(Cc:ing to sage-devel and MBX-support, reply to sage-edu) The MAA has announced the thematic contributed paper sessions for the Joint Meetings, to be held in SEATTLE (!) from Jan. 6-9, 2016. Below I've put sessions I think could be relevant to the Sage education community; there are also zillions of general topics to submit in, including technology (see http://www.maa.org/sites/default/files/pdf/jmm/JMM2016-CallForPapers.pdf). Submit by Sept. 22nd!
Most importantly and relevant to this community, TCPS#36. The Development and Adoption of Open Educational Resources for Teaching and Learning Friday afternoon Description: This session will showcase the increasing popularity of open educational resources (OER) for courses in mathematics and the sciences. Examples of this may include, but are not limited to, the development, enhancement, or adoption of open source or open access course texts and related materials, the creation and/or implementation of course technological enhancements, such as instructional apps and video tutorials, and experiences with the inclusion of low or no-cost homework platforms or mathematics software systems in a particular course. Presenters should attempt to address the effectiveness (formally or informally assessed) of the adoption of such resources in their courses. Presenters from all educational levels and STEM-related fields are encouraged to submit abstracts, with preference awarded to those topics focusing on the high school, community college, and undergraduate levels. Organizers: Benjamin Atchison, Framingham State University, and Jeremy Russell, The College of New Jersey Others of interest: TCPS#5. The Teaching and Learning of Undergraduate Ordinary Differential Equations Friday morning Description: The teaching of undergraduate Ordinary Differential Equations (ODEs) provides a unique way to introduce students to the beauty and applicative power of the calculus. ODEs are also rich with aesthetically pleasing theory, which often can be successfully communicated visually and explored numerically. This session will feature talks that describe innovative teaching in the ODEs course as well as the description of either projects or pedagogy that can be used to engage students in their study of ODEs. Successful contributions could include but are not limited to: (1) innovative ways of teaching standard topics in the ODEs course; (2) strategies for teaching both differential equations and linear algebra simultaneously; (3) the inclusion of technology in the ODEs course; and (4) descriptions of applications or non-standard topics and how such topics can lead to student engagement and interest. Organizers: Christopher S. Goodrich, Creighton Preparatory School, and Beverly H. West, Cornell University Sponsor: Community of Ordinary Differential Equations Educators (CODEE) TCPS#6. Innovative and Effective Ways to Teach Linear Algebra Friday afternoon Description: Linear algebra is one of the most interesting and useful areas of mathematics, because of its beautiful and multifaceted theory, as well as the enormous importance it plays in understanding and solving many real world problems. Consequently, many valuable and creative ways to teach its rich theory and its many applications are continually being developed and refined. This session will serve as a forum in which to share and discuss new or improved teaching ideas and approaches. These innovative and effective ways to teach linear algebra include, but are not necessarily limited to: (1) hands-on, in-class demos; (2) effective use of technology, such as Matlab, Maple, Mathematica, Java Applets or Flash; (3) interesting and enlightening connections between ideas that arise in linear algebra and ideas in other mathematical branches; (4) interesting and compelling examples and problems involving particular ideas being taught; (5) comparing and contrasting visual (geometric) and more abstract (algebraic) explanations of specific ideas; (6) other novel and useful approaches or pedagogical tools. Organizers: David Strong, Pepperdine University; Gil Strang, MIT; and Megan Wawro, Virginia Tech TCPS#19. Mathematical Modeling in the Undergraduate Curriculum Saturday morning Description: Both the MAA's 2015 CUPM Curriculum Guide and SIAM's Modeling Across the Curriculum Report emphasize the value in teaching mathematical modeling as a dynamic problem-solving process. In addition to courses specifically dedicated to mathematical modeling and applied mathematics, many undergraduate mathematics programs have made an effort to infuse modeling into courses across their existing curriculum. This session welcomes papers concerning best practices, useful examples, or effective strategies in the design and teaching of undergraduate courses in which mathematical modeling comprises a significant activity or core learning objective. Collectively, the papers presented in this session will represent applications of mathematics to a broad range of fields. Organizers: Jason Douma, University of Sioux Falls, and Rachel Levy, Harvey Mudd College Sponsors: MAA CUPM Mathematics Across the Disciplines Subcommittee and the SIAM Education Committee TCPS#20. Research in Undergraduate Mathematics Education Thursday morning and afternoon Description: This session presents research reports on undergraduate mathematics education. The session will feature research in a number of mathematical areas including calculus, linear algebra, advanced calculus, abstract algebra, and mathematical proof. The goals of this session are to foster high quality research in undergraduate mathematics education, to disseminate well designed educational studies to the greater mathematics community, and to transform theoretical work into practical consequences in college mathematics. Examples of such types of research include rigorous and scientific studies about students’ mathematical cognition and reasoning, teaching practice in inquiry-oriented mathematics classrooms, design of research-based curricular materials, and professional development of mathematics teachers, with intention to support and advance college students’ mathematical thinking and activities. The presentation should report results of completed research that builds on the existing literature in mathematics education and employs contemporary educational theories of the teaching and learning of mathematics. The research should use well established or innovative methodologies (e.g., design experiment, classroom teaching experiment, and clinical interview, with rigorous analytic methods) as they pertain to the study of undergraduate mathematics education. We also welcome preliminary reports on research projects in early stages of development or execution. Organizer: Karen A. Keene, North Carolina State University Sponsor: SIGMAA on RUME TCPS#28. Innovative Targeted Solutions in Teaching Introductory Statistics Thursday afternoon Description: Statistics is a very rapidly growing field and enrollments in Introductory Statistics are expanding. The 2015 MAA Curriculum Guide recommends that all math majors learn effective data analysis. This is also a time of great innovation and change in the way Introductory Statistics is taught. This session invites papers on successful methods used in Intro Stats. These methods can range from an innovative full course curriculum overhaul to a single effective in-class activity. All papers should provide participants with a clear take-away idea for use in Introductory Statistics. