Activities of Other Organizations
Aquincum Institute of Technology Budapest Semesters Math in Moscow Mathematical Sciences Semesters in Guanajuato
Panel Discussion: New Horizons, Exploring the Possibilities and Benefits of Study Abroad Programs Post-Pandemic, Friday, 6:00–7:30 pm. Aquincum Institute of Technology, Budapest Semesters, Math in Moscow, and Mathematical Sciences Semesters in Guanajuato will briefly share their program history and discuss their visions for the next chapter of study abroad. What has changed in this process? What are the challenges and what are the benefits of choosing to study abroad at this specific time? What do these opportunities offer students that differ from studying "at-home" or in other more generalized off-campus study programs? We will hear from board members, directors, and former students of the respective programs. This panel looks to offer an informative and honest assessment of the role that they play in higher education and to foster a conversation with faculty members interested in learning more about how to support and advise their students when it comes to considering off-campus study. Organized by Kate Clancy, Mathematical Sciences Semesters in Guanajuato. Panelists include Ran Libeskind-Hadas, Aquincum Institute of Technology, Tina Garrett, Budapest Semesters in Mathematics, Ryota Matsuura, Budapest Semesters in Mathematics Education; and William Velez, Mathematical Sciences Semesters in Guanajuato.
American Association for the Advancement of Science (AAAS)
Special Session on Special Session on Stochastic Processes on Networks
Association of Christians in the Mathematical Sciences (ACMS)
Reception and Lecture, Thursday, 6:00–8:00 pm. The reception will take place between 6:00–7:00 pm, followed by a short program and 20-minute talk by Karl-Dieter Crisman, Gordon College, Title to be Announced. Students are encouraged to attend, and opportunity will be provided afterwards for delegates to go to dinner at local restaurants.
Conference Board of the Mathematical Sciences
Panel Discussion: Action Responses for Social Justice, Equity, Diversity, and Inclusion from CBMS Member Societies, Wednesday, 1:00–2:30 pm. The professional societies in the mathematical sciences are increasingly aware of issues of systemic racism in society at large, but also historically arising from within the mathematical community. They are beginning to examine the ways in which activities and procedures of professional societies have unintentionally fed this problem and to identify concrete steps that can be taken within their organization and by their members to correct inequities. This panel will describe and discuss some of these responses. Organized by David Bressoud, Macalester College and C. David Levermore, University of Maryland. Panelists include Michael Steele, University of Wisconsin, Milwaukee; Omayra Ortega, Sonoma State University; Ron Buckmire, Occidental College; Francis Su, Harvey Mudd College; and Michael Pearson, Mathematical Association of America.
Journal of Humanistic Mathematics
Mathematical Poetry Reading, Thursday, 7:00–8:00 pm. Math poets, come help us resume our recent tradition of eclectic JMM poetry readings! All interested in mathematical poetry/art are welcome – come to share your poetry or simply enjoy the evening’s offerings! Though we do not discourage last-minute decisions to participate, we encourage poets to submit poetry (no more than 3 poems, no longer than 5 minutes) and a 40-word bio in advance so that those selected can be listed in our printed program. Submit submissions or inquiries to Gizem Karaali (firstname.lastname@example.org). This event is sponsored by the Journal of Humanistic Mathematics. Organized by Gizem Karaali, Pomona College; Larry Lesser, University of Texas El Paso; and Douglas Norton, Villanova University.
Panel Discussion: Testimonios, Stories of Latinx and Hispanic Mathematicians, Friday, 7:30–8:30 pm. We compiled our upcoming book, “Testimonios: Stories of Latinx and Hispanic Mathematicians” because we thought that seeing the testimonios of inspiring mathematicians could help further the growth of the community of Latinx and Hispanic mathematicians. These stories talk about the experiences, struggles, and roads taken to becoming a professional mathematician as a Latinx/Hispanic in the United States. Our goal with this book is to inspire younger generations of Latinx and Hispanic mathematicians, so that they may see themselves reflected in these stories, and so they may learn that we stand on the shoulders of giants. In this panel, we want to showcase the stories of some of these Latinx and Hispanic mathematicians. The invited mathematicians will read short sections of their chapters and we will have a moderated Q&A session. The chapters of the chosen participants are the first five of the book and should be freely available (online) to the public by the time of the panel. Panelists include James Álvarez, The University of Texas at Arlington; Federico Ardilla, San Francisco State University, Selenne Bañuelos, California State University Channel Islands, Erika Tatiana Camacho, Arizona State University; and Anastasia Chavez, University of California, Davis. Moderated by Pamela E. Harris, Williams College and Andrés R. Vindas Meléndez, University of California Berkeley & MSRI). Organized by Pamela E. Harris, Williams College; Andrés R. Vindas Meléndez, University of California Berkeley & MSRI; Rosaura Uscanga, Mercy College; Vanessa Rivera Quiñones, BeCode; Alicia Prieto-Langarica, Youngstown State University; Luis Sordo Vieira, University of Florida.The Math Alliance
Panel Discussion: Fifteen Years of Building a New American Community in the Mathematical and Statistical Sciences, Thursday, 10:30 am–12:00 pm. Established in 2007, the National Alliance for Doctoral Studies in the Mathematical Sciences (“Math Alliance”) is a community of faculty and students in the mathematical sciences who strive to increase the number of doctoral degrees in the mathematical sciences among groups that have been traditionally underrepresented in those fields. Over 1,225 math sciences faculty at more than 370 departments nationally participate in this community as Math Alliance Mentors. There are almost 2,300 past and present Alliance Predoctoral Scholars, at least 154 of whom have earned doctorates since 2013; further, at least 100 of these doctorates were earned since 2018. We note, 80% of Math Alliance doctorates who disclose their ethnicity self-identify as an underrepresented minority, as defined by NSF. This 90-minute panel session will consist of three separate discussions which focus on what we have learned about supporting underrepresented minority students in their pursuit of doctoral degrees in the quantitative sciences:
- Mentoring at the graduate level in a multicultural context, featuring a panel of our nationally recognized faculty mentors;
- Transforming Graduate Programs, highlighting the experience of programs which have had demonstrated success collaborating with the Math Alliance;
- Success Stories featuring Math Alliance Scholars who have earned doctorates.
We hope these will be constructive conversations which will help JMM attendees recognize ways they can become more involved, as well as highlight other sessions at JMM focusing on Diversity, Equity, and Inclusion.
Panelists and moderators include Rodrigo Bañuelos, Purdue University; Jaqueline Hughes Oliver, North Carolina State University; Leslie McClure, Drexel University; William Vélez, University of Arizona; Philip Kutzko, University of Iowa; David Goldberg, Purdue University; Ranthony Edmonds, Ohio State University; Isaac Harris, Purdue University; Danielle Middlebrooks, NIST, and other panelists to be announced. Organized by David Goldberg, Purdue University; Philip Kutzko, University of Iowa; William Vélez, University of Arizona
MAA Project NExT
MAA Project NExT Workshop, Wednesday–Saturday, 8:00 am–6:00 pm.
MAA Project NExT Lecture on Teaching, Edray Goins, Pomona College, Addressing Anti-Black Racism in Our Departments, Thursday, 11:10 am–12:00 pm.
MAA Project NExT Reception, Friday, 8:00–10:00 pm. All Project NExT Fellows, consultants, and other friends of MAA Project NExT are invited. Organizers: Alissa Crans, Loyola Marymount University, Trish Hammer, Virginia Tech University, David Kung, St Mary’s College of Maryland, and Stephanie Salomone, University of Portland.
Relatively Prime Live: Around the Campfire, Thursday, 6:00–7:00 pm. January in Seattle might be chilly, but the campfire is nice and warm. Please come take a seat, grab some marshmallows while we listen, and join your host Samuel Hansen as we listen to mathematicians telling their favorite stories from the mathematical domain. Be sure to stick around after the stories are over for your chance to play a storytelling game live and win some prizes.
Advocating for Students of Color, organized by Rachel Neville, Northern Arizona University, and Sunita Chepuri, University of Michigan; Wednesday, 11:15 am–12:30 pm. This workshop will explore how we as educators can advocate for our students of color in and outside the classroom. Participants will leave the session with concrete steps they can take to have a meaningful and positive impact on their students’ experiences in their classroom, their departments and the mathematical community. The session will be co-led by mathematicians with expertise leading others in this important work. Presenters are Pamela Harris, Williams College and Aris Winger, Georgia Gwinnett College.
Re-Imagining Grading: The Whys and Hows, organized by Cara Sulyok, Lewis University, and Nathan Fox, Canisius College; Thursday, 3:30 pm–4:45 pm. Alternatives to traditional grading methods, often referred to as “Mastery- Based Grading” and “Grading for Growth,” emphasize the process of learning, perseverance and a growth mindset. These alternatives aim to accomplish several goals, including motivating students to learn, diminishing the damaging effects of grades, and increasing equity. In this session, participants will have the opportunity to discuss the philosophies and mechanics behind alternative grading methods and will meet with practitioners in a roundtable format discussing topics such as incorporating these grading strategies, writing a syllabus, and using resource materials in a variety of courses. Participants will have their questions answered by experts following short, informal presentations by each followed by small group meeting. By the end of this session, participants will have ideas on how to implement these assessment strategies in their courses. Presenters are Matt Charnley, Rutgers University, Subhadip Chowdhury, The College of Wooster, Amanda Harsy, Lewis University, Drew Lewis, University of South Alabama, Marie Meyer, Lewis University, Austin Mohr, Wesleyan University, Jessica O’Shaughnessy, Shenandoah University, and Jacquelyn Rische, Marymount University.
Establishing Interdisciplinary Collaborations in Teaching and Research, organized by Jessie Oehrlein, Fitchburg State University, and Jamie Haddock, UCLA; Friday, 1:00 pm–2:15 pm. Research and teaching efforts benefit from interdisciplinary collaboration. Mathematicians and statisticians can contribute to research in a variety of domains both internal and external to the academy. These domains include but are not limited to biology, finance, social justice, geosciences, and data science. In teaching, interdisciplinary collaboration helps to strengthen the teaching and relevance of mathematics across the curriculum and incorporates student interests into the mathematics classroom. This session will explore ways to find, form, and foster interdisciplinary collaborations that benefits our teaching and scholarly work as well as that of our non-mathematical collaborators. Presenters are Veronica Ciocanel, Duke University, Vinodh Chellamuthu, Dixie State University, Rebekah Aduddell, University of Texas at Arlington, and Theresa Jorgensen, University of Texas at Arlington.
De-Westernizing the History of Mathematics, organized by Zhanar Berikkyzy, Fairfield University, Nandita Sahajpal, Nevada State College, and Adam Wood, St. Olaf College; Friday, 3:30 pm– 4:45 pm. The core content of the undergraduate mathematics curriculum is typically taught from a Western perspective. This session aims to explore the history of mathematics through a non-Western lens. We seek to raise awareness of lesser known sources of mathematics. In particular, we are interested in pedagogical approaches that successfully provide students with a global and culturally broad perspective of mathematics. Topics include teaching mathematics with primary sources, examples of course activities intended to introduce students to non-Western sources of mathematics, and scholarship into the history of mathematics. Presenters are Brian Greer, Portland State University and Swapna Mukhopadhyay, Portland State University.
Creating Opportunities for Undergraduate Research, organized by Kate Lorenzen, Linfield University and Tyler Billingsley, St. Olaf College; Saturday, 11:00 am–12:15 pm. Do you have an awesome idea for a project to work on with undergraduates? Great! But there are logistical barriers to getting started. How do you best define the project with student success in mind? How do you find students? How do you fund students? How do you help students communicate their results? How do you assess students in research? In this session, we will explore ways to host and facilitate successful undergraduate research at your institution. Presenters are Alex Barrios, Carleton College, Michael Dorff, Brigham Young University, and Kaitlin Hill, Wake Forest University.
Projects Across the Mathematics Curriculum, organized by Phil Chodrow, UCLA and Bradley Burdick, Hanover College; Saturday, 1:30 pm–2:45 pm. Projects allow students to direct their learning, take responsibility for course content, and develop a high-level view of a mathematical topic. Implementing projects, however, can impose burdens on both students and instructors, especially in larger courses. In this session, we will discuss the theory and practice of project-based learning in a range of mathematics courses. Speakers will discuss project-based learning in lower-division service courses, courses targeting mathematics majors, and courses incorporating computing or data science. As part of the session, the speakers and organizers will facilitate an activity to help faculty expand the role of project-based learning in their own classrooms. Presenters are Johnner Barret, Oregon State University and Heather Zinn Brooks, Harvey Mudd College.
