## Undergraduate Research Activities in Mathematical and Computational Biology, Part I

*Thursday, August 7, 8:30 a.m. – 10:25 a.m., Hilton Portland, Plaza Level, Broadway I & II*

This session is dedicated to aspects of undergraduate research in mathematical and computational biology. First and foremost, this session would like to highlight research results of projects that either were conducted by undergraduates or were collaborations between undergraduates and their faculty mentors. Of particular interest are those collaborations that involve students and faculty from both mathematics and biology. Secondly, as many institutions have started undergraduate research programs in this area, frequently with the help of initial external funding, the session is interested in the process and logistics of starting a program and maintaining a program even after the initial funding expires. Important issues include faculty development and interdisciplinary collaboration, student preparation and selection, the structure of research programs, the acquisition of resources to support the program, and the subsequent achievements of students who participate in undergraduate research in mathematical and computational biology.

**Timothy Comar**, *Benedictine University*

**Sponsored by SIGMAA on Mathematical and Computational Biology (BIO SIGMAA)**

### A New Technological Paradigm for an Undergraduate Research Experience in Agent Based Modeling

*8:30 a.m. – 8:45 a.m.*

**Anne Elizabeth Yust**, *Birmingham-Southern College*

### Impulsive Models with Stochastic Behavior in Pest Management and Epidemiology

*8:50 a.m. – 9:05 a.m.*

**Timothy D Comar**, *Benedictine University*

### Getting into the Game: First Steps Into Math-Bio Research

*9:10 a.m. – 9:25 a.m.*

**David R Dorman**, *Middlebury College*

### A Course in Mathematical Biology Using Algebra and Discrete Mathematics

*9:30 a.m. – 9:45 a.m.*

**Dan Hrozencik**, *Chicago State University*

### Mentoring an Undergraduate Research Project: Simulating the Effects of Plaque Aggregation on the Neuronal Network

*9:50 a.m. – 10:05 a.m.*

**Irina Seceleanu**, *Bridgewater State University*

### Sensitivity Analysis of Stochastic Models of Integrin Signaling in Cellular Motility

*10:10 a.m. – 10:25 a.m.*

**Hannah Biegel**, *University of Portland*

**Alex Quackenbush**, *University of Portland*

**Hannah Callender**, *University of Portland*

## Mathematics in Honors Programs

*Thursday, August 7, 1:00 p.m. – 3:55 p.m., Hilton Portland, Plaza Level, Broadway I & II*

Honors Colleges and Programs look for unique opportunities to reach out to bright and capable students who may not be mathematics majors. This session will focus on courses, strategies, or activities, that have been used for non major mathematics classes designed for honors students. Speakers should provide evidence of the success of and/or challenges involved with the courses they have taught.

**Jacci White**, *Saint Leo University*

### Applying Calculus Techniques to Analyze the Motion of Single and Double Ferris Wheels

*1:00 p.m. – 1:15 p.m.*

**Paul E. Seeburger**, *Monroe Community College*

### Creating a Freshman Honors Mathematics Course (for Non-Majors)

*1:20 p.m. – 1:35 p.m.*

**Brian Camp**, *Saint Leo University*

### Dimension and Direction: A Journey Through Mathematical Space

*1:40 p.m. – 1:55 p.m.*

**David Clark**, *Randolph-Macon College*

### Honors Calculus at South Dakota State University

*2:00 p.m. – 2:15 p.m.*

**Dan C Kemp**, *South Dakota State University*

### Searching for Great Issues in Mathematics

*2:20 p.m. - 2:35 p.m.*

**Mark Bollman**, *Albion College*

### Maple in Honors Calculus

*2:40 p.m. – 2:55 p.m.*

**Philip B. Yasskin**, *Texas A&M University*

**Douglas B Meade**, *University of South Carolina*

### Honors Elementary Statistics

*3:00 p.m. - 3:15 p.m.*

**Jacqueline Jensen-Vallin**, *Lamar University*

### Why Statistics??? An Opportunity for Exploration and Reflection

*3:20 p.m. – 3:35 p.m.*

**Sarah L Mabrouk**, *Framingham State University*

### “To Be Honorable is to Serve” How to Align with this Motto in a General Education Honors Mathematics Course

*3:40 p.m. – 3:55 p.m.*

**Lisa Marano**, *West Chester University*

## Undergraduate Research in Mathematics: How, When, Why, Part I

*Thursday, August 7, 1:00 p.m. – 3:55 p.m.**, Hilton Portland, Ballroom Level, Galleria II*

Opportunities for undergraduate research have increased dramatically in recent years. There are many benefits of doing and guiding undergraduate research. We invite talks on a range of topics including, but not limited to: involving students in mathematics research, reports on successful programs, how to set up programs, and research results. We are especially interested in presentations from mentors and program directors about how programs are run and evidence of their effectiveness. We also welcome presentations from students focused on their experience and learning outcomes (talks about their research results should be submitted to other sessions). This session seeks to expand the network of undergraduate researchers and facilitators, exchange new ideas, and help make undergraduate research more accessible.

**Emek Kose**, *St. Mary's College of Maryland*

**Casey Douglas**, *St. Mary's College of Maryland*

**Angela Gallegos**, *Loyola Marymount University*

### Building Capacity for a Research Rich Curriculum in Mathematics at Georgia College

*1:00 p.m. – 1:15 p.m.*

**Ryan Brown**, *Georgia College*

**Marcela Chiorescu**, *Georgia College*

**Darin Mohr**, *Georgia College*

### Creative UG Research Collaborations: Clash of the Critters; Statistical Analysis of SIDS and More

*1:20 p.m. – 1:35 p.m.*

**Jane Friedman**, *University of San Diego*

**Lynn Carole McGrath**, *University of San Diego*

**Perla Myers**, *University of San Diego*

**Riley Evans**, *University of San Diego*

### CURM: What It Is and What Are Its Results

1:40 p.m. – 1:55 p.m.

**Michael Dorff**, *Brigham Young University*

### HRUMC: The First Twenty Years

*2:00 p.m. – 2:15 p.m.*

**Emelie Kenney**, *Siena College*

### Maple Scholars Program

*2:20 p.m. – 2:35 p.m.*

**David Housman**, *Goshen College*

### The CSUMS/MCTP Program at Arizona State University

*2:40 p.m. – 2:55 p.m.*

**Eric Kostelich**, *Arizona State University*

### The Summer 2014 SURPASs Program and My Role as Faculty Mentor

*3:00 p.m. – 3:15 p.m.*

**Donna Beers**, *Simmons College*

### Talk Math 2 Me: A Seminar for Students by Students

*3:20 p.m. – 3:35 p.m.*

**Joni Jane Schneider**, *Texas State University*

### Research Experiences for Undergraduate Faculty: Supporting Undergraduate Faculty in Mentoring Undergraduate Research

*3:40 p.m. – 3:55 p.m.*

**Brianna Donaldson**, *American Institute of Mathematics*

**Leslie Hogben**, *American Institute of Mathematics and Iowa State University*

**Ulrica Wilson**, *Institute for Computational and Experimental Research in Mathematics and Morehouse College*

**Roselyn Williams**, *Florida A&M University*

## Embodied Activities in the Teaching and Learning of Mathematics

*Thursday, August 7, 1:00 p.m. – 4:55 p.m., Hilton Portland, Ballroom Level, Parlor AB*

In layman’s terms we might describe embodied activities as events that connect cognition with action. In other words, these are tasks, where a student is physically and mentally engaged in a cognitive task designed to result in learning. These tasks are created so that students are the mathematics. Many hypothesize that manipulatives “work” because they provide an atmosphere where students are engaged in actions that assist in constructing mathematical concepts. Similarly, incorporating embodied activities into the classroom has proved fruitful not only with prospective teachers but with undergraduate mathematics majors who are learning related rates, geometric concepts, and proof constructions. Furthermore, they can serve as an entry point to inquiry-based learning because embodied activities go beyond communicating, writing, reading, and reflecting.

