skills of first year college students.
What do students need to learn in Intermediate Algebra to prepare them for mathematics and quantitative courses? Panelists will share innovative approaches that work. Audience members are encouraged to share their own successes.
The goal of this panel session is to share best practices, tips, resources, strategies and answer questions about successfully mentoring undergraduate students to conduct research. Four panelists will share perspectives representing a variety of institution types and sizes, both formal and informal programs, those focused on majors and non- majors, in an effort to provide a kaleidoscope of models for faculty interested in engaging in and improving their success in their mentoring endeavors.
This panel session will focus on the application process for both academic and industry jobs. Topics that will be addressed include where to find job postings, how to tailor your cover letter and other application material to the job that you are applying to, selecting your references, and how you can be sure that your entire application package accurately describes you. There will be multiple opportunities for Q&A during the session.
This panel session will focus on best practices and tips for successfully navigating the interview and hiring process for academic jobs. Panelists will include recent applicants, department chairs, and hiring committee members from a variety of institutions, from community colleges to liberal arts institutions to large state universities with a strong research focus. There will be a Q&A session at the end.
The panel will focus on the preparation of the 2015 MAA (CUPM) Curriculum Guide to Majors in the Mathematical Sciences. Panelists will discuss the undergraduate major recognizing that the undergraduate major is not a single well-defined entity. The plan is provide a comprehensive guide to what constitutes a legitimate and professionally acceptable curriculum for the wide range of majors in the mathematical sciences. Five of the Course Area Study Groups will present the many questions and challenges in defining the core of the major, and ways in which such a core will be expected to change in the future. There will be time for small group discussion of specific course areas.
In a 2010 Chronicle of Higher Education article, Dr. Mary Ann Mason from the University of California Berkeley wrote, "it is well established in the research on higher education that women are less likely to achieve tenure than men." She cites longitudinal data from the National Science Foundation showing that female scientists with children are 27% less likely to win tenure than male scientists with children. This jarring statistic reveals a need for the mathematics and science community to find ways to support women in tenure-track positions. The recently-announced NSF career-life balance initiative and other programs such as the ADVANCE grants suggest that some changes are taking place, but support for women with families still varies widely. In this session, several women professors will discuss their experiences, insights, ideas, tips and secrets to achieving success in their demanding mathematics careers while raising a family.
The MAA has sponsored Summer Research Programs with funding from NSF and NSA since 2003. Each program consists of a small research group of at least four minority undergraduates mentored by a faculty member. About 97 sites have been funded as of summer 2012. Professor Gene Fiorini of Rutgers University, DIMACS, will describe his program and a collaboration with NY City Technical University. There will be ample time for questions. Funding will be available for sites during summer 2013. Additional information can be found on the NREUP website at /nreup.
This poster session will allow early career mathematicians, including untenured faculty and graduate students, to present and discuss their scholarly activities with other attendees in an informal atmosphere. Examples of scholarly activities suitable for this poster session include expository work, preliminary reports, scholarship of teaching and learning, and research reports. Presenters should have their materials prepared in advance and will be provided with a self-standing, trifold tabletop poster approximately 48 in wide by 36 in high. Proposals should be submitted at /mathfest/abstracts. Questions regarding this session should be sent to the organizers.
Presenting our research to undergraduate students can be both fun and rewarding. It can also be difficult, however, since the gory details of our results often require a great deal of specific jargon and background. Nonetheless, the big ideas can almost always be presented at a variety of levels, and this workshop is designed to help participants develop the skills needed to formulate a presentation on their research that is appropriate for an audience of undergraduate students. Since many colleges and universities require giving such a talk as part of a job interview, almost any graduate student will have the opportunity to do so, and the ability to communicate complex mathematical ideas to students is a valued trait in a candidate. This workshop will consist of hands-on activities and audience interaction aimed toward developing and improving the necessary skills for creating an engaging and accessible presentation for undergraduates
This workshop offers hands-on guidance to prospective authors of expository papers intended for submission to the MAA journals. After a brief discussion of the nature of expository writing, editors and past-editors of the American Mathematical Monthly, Mathematics Magazine, The College Mathematics Journal, and Loci will be available to consult with writers. Participants are urged to bring their ideas for papers to the workshop regardless of the current state of their work, and if wishing to make arrangements in advance to consult an editor please write the organizer at firstname.lastname@example.org.
Presenters will describe the general NSF grant proposal process and consider particular details relevant to programs in the Division of Undergraduate Education. This interactive session will feature a mock panel review using a series of short excerpts from sample proposals.