Mathematics of Doing, Understanding, Learning, and Educating for Secondary Schools (MODULE(S2))
Workshop: Strengthening Mathematics Content Instruction in Mathematics Courses That Secondary Mathematics Education Majors Take, Friday, 9:00 am–12:00 pm. In this interactive professional development workshop, participants will learn, experience, and have the opportunity to discuss pedagogical approaches that help their students develop a deep understanding of mathematics and mathematical practices. In addition, participants will explore lessons in several mathematical subject areas of importance to all students, and specifically, for future teachers. This session will address how to use two mathematically intensive teaching approaches (Grossman et al., 2009): (a) generating questions and discussions that promote students’ making and exploring conjectures and (b) learning about students’ understanding using those students’ explanations, justifications, and representations. This work comes out of the MODULE(S2) project, which has created instructional materials for use in mathematics content courses in the areas of algebra, statistics, geometry and modeling. The semester-long material in each content area provides opportunities for students to develop an advanced understanding of the content area and to apply that understanding to teaching situations. Each content area’s materials are structured as three stand-alone modules which can be used independently in existing courses or combined across content areas to create custom courses. Organized by Stephanie Casey, Eastern Michigan University; Brynja Kohler, Utah State University; Alyson Lischka, Middle Tennessee State University; and Jeremey Strayer, Middle Tennessee University.
Panel Discussion: Making Math more Accessible, Venturing into Public Arenas, Friday, 9:00–10:30 am. This talk and panel will offer insights into ways to increase learning opportunities for mathematics outside of school. Among the panel we have a range of experience at locations including libraries, museums, nature centers, maker fairs and other public spaces and events, and a range of formats from regular help desk to popup exhibit, art installations, field trip programs, large group family presentations and age targeted camps. On our panel will be speakers who have experience creating and running these programs and they will be able to speak to the successes and challenges particular to engaging in meaningful mathematical enrichment in non-traditional settings. Organized by Lauren Siegel, MathHappens Foundation. Panelists to include Josephine Sheng, MathHappens Foundation; Paola Garcia, MathHappens Foundation; and Lina Germann, STEM Santa Fe. Lauren Siegel, MathHappens Foundation, is the moderator for this panel discussion.
National Association of Math Circles
Demo: Mind Reading with Math, Saturday, 10:00–11:30 am. Organized by Javier Haro, American Institutes of Mathematic and James Taylor, MathAmigos and Math Circles Collaborative of New Mexico.
What would you do if I told you I can guess a number you’re thinking of from asking just a few questions? This activity shows off a magic trick using binary, ternary, and other bases to read someone's mind! We will explore different varieties of mind reading cards and give participants the opportunity to create their own.
This math circle demonstration will show—with a group of students--the sort of low-threshold high-ceiling questions typically investigated in a math circle. Students will follow their natural curiosity to investigate the patterns they see, making and proving their own conjectures, and creating their own generalizations and extensions. The goal of a Math Circle is to inspire students to explore these sorts of problems, without the session leader being too helpful. Sometimes a problem is investigated through multiple meetings (and beyond), and the problems may even lead to open questions in mathematics.
Adults attending the session will have a chance to engage in a question-and-answer session with experienced math circle leaders during the session.
National Science Foundation (NSF)
The NSF will be represented at a booth in the exhibit area. NSF staff members will be available to provide counsel and information on NSF programs of interest to mathematicians. The booth is open the same days as the exhibits. Times that staff will be available will be posted at the booth.
Session on Outcomes and Innovations from NSF Undergraduate Education Programs in the Mathematical Sciences, organized by Mindy Capaldi, Michael Ferrara, Elise Lockwood, Sandra Richardson, John Haddock, and Lee Zia, Division of Undergraduate Education, National Science Foundation; Saturday, 9:00 am–12:00 pm and 1:00–4:00 pm. The NSF Division of Undergraduate Education is home to a number of programs that support curricular innovations, fund education research and award scholarships in the mathematical sciences. This session will feature projects that include classroom innovations, course and curriculum transformations, new models of faculty professional development, academic programs aimed at supporting undergraduate and graduate students in the mathematical sciences. The session will culminate with a panel discussion and Q&A with current NSF investigators who will discuss successes, challenges, insights gained and lessons learned as they led their funded projects.
Information Session on NSF Programs in the Directorate for Education and Human Resources, organized by Mindy Capaldi, Michael Ferrara, Elise Lockwood, Sandra Richardson, John Haddock, and Lee Zia, Division of Undergraduate Education, National Science Foundation, and Margret Hjalmarson, Division of Research on Learning in Formal and Informal Settings, National Science Foundation; Friday, 9:00–11:00 am. A number of NSF divisions offer a variety of grant programs that promote innovations in learning and teaching and/or infrastructural support in the mathematical sciences. Following a short presentation about these programs, the remainder of the session will feature opportunities to engage in small group discussions with NSF staff about program features, current NSF policy changes, proposal preparation guidance, and other related topics.