The purpose of this session is to share activities that require students to be physically engaged in learning all levels of mathematics, particularly undergraduate mathematics. Submitted abstracts should include the goals of the activity, description of the activity with details connecting the mathematics with the actions, and strengths and weaknesses of the activity. We encourage presentations that are audience-interactive, so that they may experience the activity in action. Talks that focus on general active learning strategies with little or no connections between cognition and physical action should submit talk proposals to the Active Learning in Mathematics contributed session.

**Hortensia Soto-Johnson**,* University of Northern Colorado*

**Sponsored by MAA Committee on Professional Development**

### Pre-service Elementary Teachers' Perceptions of Geometric Translations in Embodied Activities

*1:00 p.m. – 1:15 p.m.*

**Brent Hancock**, *University of Northern Colorado*

**Marki Dittman**, *University of Northern Colorado*

### Pre-service Elementary Teachers' Conception of Perpendicular Bisector in an Embodied Reflection Task

*1:20 p.m. – 1:35 p.m.*

**Marki Dittman**, *University of Northern Colorado*

**Brent Hancock**, *University of Northern Colorado*

### Hands-on Activities to Enrich Basic Geometry Proofs: Angles in a Triangle and Parallelogram

*1:40 p.m. – 1:55 p.m.*

**Sandra Fital-Akelbek**, *Weber State University*

### Measuring Around The Unit Circle

*2:00 p.m. – 2:15 p.m.*

**Susan Jeannine Durst**, *University of Arizona*

### The Use of 3D Multi-Sectional, Interlocking Geometric Models and Magnetic Nets as Teaching Aids for Spatial Ability Training and Middle School Geometry Education

*2:20 p.m. – 2:35 p.m.*

**Oai Ha**, *Utah State University*

### What is the NORISHIRO? Plane Development of a Polyhedron with the Tabs

*2:40 p.m. – 2:55 p.m.*

**Tanaka Noriko**

### Visualizing Multivariate Functions in a Desktop-Sized 3-D Coordinate System

*3:00 p.m. – 3:15 p.m.*

**Charlotte Ann Knotts-Zides**, *Wofford College*

### Hands-On Exploration of Topological Invariants

*3:20 p.m. – 3:35 p.m.*

**Nicole Fider**, *UCI*

**Casey Kelleher**, *UCI*

**Alessandra Pantano**, *University of California, Irvine*

**Ryan Sullivant**, *UCI*

### Problem Solving through Computer Simulations

*3:40 p.m. – 3:55 p.m.*

**David Ely**, *The Ohio State University*

**Jeanette Palmiter**, *Portland State University*

### Modeling Biology in the Classroom: Birds, Bacteria, and Disease

*4:00 p.m. – 4:15 p.m.*

**Joshua Lioi**, *University of Arizona*

### "Field" & Stream: Experiencing a Vector Field

*4:20 p.m. – 4:35 p.m.*

**Steve B Zides**, *Wofford College*

### Report on the Bodies of Data Workshops

*4:40 p.m. – 4:55 p.m.*

**Luke Wolcott**, *Lawrence University*

## Recreational Mathematics: New Problems and New Solutions, Part I

*Thursday, August 7, 1:00 p.m. – 4:55 p.m., Hilton Portland, Plaza Level, Pavilion West*

As with all mathematics, recreational mathematics continues to expand through the solution of new problems and the development of novel solutions to old problems. For the purposes of this session, the definition of recreational mathematics will be a broad one. The primary guideline used to determine the suitability of a paper will be the understandability of the mathematics. Papers submitted to this session should be accessible to undergraduate students. Novel applications as well as new approaches to old problems are welcome. Examples of use of the material in the undergraduate classroom are encouraged.

**Paul Coe**, *Dominican University*

**Sara Quinn**, *Dominican University*

**Kristen Schemmerhorn**,* Dominican University*

### The Mathematics, Magic and Mystery of Martin Gardner

*1:00 p.m. – 1:15 p.m.*

**Colm Mulcahy**, *Spelman College*

### Generalization of the Nine Card Problem

*1:20 p.m. – 1:35 p.m.*

**Brittany Shelton**, *Albright College*

**Breeanne Baker Swart**, *The Citadel*

### The Uniqueness of Rock-Paper-Scissors-Lizard-Spock

*1:40 p.m. – 1:55 p.m.*

**Brian J Birgen**, *Wartburg College*

### Candy Crush Combinatorics

*2:00 p.m. – 2:15 p.m.*

**Dana Rowland**, *Merrimack College*

### Exploring Sliding Tile Puzzles on your Smartphone

*2:20 p.m. – 2:35 p.m.*

**Doug Ensley**, *Shippensburg University*

### Solitaire Mancala Games and the Chinese Remainder Theorem

*2:40 p.m. – 2:55 p.m.*

**Brant Jones**, *James Madison University*

**Laura Taalman**, *James Madison University*

**Anthony Tongen**, *James Madison University*

### A New Twist on Wythoff's Game

*3:00 p.m. – 3:15 p.m.*

**Alex Meadows**, *St. Mary's College of Maryland*

**Bradley Putman**, *St. Mary's College of Maryland*

### Graphs and Puzzles

*3:20 p.m. – 3:35 p.m.*

**Paul Cull**, *Oregon State University*

### When You Cross Latin and Gilbreath

*3:40 p.m. – 3:55 p.m.*

**Robert W. Vallin**, *Lamar University*

### Mathematics, Magic Squares, and Mirth (Humor)

*4:00 p.m. – 4:15 p.m.*

**Doy Ott Hollman**, *Lipscomb University*

### A Magic Square Equation

*4:20 p.m. – 4:35 p.m.*

**Donna Flint**, *South Dakota State University*

### An Efficient Backtracking Method for Solving a System of Linear Equations over a Finite Set with Application for Construction of Magic Squares

*4:40 p.m. – 4:55 p.m.*

**Max Alekseyev**, *George Washington University*

## Flipping Pedagogy in College Mathematics Courses, Part I

*Thursday, August 7, 1:00 p.m. – 5:35 p.m., Hilton Portland, Plaza Level, Broadway III & IV*

While the expression “flipping a course” is relatively new, this pedagogical strategy has been around for a number of years. Some tenets that underlie this type of pedagogy are that: (1) out-of-class time should be highly structured to best prepare students for in-class activities; (2) it is useful to evaluate students’ pre-class preparation and for instructors to have access to this information; (3) class time is better spent having students engage in cooperative problem solving and discussions rather than listening and taking notes; and, (4) students benefit from more frequent structured practice and feedback in the classroom from a knowledgeable teacher. In this session participants will present and discuss examples of flipped mathematics courses and share the benefits and challenges of this type of pedagogy. Descriptions of unique models of flipped classes are welcome as are results of research on flipping pedagogy.

