*Coding Theory and Geometry*, organized by **Nathan Kaplan**, University of California Irvine. The theory of error-correcting codes is a great example of a subject where pure mathematics has made a significant impact in the everyday world. Ideas from algebraic geometry, number theory, and the theory of sphere packings and lattices have all had major impacts in coding theory. This session will highlight some of these connections and emphasize opportunities for collaboration between mathematicians and computer scientists.

*Harmonic Analysis and Applications to Complex Analysis and Partial Differential Equations*, organized by **Irina Mitrea**, Temple University and **Jeongsu Kyeong,** Temple University. The proposed invited paper session focuses on research problems at the interface between Harmonic Analysis, Complex Analysis, and Partial Differential Equations. This choice is motivated by the fact that combinations of techniques originating in these fields has proved to be extremely potent when dealing with a host of difficult and important problems in analysis. Indeed, there are many recent notable achievements in this direction whose degree of technical sophistication is truly breathtaking. The main scientific aims of this effort are to introduce young mathematicians (advanced undergraduate students, graduate students and postdoctoral fellows) to problems of interest in Harmonic Analysis, Complex Analysis and Partial Differential Equations, to strengthen their background in these areas, and to make them aware of possible new avenues of research and collaboration.

*Supporting Mathematics in the Developing World*, organized by **Michael Dorff**, MAA President, Brigham Young University, **Nancy Ann Neudauer**, Pacific University, and **Angel R. Pineda**, Manhattan College, New York. There are multiple mechanisms for mathematicians to get involved in projects supporting mathematics in developing countries. There is a huge potential for creating opportunities for mathematicians in places which have few resources. Both at a personal and societal level there is a large amount of mathematical talent that is not being developed. In this session, we will bring together current efforts for supporting mathematics in developing countries and in doing so provide opportunities for mathematicians to get involved. Some of the mechanisms for supporting mathematics in developing countries involve attending conferences, for example, the International Conference on Mathematics and Mathematics Education in Developing Countries (ICMMEDC). Other ways that mathematicians can support developing countries involve teaching courses, for example, at mathematics institutes like the African Institute for Mathematical Sciences (AIMS) at different locations in Africa. Yet another method of support is for graduate students in developing countries through scholarships, for example, the Graduate Research Assistantships in Developing Countries (GRAID) through the Commission for Developing Countries (CDC) of the International Mathematical Union (IMU). Having a session on these ways of supporting mathematics in the developing world would serve as a way to get more mathematicians involved and place for exchange of ideas for mathematicians working in this area.

*Enlightening Mathematical Proofs from Geometry, Calculus, Linear Algebra, Probability or Combinatorics*, organized by **Alan Krinik **and **Randall J. Swift**, Cal Poly Pomona. This session is intended to provide a forum for mathematicians and educators to see innovative mathematical proofs or problem-solving methods. Contributors are expected to illustrate how this progress has simplified or enhanced our understanding or has revealed interesting connections between different areas of mathematics. We encourage the submission of talks that historically recount the developmental progress of mathematical proofs of well-known theorems. We also invite talks from those who wish to popularize the importance of certain mathematical results (or their proofs) that deserve greater visibility and application. Talks describing new ideas on understanding counter-intuitive or puzzling examples are desired. Those who offer insights connecting the subjects of geometry, calculus, linear algebra, probability or combinatorics are encouraged to take part in our invited paper session. Talks on clever bijections that help us count or new methods to determine interesting probabilities are also welcome.

*What does an Introduction to Data Science course look like?*, organized by **Judith Canner**, California State Monterey Bay University and **Lisa Carnell**, High Point University. As more and more mathematics departments are being tasked with data science education, it is important to consider how to begin the process of designing a Data Science course that introduces students to a field that is still being defined. The goal of the invited paper session is to provide multiple perspectives from multiple institution types on the content and concepts that inform the design of an introductory course in Data Science. If we apply the broad definition, that Data Science is the science of learning from data, we must determine the foundational knowledge that is common among data science courses. Different institutions take different approaches to the introductory Data Science course - with some courses having no prerequisite knowledge and other courses requiring Calculus or Programming. The reality is that each university has its own curriculum structures, existing courses, and expertise. Therefore, we want to provide a broad perspective on the variety of approaches to develop the mathematical, statistical, and computational content of the introductory Data Science courses taught across institution types at the undergraduate level. This session is sponsored by SIGMAA Stat Ed and ASA-MAA Joint Committee on Undergraduate Statistics and Data Science Education.