NSF Division of Mathematical Sciences (DMS) Panel: The Lifecycle of a DMS Grant Proposal, Thursday, 2:30–4:00 pm. Organized by Adriana Salerno, Jeremy Tyson, and Henry Warchall, Division of Mathematical Sciences, National Science Foundation.
What happens to my NSF grant proposal after it’s submitted by my Sponsored Research Office? Why does the review process take so long? What information can I expect to get back from my Program Director after my proposal is reviewed? What’s involved in managing an active grant? If you’re interested in finding out more about the NSF review process, this session is for you. DMS Program Officers will describe the various stages in the lifecycle of a DMS grant proposal and award, from submission to review to award recommendation or declination to post-award grant management. This session is intended for everyone interested in the inner workings of DMS, but we particularly hope it will help early career mathematicians, new PIs, and potential PIs from groups underrepresented in the mathematical sciences.
Special Interest Groups of the MAA (SIGMAA)
SIGMAA on Environmental Mathematics (SIGMAA EM)
Lightning Talks in Environmental Mathematics, Thursday, 6:00–7:00 pm. Join us in engaging student work in environmental mathematics during this SIGMAA EM Lightning talk session. Participating students will give three-minute, one-slide talks highlighting their work in environmental mathematics. Recognition will be awarded by SIGMAA EM to outstanding undergraduate and graduate talks. This 60-minute session concludes with time for audience questions and is followed by the SIGMAA EM Business Meeting and Guest Lecture by Dr. Heather Price. Moderators are Russ deForest, Pennsylvania State University and Amanda Beecher, Ramapo College of New Jersey.
SIGMAA on Environmental Mathematics Business Meeting, Thursday, 7:00–7:30 pm
SIGMAA on Environmental Mathematics Guest Lecture, Thursday 7:30–8:30 pm. Heather Price, Professor of Chemistry, North Seattle College, Title to Be Announced.
SIGMAA on the History of Mathematics (HOMSIGMAA)
SIGMAA on the History of Mathematics Guest Lecture, Wednesday, 5:00–6:00 pm, Beyond the Strength of a Woman's Physical Power: Mathematics, Machines, and the Mind of Ada Lovelace, Adrian Rice, Randolph-Macon College
SIGMAA on Mathematical Knowledge for Teaching (SIGMAA MKT)
See SIGMAA Session on Mathematical knowledge for teaching high school and college calculus courses (sponsored by SIGMAA MKT).
SIGMAA on the Philosophy of Mathematics
SIGMAA on the Philosophy of Mathematics Guest Lecture, Friday, 5:30–6:30 pm. Trust but Verify: What Can We Know About the Reliability of a Computer-Generated Result?, Nicolas Fillion, Simon Fraser University
SIGMAA on Undergraduate Research
SIGMAA on Undergraduate Research Panel Discussion: What did you do? What will you keep? Reflections on mentoring undergraduate researchers during and post-pandemic, Thursday, 10:00–11:30 am. In the spring of 2020, as colleges and universities across the United States were shuttered to try and slow the spread of the coronavirus, most faculty were required to pivot their courses to a remote instruction model. Meanwhile, undergraduate research mentors and summer REU program directors were left to determine whether and how to adapt their undergraduate research experiences to accommodate the need to socially distance and avoid travel. How can students communicate new mathematics ideas in a virtual space? How can research teams foster a sense of community when students aren’t in the same location? Experienced mentors will share their insights from navigating these and other questions with research students in the past year. They will also reflect on what ideas they tried that they plan to incorporate once research teams are able to be together in person again. This panel discussion is organized by Allison Henrich, Seattle University; Lara Pudwell, Valparaiso University; and Yunus Zeytuncu, University of Michigan-Dearborn. Panelists include Andrea Bertozzi, UCLA; Lazaros Gallos, DIMACS, Rutgers University; and Pamela Harris, Williams College
See also SIGMAA Session on Programs That Support Student Research - SIGMAA on Undergraduate Research.
Summer Program for Women in Mathematics (SPWM)
Reunion, organized by Murli M. Gupta, George Washington University; Thursday, 1:00–3:00 pm. This is a reunion of the summer program participants from all 19 years (1995–2013) who are in various states of their mathematical careers: some are students and, others are in various jobs, both in academia as well as government and industry. The participants will describe their experiences relating to all aspects of their careers. There will also be a discussion on the increasing participation of women in mathematics over the past two decades and the national impact of SPWM and similar programs. See www.gwu.edu/~spwm.
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