**Jean McGivney-Burelle**, *University of Hartford*

**Larissa Schroeder**, *University of Hartford*

**John Williams**, *University of Hartford*

**Fei Xue**, *University of Hartford*

**Mako Haruta**, *University of Hartford*

**Ben Pollina**, *University of Hartford*

### Flipped/Inquiry-Based Learning Approach in a ‘Large’ College Algebra Classroom: An Interim Report

*1:00 p.m. – 1:15 p.m.*

**Perry Y.C. Lee**, *Kutztown University of Pennsylvania*

**Padraig McLoughlin**, *Kutztown University of Pennsylvania*

### Flipping College Algebra: A Blended Approach

*1:20 p.m. – 1:35 p.m.*

**Alison Reddy**, *University of Illinois*

### Procedural and Conceptual Thinking in a Flipped College Algebra Classroom

*1:40 p.m. - 1:55 p.m.*

**Emilie Naccarato**, *University of Northern Colorado*

**Michael Spannuth**, *University of Northern Colorado*

**Bill Blubaugh**, *University of Northern Colorado*

**Gulden Karakok**, *University of Northern Colorado*

### Re "modeling" College Algebra: A Flipped, Inquiry-Based Approach

*2:00 p.m. - 2:15 p.m.*

**Kathy Pinzon**, *Georgia Gwinnett College*

**Daniel Pinzon**, *Georgia Gwinnett College*

**Matt Stackpole**, *Georgia Gwinnett College*

### TEAL (Technology Enhanced Active Learning) College Algebra at Montana State University

*2:20 p.m. - 2:35 p.m.*

**Heidi Staebler-Wiseman**, *Montana State University*

**Jocelyn Short**, *Montana State University*

**Kelsey Koch**, *Montana State University*

### Integrating Sustainability into Algebra Courses: A Flipped Classroom Model

*2:40 p.m. - 2:55 p.m.*

**Rikki Wagstrom**, *Metropolitan State University*

### Flipping Freshman Mathematics

*3:00 p.m. - 3:15 p.m.*

**Karen O'Hara**, *High Point University*

**Adam Graham-Squire**, *High Point University*

**Laurie Zack**, *High Point University*

**Jenny Fuselier**, *High Point University*

**Ron Lamb**, *High Point University*

### How Does Flipping Affect Students' Perceptions about Learning Calculus?

*3:20 p.m. - 3:35 p.m.*

**Larissa Bucchi Schroeder**, *University of Hartford*

**Jean Marie McGivney-Burelle**, *University of Hartford*

**Fei Xue**, *University of Hartford*

### Flip the Calculus Classroom: What Works, For Whom and in What Context?

*3:40 p.m. - 3:55 p.m.*

**Veselin Jungic**, *Simon Fraser University*

**Cindy Xin**, *Simon Fraser University*

**Jamie Mulholland**, *Simon Fraser University*

**Harpreet Kaur**, *Simon Fraser University*

**Sonja Surjanovic**, *Simon Fraser University*

### A Study of Flipping vs Not Flipping in Applied Calculus

*4:00 p.m. - 4:15 p.m.*

**Lori Beth Ziegelmeier**, *Macalester College*

**Chad Topaz**, *Macalester College*

### Challenges and Pitfalls of Assessing the Effectiveness of Flipped Mathematics Courses

*4:20 p.m. - 4:35 p.m.*

**Jean Marie McGivney-Burelle**, *University of Hartford*

**Larissa Bucchi Schroeder**, *University of Hartford*

### Meta-analysis of Flipped “Pedagogy” in Undergraduate Mathematics Courses

*4:40 p.m. - 4:55 p.m.*

**Gulden Karakok**, *University of Northern Colorado*

**Emilie Naccarato**, *University of Northern Colorado*

### Flipping Calculus II: Did it Improve this Infamous Course?

*5:00 p.m. - 5:15 p.m.*

**Mindy Capaldi**, *Valparaiso University*

### Flipping the Integral Calculus Classroom with Multiple Instructors

*5:20 p.m. - 5:35 p.m.*

**Jim Rolf**, *Yale University*

**Yu-Wen Hsu**, *Yale University*

**Susie Kimport**, *Yale University*

**Jennifer Frederick**, *Yale University*

## Undergraduate Research Activities in Mathematical and Computational Biology, Part II

*Friday, August 8, 8:30 a.m. – 10:25 a.m., Hilton Portland, Plaza Level, Broadway I & II*

This session is dedicated to aspects of undergraduate research in mathematical and computational biology. First and foremost, this session would like to highlight research results of projects that either were conducted by undergraduates or were collaborations between undergraduates and their faculty mentors. Of particular interest are those collaborations that involve students and faculty from both mathematics and biology. Secondly, as many institutions have started undergraduate research programs in this area, frequently with the help of initial external funding, the session is interested in the process and logistics of starting a program and maintaining a program even after the initial funding expires. Important issues include faculty development and interdisciplinary collaboration, student preparation and selection, the structure of research programs, the acquisition of resources to support the program, and the subsequent achievements of students who participate in undergraduate research in mathematical and computational biology.

**Timothy Comar**, *Benedictine University*

**Sponsored by SIGMAA on Mathematical and Computational Biology (BIO SIGMAA)**

### Mathematical Biology as a Capstone Option for Science Majors

*8:30 a.m. – 8:45 a.m.*

**Sheldon Lee**, *Viterbo University*

### An Optimization Method for the Spent Fuel Pool Storage at Nuclear Power Plants

*8:50 a.m. – 9:05 a.m.*

**Nathan Robert LaFerney**, *Texas A&M University*

### Social Aggregation in Pea Aphids: Experimental Measurement and Stochastic Modeling

*9:10 a.m. – 9:25 a.m.*

**Chad Topaz**, *Macalester College*

**Andrew Bernoff**, *Harvey Mudd College*

### Spatial Simulations of Chaparral Vegetation Response to Frequent Wildfires

*9:30 a.m. – 9:45 a.m.*

**Timothy A Lucas**, *Pepperdine University*

### Understanding the Scales of Locomotion for Caenorhabditis Elegans in a Viscous Fluid

*9:50 a.m. – 10:05 a.m.*

**Katie Marie Sipes**, *James Madison University*

### Simulating Action Potentials Along Non-Uniform Axon

*10:10 a.m. - 10:25 a.m.*

**Michael E Martin**, *www.biomathdynamics.com*

## Active Learning in Mathematics, Part I

*Friday, August 8, 8:30 a.m. – 11:25 a.m., Hilton Portland, Ballroom Level, Galleria II*

Active learning is the process where students engage in activities such as reading, writing, or problem solving that encourage analysis, synthesis, and evaluation of class content. It has been well-known that active learning strategies increase student learning and have long- lasting effects on student success (Braxton, et al, 2008). For this session, we invite instructors of mathematics to discuss ways to promote this hands-on learning in the classroom. In particular, techniques that involve short reading, writing, or problem-solving prompts and exercises that are designed to reinforce classroom material are encouraged. Both examples of individual student active learning strategies and successful uses of group- related strategies (such as “think, pair, share” ideas) are welcome. The session is designed for instructors to share their experiences and provide useful tips and tricks on implementing these strategies and overcoming obstacles to active learning in general. Examples and ideas can come from any type of course, from undergraduate non-major service courses and early- major mathematics courses to late-major and even graduate-level classes. Speakers are encouraged to include assessment data on the effectiveness of their active learning strategies or empirical feedback from students and/or faculty about their strategies. Talks that focus on embodied activities that connect cognition with physical action in the classroom should submit talk proposals to the Embodied Activities in the Teaching and Learning of Mathematics session.

