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Panel Sessions

Math for Computing? Computing for Math? A Discussion of Interdependencies

Thursday, July 27, 8:30 a.m. – 9:50 a.m., Salon A-5

Do your Mathematics (Math) majors graduate with the computing skills and abilities to handle emerging fields like data science or cryptography? How much computing is really needed, and where should it go? What about courses serving other departments like Computer Science (CS)? Do they leave with the mathematical knowledge and ability to handle emerging fields like data mining or social network analysis? Can you identify the necessary mathematics courses or goals required for their success? More generally, what should you consider when evaluating Math-CS curricular interactions? This panel will invite curriculum experts and contributors to the 2013 ACM/IEEE and 2015 MAA curricular guides to help lead you through what CUPM calls the “nuanced relationship between mathematics education and computation”. The goal is to jump-start intentional thought about productive interaction and service to our students in both disciplines.

Karl Schmitt, Valparaiso University
Karl-Dieter Crisman, Gordon College

Douglas Baldwin, SUNY Geneseo
John Doughtery, Haverford College
Daniel Kaplan, Macalester College
Pam Cutter, Kalamazoo College

Committee on Technology in Mathematics Education

How to Apply for Jobs in Academia and Industry after Your PhD

Thursday, July 27, 2:35 p.m. – 3:55 p.m., Salon A-5

This session is aimed at graduate students and recent PhDs. An overview of the employment process will be given with ample opportunity for participants to ask questions. Questions that will be addressed include: How do you find which jobs are available? How do you choose which jobs you want to apply for? What are academic and other employers looking for in the materials that you send? How should you tailor your application materials for the job that you are applying for? How do schools conduct interviews?

Estela A. Gavosto, University of Kansas
Edray Goins, Purdue University

Rowen Bell, (Ernst & Young)
Joanne Peeples, El Paso Community College
Wilfredo Urbina-Romero, Roosevelt University
Erika Ward, Jacksonville University
William Christian, Department of Defense

MAA Committee on Graduate Students

Town Hall Meeting: Revising Guidelines on Resources and Technology for Mathematics Faculty

Thursday, July 27, 4:10 p.m. – 5:30 p.m., Salon A-5

The MAA Committee on Faculty and Departments (formerly called the Committee on the Status of the Profession) invites ideas and suggestions regarding ongoing updates and revisions to The Guidelines for Programs and Departments in Undergraduate Mathematical Sciences. These Guidelines are intended to be used by mathematical sciences programs in self-studies, planning, and assessment of their undergraduate programs, as well as by college and university administrators and external reviewers. In order to have the future online statements in the Guidelines be as complete and useful as possible, the committee is soliciting input from MAA members. In this session, panelists and committee members will take comments and questions from the audience regarding the sections on Resources and Technology. Specific topics will include guidelines related to the following: computing resources for mathematics research; technology for mathematics instruction inside and outside the classroom; physical and virtual library access; and space for student/faculty collaboration.

Organizer and Moderator:
Tim Flowers, Indiana University of Pennsylvania

Edward Aboufadel, Grand Valley State University
Gavin LaRose, University of Michigan
M. Leigh Lunsford, Longwood University
Emily Puckette, The University of the South

MAA Committee on Faculty and Departments

Implementing Mathematics Pathways, Part I - State, System, and Transfer Level Strategies

Friday, July 28, 8:30 a.m. – 9:50 a.m., Salon A-5

Many states, systems, and institutions are implementing mathematics pathways -- new or renewed courses and course sequences designed to meet the needs of students based on their intended academic program and career path. Pathways have increased student pass rates and decreased time to completion, in large part by shortening the sequences of coursework required for underprepared students. We invite you to attend this two-part series on mathematics pathways implementation hosted by the Charles A. Dana Center and the Carnegie Foundation for the Advancement of Teaching. The morning session, led by the Charles A. Dana Center, will focus on lessons learned during implementation and the four-phase coordinated strategy used: 1) build momentum and legitimacy for mathematics pathways; 2) identify effective practices for implementation; 3) create enabling conditions for institutions and departments to implement effective practices; and 4) offer tools and resources to support action at all levels of the system. Mathematics Department chairs and faculty from five different state task forces will share their experiences in restructuring policy, institutional programs and course design to realize rigorous and accelerated mathematics pathways aligned to students’ programs of study.

Rebecca Hartzler and Paula Talley, Charles A. Dana Center, University of Texas Austin

Helen Burn, Highline College
Ricardo Moena, University of Cincinnati
Michael Oehrtman, Oklahoma State University
Tammy Randolph, Southeast Missouri State University
Charles Watson, University of Central Arkansas

Implementing Mathematics Pathways, Part II – Institution and Classroom Level Strategies

Friday, July 28, 10:00 a.m. – 11:20 a.m., Salon A-5

Numerous states and institutions are now implementing mathematics pathways in an effort to improve student outcomes and reduce time to completion. Pathways are a reform approach designed to give students course options that appropriately prepare them and are relevant to their academic and career goals. We invite you to attend this two-part series on math pathways implementation hosted by the Charles A. Dana Center and the Carnegie Foundation for the Advancement of Teaching. This session, led by the Carnegie Foundation for the Advancement of Teaching, will focus on lessons learned in implementing effective institution- and classroom-level reform and share out the newest data about the effectiveness of Statway and Quantway in terms of student success in mathematics as well as college transfer and completion rates. Participants will examine key research-based design elements of effective math reform efforts and explore how Carnegie’s Statway and Quantway incorporate these design elements. Faculty and administrators from Carnegie Math Pathways network institutions will share their challenges and success of incorporating the programs on their campus.

Karon Klipple, Carnegie Math Pathways

Karon Klipple, Executive Director, Carnegie Math Pathways
Kelly Kohlmetz, Math Literacy Pathway Coordinator, University of Wisconsin, Milwaukee
Andre Freeman, Department Chair of Science and Math, Capital Community College

Reflections on Departmental Self-Studies and Reviews

Friday, July 28, 1:00 p.m. – 2:20 p.m., Salon A-5

The departmental review process is an essential part of both a university’s and a department’s assessment processes. However, because of the long intervals that occur between these reviews, the process and expectations are often somewhat mysterious. This panel is intended to provide the audience with insight about the whys and hows of departmental reviews. Panelists will share their reflections on the departmental self-study and review processes that they have been involved with. Two of the panelists will have led their own departmental efforts and will describe why the project was undertaken and what the expected outcomes were. They will also describe what went well during the process and what might have gone better. These panelists will also comment on the institutional response to their self-study and external report. The other two other panelists will have served as external consultants and these individuals will describe what they expect to find during a visit and what they believe that their work contributes to the process. All of the panelists will identify the MAA materials and initiatives that supported their work.

Rick Gillman, Valparaiso University

Murphy Waggoner, Simpson College
John Lorch, Ball State University
Suzanne Dorée, Augsburg College
Sheldon Axler, San Francisco State University

MAA Committee on Departmental Reviews

Non-academic Mathematical Career Paths for Undergraduates

Friday, July 28, 2:35 p.m. – 3:55 p.m., Salon A-5

Step one: earn a degree in mathematics. Step three: have a great career! What is step two? Whether you are a mathematics student looking for a job once you graduate or an advisor looking for advice to give to future job-seeking students, this session will help you gain new perspectives on nonacademic career experiences and what employers value in their employees. Panelists will share the paths to their current positions, the ways in which they utilize their mathematical background, and offer advice to others looking for employment in similar venues.

May Mei, Denison University

Courtney Adams, Siemens
Krystle Hinds, National Security Agency
Kim Plesnicar, Zurich North America

MAA Committee on Undergraduate Student Activities and Chapters (CUSAC)

Math Camp: Combining Collaboration, Individualized Intervention, and Socio-Emotional Development

Friday, July 28, 4:10 p.m. – 5:30 p.m., Salon A-5

Math Camp is a four-week summer algebra intervention for incoming ninth graders, directed and funded by California State University Northridge, that takes a different approach to learning and pedagogy, by taking into account students’ attitudes about learning math and creating safe environments where students can explore mathematical concepts, both collaboratively and individually. This session will discuss the benefits to the university for overseeing such a program, as well as the benefits to students that attended camp. Discussions will include how Math Camp provides opportunities for undergraduate math majors and graduate students in mathematics education to participate in field experience and research, as well as how camp has contributed to a stronger partnership with a community high school. A teacher from Math Camp will share how the camp enriched the relationship between the math department, college of education, and the high school. Also discussed will be the potential and value of the long-term study this camp creates, that can track students from high school through the CSU system in order to see if there was a decrease in the need for remedial math for students that attended camp. Additional benefits discussed will be the lessons that can be brought into the college classroom, lesson plans that use student work samples and video of students explaining their thinking, to prepare future educators or enrich graduate students’ understanding of students’ mathematical development. Testimonials from student educators that have implemented Math Camp tasks will also be shared.

Organizers and Panelists:
Cat Gaspard, Jonathan Garcia, Stephane Plancke, California State University Northridge
Tania Lopez, Northridge Academy High School

Getting Involved in Professional Organizations

Saturday, July 29, 1:00 p.m. – 2:20 p.m., Salon A-5

Professional organizations are the backbone that support junior faculty as they progress throughout their careers. These organizations, however, rely heavily on the hard work and dedication of their executive boards and committees. This session includes panelists with experience in leadership positions in the Mathematical Association of America (MAA), Pi Mu Epsilon (PME), the Society for Industrial and Applied Mathematics (SIAM) and the Association for Women in Mathematics (AWM), and Project NExT. Each panelist will provide background on their organization and describe how they became involved with their group as well as giving some suggestions and recommendations on how to become an active member. This session is organized as a Blue10 dot panel, specifically tailored to newly tenured faculty looking to increase their professional activity, but should be beneficial for faculty at any stage in their career.


Kevin Murphy, Saint Leo University

Monika Kiss, Saint Leo University (MAA)
Benjamin Galluzzo, Shippensburg University (SIAM)
Paul Fishback, Grand Valley State University (PME)
Ami Radunskaya, Pomona College (AWM)
Alissa Crans, Loyola Maramount University (Project NExT)

Project NExT Blue10 Dots