**David Taylor**, *Roanoke College*

**Robert Allen**, *University of Wisconsin, La Crosse*

**Lorena Bociu**, *North Carolina State University*

### Active Learning in Redesigned College Algebra: Lessons Learned from Implementation

*8:30 a.m. – 8:45 a.m.*

**Krista Foltz**, *Oregon State University*

**Mary Beisiegel**, *Oregon State University*

**Scott L. Peterson**, *Oregon State University*

### Active Learning for Pre-service and In-service Teachers

*8:50 a.m. – 9:05 a.m.*

**Bernadette Mullins**, *Birmingham-Southern College*

### Turning Homework Problems into Inquiry Based Classroom Activities

*9:10 a.m. – 9:25 a.m.*

**Suzanne Ingrid Doree**, *Augsburg College*

### Active Algebra

*9:30 a.m. – 9:45 a.m.*

**Mary D Shepherd**, *Northwest Missouri State University*

### Making Abstract Algebra Less Abstract

*9:50 a.m. - 10:05 a.m.*

**Emma Norbrothen**, *Plymouth State University*

### Strategies to Progressively Increase Students’ Intellectual Engagement in the Learning of Abstract Algebra

*10:10 a.m. - 10:25 a.m.*

**Alessandra Pantano**, *University of California, Irvine*

### Actively Learning Real Analysis

*10:30 a.m. - 10:45 a.m.*

**Donna Flint**, *South Dakota State University*

### Pull Out Your Phone: A Quick Search for Relevant Statistics

*10:50 a.m. - 11:05 a.m.*

**Ben Galluzzo**, *Shippensburg University*

### Exploring Velocity and Acceleration Vectors Visually

*11:10 a.m. - 11:25 a.m.*

**Paul E. Seeburger**, *Monroe Community College*

## Flipping Pedagogy in College Mathematics Courses, Part II

*Friday, August 8, 8:30 a.m. – 11:45 a.m., Hilton Portland, Ballroom Level, Parlor AB*

While the expression “flipping a course” is relatively new, this pedagogical strategy has been around for a number of years. Some tenets that underlie this type of pedagogy are that: (1) out-of-class time should be highly structured to best prepare students for in-class activities; (2) it is useful to evaluate students’ pre-class preparation and for instructors to have access to this information; (3) class time is better spent having students engage in cooperative problem solving and discussions rather than listening and taking notes; and, (4) students benefit from more frequent structured practice and feedback in the classroom from a knowledgeable teacher. In this session participants will present and discuss examples of flipped mathematics courses and share the benefits and challenges of this type of pedagogy. Descriptions of unique models of flipped classes are welcome as are results of research on flipping pedagogy.

**Jean McGivney-Burelle**, *University of Hartford*

**Larissa Schroeder**, *University of Hartford*

**John Williams**, *University of Hartford*

**Fei Xue**, *University of Hartford*

**Mako Haruta**, *University of Hartford*

**Ben Pollina**, *University of Hartford*

### Reading Guides in a Flipped Classroom

*8:30 a.m. – 8:45 a.m.*

**Mary D Shepherd**, *Northwest Missouri State University*

### A Measured Approach to Flipping the Analysis Classroom

*8:50 a.m. – 9:05 a.m.*

**Christine Ann Shannon**, *Centre College*

### A Day in the Life of an Inverted Classroom

*9:10 a.m. – 9:25 a.m.*

**Reza O Abbasian**, *Texas Lutheran University*

**John T Sieben**, *Texas Lutheran University*

### Flipping the Classroom in Introductory Statistics

*9:30 a.m. – 9:45 a.m.*

**Emily Cilli-Turner**, *Salve Regina University*

### Introductory Statistics in a Flipped Format for Community College Students

*9:50 a.m. – 10:05 a.m.*

**Jessica Knoch**, *Lane Community College*

### Math Bio or BioMath? Flipping a Mathematical Biology Course

*10:10 a.m. – 10:25 a.m.*

**Eric Eager**, *University of Wisconsin - La Crosse*

### An Activity-Based Approach to Flipping Quantitative Literacy

*10:30 a.m. – 10:45 a.m.*

**Rebecca Diischer**, *South Dakota State University*

### Flipping the Discrete Math Classroom

*10:50 a.m. – 11:05 a.m.*

**Benjamin V.C. Collins**, *University of Wisconsin-Platteville*

**James A. Swenson**, *University of Wisconsin-Platteville*

### Technology Tips for Creating Videos in a Flipped Mathematics Course

*11:10 a.m. – 11:25 a.m.*

**Fei Xue**, *University of Hartford*

**Larissa Bucchi Schroeder**, *University of Hartford*

### Selling the Concept – a Primer on Salesmanship of the Flipped Classroom Model

*11:30 a.m. – 11:45 a.m.*

**Alex Capaldi**, *Valparaiso University*

## Project-Based Curriculum, Part I

*Friday, August 8, 8:50 a.m. – 11:25 a.m., Hilton Portland, Plaza Level, Broadway III & IV*

One of the goals of mathematics teaching is enabling the learner to apply their mathematical knowledge to other disciplines and to real-world problems. One method to achieve this goal is project-based learning, which involves students attempting to solve interdisciplinary problems arising outside of the traditional classroom. The problems may arise from general social concerns or from within business, non-profit, or government organizations. Project-based learning can encourage inquiry, problem solving, collaboration, reasoning, and communication skills. We invite papers that address how project-based learning is facilitated at any level and the content of such projects. Evidence should be included as to the effectiveness of such projects and/or the system by which students engage in such projects.

**Emek Kose**, *St. Mary's College of Maryland*

**Casey Douglas**, *St. Mary's College of Maryland*

**Angela Gallegos**, *Loyola Marymount University*

### A Project-Based General Education Math Course

*8:50 a.m. – 9:05 a.m.*

**Victor Ian Piercey**, *Ferris State University*

### High Dimensional Data Analysis Projects in a Freshman Mathematics Class

*9:10 a.m. – 9:25 a.m.*

**Bruce Piper**, *Rensselaer Polytechnic Institute*

**Kristin Bennett**, *Rensselaer Polytechnic Institute*

### How to Sustain Projects in College Algebra and Finite Mathematics

*9:30 a.m. – 9:45 a.m.*

**David Jay Graser**, *Yavapai College*

### Researching the Effectiveness of Project-Based Learning in Elementary Statistics

*9:50 a.m. – 10:05 a.m.*

**Dianna Spence**, *University of North Georgia*

**Brad Bailey**, *University of North Georgia*

### Community-Based Projects Using Real-World Data

*10:10 a.m. – 10:25 a.m.*

**G. Daniel Callon**, *Franklin College*

### Understanding Mathematics for Good: Undergraduates, Ethical Consulting, and Service Learning

*10:30 a.m. – 10:45 a.m.*

**Judith E Canner**, *California State University, Monterey Bay*

### Mathematizing Social Justice: Bringing University Events into the Mathematics Classroom

*10:50 a.m. – 11:05 a.m.*

**Ksenija Simic-Muller**, *Pacific Lutheran University*

### Modeling Calculus: A Project-Based, First Term Calculus Class

*11:10 a.m. – 11:25 a.m.*

**Mariah Birgen**, *Wartburg College*

**Brian J Birgen**, *Wartburg College*

## Open and Accessible Problems in Real or Complex and Analysis

*Friday, August 8, 1:00 p.m. – 2:55 p.m., Hilton Portland, Plaza Level, Broadway I & II*

Undergraduate research is more popular than ever, and there is a high demand for open and accessible problems for students to tackle. Analysis is an area particularly suited for this research because it builds off of the foundational material that students learn in calculus. In addition, analysis is rich with problems that are easily stated, but more difficult to solve, and often lead to further questions for investigation. We invite presentations about open problems in real or complex analysis suitable for undergraduate research or joint faculty and undergraduate research. Presentations concerning results about these types of problems, preferably with open questions remaining, are also welcome.

**Lynette Boos**, *Providence College*

**Su-Jeong Kang**, *Providence College*

### Quotient Sets

*1:00 p.m. – 1:15 p.m.*

**Stephan Ramon Garcia**, *Pomona College*

### The Sum of Golden Ana Sets

*1:20 p.m. – 1:35 p.m.*

**Robert W. Vallin**, *Lamar University*

### A Topology of Subdivision for the Real Numbers

*1:40 p.m. – 1:55 p.m.*

**Jeffrey Clark**, *Elon University*

### Linear Operators, Zeros of Polynomials, and Orthogonal Polynomials

*2:00 p.m. – 2:15 p.m.*

**Andrzej Piotrowski**, *University of Alaska Southeast*

### Locating the Roots of a Family of Polynomials: Three Open Questions

*2:20 p.m. – 2:35 p.m.*

**Michael Brilleslyper**, *U.S. Air Force Academy*

**Beth Schaubroeck**, *U.S. Air Force Academy*

### The Two Body Problem Elevated to the Complex Domain

*2:40 p.m. – 2:55 p.m.*

**Donald Leigh Hitzl**, *Lockheed Palo Alto Research Lab (Retired)*

**Frank Zele**, *Lockheed Martin Advanced Technology Center (Retired)*

## Project-Based Curriculum, Part II

*Friday, August 8, 1:00 p.m. – 3:55 p.m., Hilton Portland, Plaza Level, Broadway III & IV*

One of the goals of mathematics teaching is enabling the learner to apply their mathematical knowledge to other disciplines and to real-world problems. One method to achieve this goal is project-based learning, which involves students attempting to solve interdisciplinary problems arising outside of the traditional classroom. The problems may arise from general social concerns or from within business, non-profit, or government organizations. Project-based learning can encourage inquiry, problem solving, collaboration, reasoning, and communication skills. We invite papers that address how project-based learning is facilitated at any level and the content of such projects. Evidence should be included as to the effectiveness of such projects and/or the system by which students engage in such projects.

**Emek Kose**, *St. Mary's College of Maryland*

**Casey Douglas**, *St. Mary's College of Maryland*

**Angela Gallegos**, *Loyola Marymount University*

### Annexation Question Leads to Applied Project

*1:00 p.m. – 1:15 p.m.*

**Nora Strasser**, *Friends University*

### Challenge-Based Instruction: Analysis of Bullet Proof Vest

*1:20 p.m. – 1:35 p.m.*

**Andres Abelardo Padilla-Oviedo**

### Building a Successful Project-based Mathematical Modeling Course

*1:40 p.m. – 1:55 p.m.*

**Jean Marie Linhart**, *Texas A&M University/Central Washington University*

### Encouraging Deeper Understanding Through Mathematical Modeling-Focused Projects

*2:00 p.m. – 2:15 p.m.*

**Corban Harwood**, *George Fox University*

### PIC Math: Preparing Students for Careers in Business, Industry, and Government

*2:20 p.m. – 2:35 p.m.*

**Michael Dorff**, *Brigham Young University*

### Embedding Undergraduate Research in a Senior Capstone Course

*2:40 p.m. – 2:55 p.m.*

**Shawn Chiappetta**, *University of Sioux Falls*

### Implementing Project-Based Learning in the Differential Equations Curriculum

*3:00 p.m. – 3:15 p.m.*

**Sukanya Basu**, *Wentworth Institute of Technology*

### Undergraduate Curriculum on the Relationship between Mathematics and Computer Science with Other Disciplines

*3:20 p.m. – 3:35 p.m.*

**Agendia Timothy Atabong**, *Madonna University Nigeria*

### Using Matlab to Present Multidimensional Information

*3:40 p.m. – 3:55 p.m.*

**Emma Smith Zbarsky**, *Wentworth Institute of Technology*

## Recreational Mathematics: New Problems and New Solutions, Part II

*Friday, August 8, 1:00 p.m. – 4:35 p.m., Hilton Portland, Ballroom Level, Galleria I*

As with all mathematics, recreational mathematics continues to expand through the solution of new problems and the development of novel solutions to old problems. For the purposes of this session, the definition of recreational mathematics will be a broad one. The primary guideline used to determine the suitability of a paper will be the understandability of the mathematics. Papers submitted to this session should be accessible to undergraduate students. Novel applications as well as new approaches to old problems are welcome. Examples of use of the material in the undergraduate classroom are encouraged.

**Paul Coe**, *Dominican University*

**Sara Quinn**, *Dominican University*

**Kristen Schemmerhorn**,* Dominican University*

### The Elusive Mobius and the Intractable Hexagon: Geometric Cross Sections in Bead Crochet

*1:00 p.m. – 1:15 p.m.*

**Susan Goldstine**, *St. Mary's College of Maryland*

**Ellie Baker**, *Freelance*

### Coloring the Plane with Rainbow Squares

*1:20 p.m. – 1:35 p.m.*

**Mike Krebs**, *California State University, Los Angeles*

### Dividing the Plane: Variations on a Theme

*1:40 p.m. – 1:55 p.m.*

**David Molnar**

### Integer-Sided Triangles with Trisectible Angles

*2:00 p.m. – 2:15 p.m.*

**Russ Gordon**, *Whitman College*

### On Mod *n* Spirals

*2:20 p.m. – 2:35 p.m.*

**Andrew Richard Reiter**

**Robin Young**, *University of Massachusetts-Amherst*

### Finding the Catalan Numbers in the Sandpile Model

*2:40 p.m. – 2:55 p.m.*

**Grant Barnes**, *Luther College*

**Michael Johnson**, *Luther College*

**Cadence Sawyer**, *Luther College*

### A Characterization of Balance in Oriented Hypernetworks via Generalized Signed Walks

*3:00 p.m. – 3:15 p.m.*

**Angeline Rao**, *Clements High School*

**Alexander Yang**, *Clements High School*

**Vinciane Chen**, *Westwood High School*

### Revisiting 12 Marbles, an Old-Fashioned Scale Puzzle

*3:20 p.m. – 3:35 p.m.*

**Shenglan Yuan**, *LaGuardia Community College, CUNY*

### The Car Talk Trip

*3:40 p.m. – 3:55 p.m.*

**Frank Lynch**, *Eastern Washington University*

### The James Function

*4:00 p.m. – 4:15 p.m.*

**Christopher N. B. Hammond**, *Connecticut College*

**Warren Johnson**, *Connecticut College*

**Steven J. Miller**, *Williams College*

### Exploring Five Integer Sequences Related to the Collatz Problem

*4:20 p.m. – 4:35 p.m.*

**Jay Lawrence Schiffman**, *Rowan University*

## Active Learning in Mathematics, Part II

*Friday, August 8, 1:00 p.m. – 4:55 p.m., Hilton Portland, Ballroom Level, Galleria II*

Active learning is the process where students engage in activities such as reading, writing, or problem solving that encourage analysis, synthesis, and evaluation of class content. It has been well-known that active learning strategies increase student learning and have long- lasting effects on student success (Braxton, et al, 2008). For this session, we invite instructors of mathematics to discuss ways to promote this hands-on learning in the classroom. In particular, techniques that involve short reading, writing, or problem-solving prompts and exercises that are designed to reinforce classroom material are encouraged. Both examples of individual student active learning strategies and successful uses of group- related strategies (such as “think, pair, share” ideas) are welcome. The session is designed for instructors to share their experiences and provide useful tips and tricks on implementing these strategies and overcoming obstacles to active learning in general. Examples and ideas can come from any type of course, from undergraduate non-major service courses and early- major mathematics courses to late-major and even graduate-level classes. Speakers are encouraged to include assessment data on the effectiveness of their active learning strategies or empirical feedback from students and/or faculty about their strategies. Talks that focus on embodied activities that connect cognition with physical action in the classroom should submit talk proposals to the Embodied Activities in the Teaching and Learning of Mathematics session.

**David Taylor**, *Roanoke College*

**Robert Allen**, *University of Wisconsin, La Crosse*

**Lorena Bociu**, *North Carolina State University*

### Surviving Active Learning in Mathematics

*1:00 p.m. – 1:15 p.m.*

**Jerry Dwyer**, Texas Tech University

**Levi Johnson**, Texas Tech University

**Brock Williams**, Texas Tech University

### Activities for Calculus

*1:20 p.m. – 1:35 p.m.*

**Matt Boelkins**, *Grand Valley State University*

### Student Conjecturing in Linear Algebra

*1:40 p.m. – 1:55 p.m.*

**Elizabeth Thoren**, *University of California, Santa Barbara*

### Discovering Concepts in Calculus II

*2:00 p.m. – 2:15 p.m.*

**William Abrams**, *Longwood University*

### Opening Up the Space: Creating Collaborative Learning Environments Outside of the Classroom

*2:20 p.m. – 2:35 p.m.*

**Randall E. Cone**, *Virginia Military Institute*

**Angie Hodge**, *University of Nebraska - Omaha*

### Test Tuesday

*2:40 p.m. – 2:55 p.m.*

**Lew Ludwig**, *Denison University*

### Mathematics without the Math: Using Group Worksheets to Circumvent Math Anxiety

*3:00 p.m. – 3:15 p.m.*

**Michael Nathanson**, *Saint Mary's College of California*

### Pre-Calculus Lab Book

*3:20 p.m. – 3:35 p.m.*

**Brandy S Wiegers**, *National Association of Math Circles, Central Washington University*

**Addie Evans**, *SFSU*

**Servando Pineda**, *SFSU*

**Matthew Kim**, *SFSU*

### Algorithmic Thinking Unplugged with Puzzles and Games

*3:40 p.m. – 3:55 p.m.*

**Edmund A Lamagna**, *University of Rhode Island*

### Using Games to Engage Students in Discrete Mathematics

*4:00 p.m. – 4:15 p.m.*

**Tim Gegg-Harrison**, *Winona State University*

**Nicole Anderson**, *Winona State University*

### Learning Math by Doing Math: Problem-Solving Workshops in Calculus

*4:20 p.m. – 4:35 p.m.*

**Silvia Saccon**, *The University of Texas at Dallas*

### Active Exploration of Graphs and Graph Theory

*4:40 p.m. – 4:55 p.m.*

**Steven Klee**, *Seattle University*

## Curriculum Development to Support First Year Mathematics Students, Part I

*Friday, August 8, 1:00 p.m. – 4:55 p.m., Hilton Portland, Ballroom Level, Parlor AB*

A common focus of university administration is student retention and graduation. First year mathematics courses, both general education and major specific, have comparatively high drop/fail/withdraw rates. This means that they are often scrutinized in regard to their effect on retention and graduation rates. In this session, we would like to hear what you have been doing to respond to this scrutiny. We hope to focus on departmental-wide efforts, rather than specific classroom approaches. Presentations could include complete course redesign, co-requisite support courses, restructure of curriculum, departmental efforts to standardize, etc. Note that we would like to hear about successful, in process, and unsuccessful initiatives. Presentations that include a description of the initiative along with data supporting the success or failure of these initiatives are especially encouraged.

**Donna Flint**, *South Dakota State University*

**Rebecca Diischer**, *South Dakota State University*

**Charles Bingen**,* University of Wisconsin, Eau Claire*

### Developmental Mathematics Redesign at Fitchburg State University

*1:00 p.m. – 1:15 p.m.*

**Mary Ann Barbato**, *Fitchburg State University*

### Comparing Student Attitudes and Successes in College Algebra using Emporium, Problem Solving, and Traditional Methods

*1:20 p.m. – 1:35 p.m.*

**Lanee Young**, *Fort Hays State University*

**Jeff Sadler**, *Fort Hays State University*

### Taking Over an Existing Developmental Math Program: What Works and Determining What to Improve

*1:40 p.m. – 1:55 p.m.*

**Charles Bingen**, *University of Wisconsin Eau Claire*

### The Math Zone: An Open Emporium-Style Model Attempting the Fast Track

*2:00 p.m. – 2:15 p.m.*

**Craig Miller**, *University of New Haven*

### The Startup of a Math Emporium - Trials and Tribulations

*2:20 p.m. – 2:35 p.m.*

**Senan Hayes**, *Western Connecticut State University*

### Restructuring of the Remedial Program at South Dakota State University (SDSU)

*2:40 p.m. – 2:55 p.m.*

**Donna Flint**, *South Dakota State University*

### Improving Remedial Success Using an Enhanced Mastery-Based Format

*3:00 p.m. – 3:15 p.m.*

**Carri Hales**, *South Dakota State University*

### A Co-Requisite Model for College Algebra

*3:20 p.m. – 3:35 p.m.*

**Rebecca Diischer**, *South Dakota State University*

### Rethinking First Year Mathematics to Improve Student Retention

*3:40 p.m. – 3:55 p.m.*

**Cheryl Jarrell McAllister**, *Southeast Missouri State University*

**Daniel Daly**, *Southeast Missouri State University*

**Tamela Randolph**, *Southeast Missouri State University*

### It’s Not Just About the Content: Holistic Change in a First-Year Mathematics Course

*4:00 p.m. – 4:15 p.m.*

**Mary Beisiegel**, *Oregon State University*

**Krista Foltz**, *Oregon State University*

**Scott L. Peterson**, *Oregon State University*

### Peer Led Team Learning in Foundation Mathematics for College Students: A University Approach

*4:20 p.m. – 4:35 p.m.*

**Camille A McKayle**, *University of the Virgin Islands*

**Robert Stolz**, *University of the Virgin Islands*

### Improving Student Success in Calculus at the University of South Carolina

*4:40 p.m. – 4:55 p.m.*

**Douglas B Meade**, *University of South Carolina*

**Philip B. Yasskin**, *Texas A&M University*

## Undergraduate Research in Mathematics: How, When, Why, Part II

*Saturday, August 9, 8:30 a.m. – 11:25 a.m.**, Hilton Portland, Ballroom Level, Galleria II*

Opportunities for undergraduate research have increased dramatically in recent years. There are many benefits of doing and guiding undergraduate research. We invite talks on a range of topics including, but not limited to: involving students in mathematics research, reports on successful programs, how to set up programs, and research results. We are especially interested in presentations from mentors and program directors about how programs are run and evidence of their effectiveness. We also welcome presentations from students focused on their experience and learning outcomes (talks about their research results should be submitted to other sessions). This session seeks to expand the network of undergraduate researchers and facilitators, exchange new ideas, and help make undergraduate research more accessible.

**Emek Kose**, *St. Mary's College of Maryland*

**Casey Douglas**, *St. Mary's College of Maryland*

**Angela Gallegos**, *Loyola Marymount University*

### Ensuring Engagement in Math Research

*8:30 a.m. – 8:45 a.m.*

**Therese Shelton**, *Southwestern University*

### 6959 Open Problems for Undergraduates

*8:50 a.m. – 9:05 a.m.*

**Tom Edgar**, *Pacific Lutheran University*

### Exploring Auction Theory in Undergraduate Research

*9:10 a.m. – 9:25 a.m.*

**William Gryc**, *Muhlenberg College*

### Singularities of 2-Dimensional Invertible Piecewise Isometric Dynamics

*9:30 a.m. – 9:45 a.m.*

**Byungik Kahng**, *University of North Texas at Dallas*

### One Approach to Undergraduate Research in Computational Galois Theory

*9:50 a.m. – 10:05 a.m.*

**Chad Awtrey**, *Elon University*

### Undergraduate Research in Quantum Information Science

*10:10 a.m. – 10:25 a.m.*

**David W. Lyons**, *Lebanon Valley College*

### Effective Undergraduate Research Using Questions Derived from Institutional Research and Computational Science

*10:30 a.m. – 10:45 a.m.*

**Maria Zack**, *Point Loma Nazarene University*

### Undergraduate Research Projects with a Dozen or So Math, Physics and CS Students Over the Past Decade

*10:50 a.m. – 11:05 a.m.*

**David Strong**, *Pepperdine University*

### Undergraduate Math Research at the US Naval Academy

*11:10 a.m. – 11:25 a.m.*

**Will Traves**, *United States Naval Academy*

## Curriculum Development to Support First Year Mathematics Students, Part II

*Saturday, August 9, 8:30 a.m. – 11:45 a.m., Hilton Portland, Ballroom Level, Parlor AB*

A common focus of university administration is student retention and graduation. First year mathematics courses, both general education and major specific, have comparatively high drop/fail/withdraw rates. This means that they are often scrutinized in regard to their effect on retention and graduation rates. In this session, we would like to hear what you have been doing to respond to this scrutiny. We hope to focus on departmental-wide efforts, rather than specific classroom approaches. Presentations could include complete course redesign, co-requisite support courses, restructure of curriculum, departmental efforts to standardize, etc. Note that we would like to hear about successful, in process, and unsuccessful initiatives. Presentations that include a description of the initiative along with data supporting the success or failure of these initiatives are especially encouraged.

**Donna Flint**, *South Dakota State University*

**Rebecca Diischer**, *South Dakota State University*

**Charles Bingen**,* University of Wisconsin, Eau Claire*

### A Multi-tiered Support System

*8:30 a.m. – 8:45 a.m.*

**G. Daniel Callon**, *Franklin College*

### An Effective Approach to Increase Mathematics Readiness of Freshmen STEM Students

*8:50 a.m. – 9:05 a.m.*

**Mazen Shahin**, *Delaware State University*

**Andrew Lloyd**, *Delaware State University*

**Tomasz Smolinski**, *Delaware State University*

**Melissa Harrington**, *Delaware State University*

### Creating a Mathematics First Year Seminar Course

*9:10 a.m. – 9:25 a.m.*

**Frederick Butler**, *York College of Pennsylvania*

### Designing a Mathematical Support Structure for Entering Students

*9:30 a.m. – 9:45 a.m.*

**Emma Smith Zbarsky**, *Wentworth Institute of Technology*

**Amanda Hattaway**, *Wentworth Institute of Technology*

**Ophir Feldman**, *Wentworth Institute of Technology*

### Embedded Tutoring in First Year College Mathematics Classes

*9:50 a.m. – 10:05 a.m.*

**Michael Allen Lundin**, *Central Washington University*

### Requiring Instructor-Generated Learning Activities in Online College Algebra Can Reduce Failure and Withdrawal Rates

*10:10 a.m. – 10:25 a.m.*

**Jennifer Hegeman**, *Missouri Western State University*

### How a Co-Requisite Calculus I Lab Can Improve Student Success in Calculus I

*10:30 a.m. – 10:45 a.m.*

**Sharon Vestal**, *South Dakota State University*

### Remedial Efforts in Calculus Classes at Simon Fraser University: Results and Challenges

*10:50 a.m. – 11:05 a.m.*

**Malgorzata Dubiel**, *SFU*

**Justin Gray**, *SFU*

**Natalia Kouzniak**, *SFU*

**Cameron Morland**, *SFU*

**Jamie Mulholland**, *SFU*

### Concepts, not Calculations: Helping First Year Mathematics Students Learn What Mathematics Is

*11:10 a.m. – 11:25 a.m.*

**Bonnie Gold**, *Monmouth University*

### Precalculus Redesign: The Influence of a Placement Program and the Power of a Name

*11:30 a.m. – 11:45 a.m.*

**Alison Reddy**, *University of Illinois*

**Marc Harper**

## Curriculum Development to Support First Year Mathematics Students, Part III

*Saturday, August 9, 1:00 p.m. – 2:35 p.m., Hilton Portland, Ballroom Level, Parlor AB*

A common focus of university administration is student retention and graduation. First year mathematics courses, both general education and major specific, have comparatively high drop/fail/withdraw rates. This means that they are often scrutinized in regard to their effect on retention and graduation rates. In this session, we would like to hear what you have been doing to respond to this scrutiny. We hope to focus on departmental-wide efforts, rather than specific classroom approaches. Presentations could include complete course redesign, co-requisite support courses, restructure of curriculum, departmental efforts to standardize, etc. Note that we would like to hear about successful, in process, and unsuccessful initiatives. Presentations that include a description of the initiative along with data supporting the success or failure of these initiatives are especially encouraged.

**Donna Flint**, *South Dakota State University*

**Rebecca Diischer**, *South Dakota State University*

**Charles Bingen**,* University of Wisconsin, Eau Claire*

### A Collaborative Transition to Applied Calculus with Modeling

*1:00 p.m. – 1:15 p.m.*

**Robin A Cruz**, The College of Idaho

**Dave Rosoff**, The College of Idaho

**Nicole Seaders**, Willamette University

### Experiments with Large-Lecture/Lab Hybrid Models for Business Calculus

1:20 p.m. – 1:35 p.m.

**Darci L. Kracht**, Kent State University

### Interactivity and Intervention: An Overview of Calculus Redesign at Missouri S&T

1:40 p.m. – 1:55 p.m.

**Paul N Runnion**, Missouri University of Science and Technology

### ALEKS in Calculus I at the University of Wyoming

*2:00 p.m. – 2:15 p.m.*

**Nathan P. Clements**, University of Wyoming

### Improving Student Success in Calculus

2:20 p.m. – 2:35 p.m.

**Allison Henrich**, Seattle University

**J McLean Sloughter**, Seattle University

## Undergraduate Research in Mathematics: How, When, Why, Part III

*Saturday, August 9, 1:00 p.m. – 3:55 p.m., Hilton Portland, Ballroom Level, Galleria II*

Opportunities for undergraduate research have increased dramatically in recent years. There are many benefits of doing and guiding undergraduate research. We invite talks on a range of topics including, but not limited to: involving students in mathematics research, reports on successful programs, how to set up programs, and research results. We are especially interested in presentations from mentors and program directors about how programs are run and evidence of their effectiveness. We also welcome presentations from students focused on their experience and learning outcomes (talks about their research results should be submitted to other sessions). This session seeks to expand the network of undergraduate researchers and facilitators, exchange new ideas, and help make undergraduate research more accessible.

**Emek Kose**, *St. Mary's College of Maryland*

**Casey Douglas**, *St. Mary's College of Maryland*

**Angela Gallegos**, *Loyola Marymount University*

### Four Steps to Undergraduate Research Success!

*1:00 p.m. – 1:15 p.m.*

**Stephan Ramon Garcia**, *Pomona College*

### Strategies for Mentoring Undergraduate Research Teams: Lessons Learned from the CURM Model

*1:20 p.m. – 1:35 p.m.*

**Hannah Callender**, *University of Portland*

### Research Communities as a Vehicle to Boost Students’ Interest in Mathematical Research

*1:40 p.m. – 1:55 p.m.*

**Alessandra Pantano**, *University of California, Irvine*

### A Student’s Perspective on Undergraduate Research

*2:00 p.m. – 2:15 p.m.*

**Heather Gronewald**, *Southwestern University*

### Engaging Students as Math Researchers

*2:20 p.m. – 2:35 p.m.*

**Violeta Vasilevska**, *Utah Valley University*

### Mentoring Minority Undergraduate Students in Mathematics at Norfolk State University

*2:40 p.m. – 2:55 p.m.*

**Aprillya Lanz**, *Norfolk State University*

### Year Long Undergraduate Research at Minimal Cost

*3:00 p.m. – 3:15 p.m.*

**Zsuzsanna Szaniszlo**, *Valparaiso University*

### Undergraduate Research with Future Teachers

*3:20 p.m. – 3:35 p.m.*

**Saad El-Zanati**, *Illinois State University*

### Balancing Undergraduate Research While Teaching Four Courses

*3:40 p.m. – 3:55 p.m.*

**Britney Hopkins**, *University of Central Oklahoma*

**Kristi Karber**, *University of Central Oklahoma*

## More Favorite Geometry Proofs

*Saturday, August 9, 1:00 p.m. – 4:15 p.m., Hilton Portland, Ballroom Level, Galleria I*

This session invites presenters to share their favorite undergraduate geometry proofs. These proofs should be suitable for Euclidean and non-Euclidean geometry courses as well as for courses frequently referred to as "modern" or "higher" geometry but not those related to differential geometry or (low-level) graduate courses. Proofs must be for theorems other than the Pythagorean Theorem and should be different from those presented during the MAA MathFest 2013 paper session (see http://www.framingham.edu/~smabrouk/Maa/mathfest2013/ for more information). Presenters must do the full proof, discuss how the proof fits into the course, provide information regarding prerequisite topics for the proof, and discuss associated areas with which students have difficulty and how such concerns are addressed so that students understand the proof. Presenters are invited to discuss how they have modified the proof over time as well as to share historical information for "classic" proofs and explorations/demonstrations that they use to help students understand the associated theorem. Abstracts should include the theorem to be proved/discussed as well as brief background information.

**Sarah Mabrouk**, *Framingham State University*

### A Proof of Ptolemy's Theorem via Inversions

*1:00 p.m. – 1:15 p.m.*

**Deirdre Longacher Smeltzer**, *Eastern Mennonite University*

### Archimedes’ Twin Circles in an Arbelos

*1:20 p.m. – 1:35 p.m.*

**Dan C Kemp**, *South Dakota State University*

### Euler's Famous Line: Gateway to The Harmonic 2:1 Centroid Concurrency

*1:40 p.m. – 1:55 p.m.*

**Alvin Swimmer**, *Arizona State University*

### Reflections in Geometry

*2:00 p.m. – 2:15 p.m.*

**David Marshall**, *Monmouth University*

### Reflections on Reflections

*2:20 p.m. – 2:35 p.m.*

**Thomas Q Sibley**, *St. John's University*

### The Shortest Path Between Two Points and a Line

*2:40 p.m. – 2:55 p.m.*

**Justin Allen Brown**, *Olivet Nazarene University*

### The Perfect Heptagon from the Square Hyperbola

*3:00 p.m. – 3:15 p.m.*

**Genghmun Eng**

### The Many Shapes of Hyperbolas in Taxicab Geometry

*3:20 p.m. – 3:35 p.m.*

**Ruth I Berger**, *Luther College*

### Geometry Knows Topology: The Gauss-Bonnet Theorem

*3:40 p.m. – 3:55 p.m.*

**Jeff Johannes**, *SUNY Geneseo*

### Finding the Fermat Point by Physics and by Transformation

*4:00 p.m. – 4:15 p.m.*

**Philip Todd**, *Saltire Software*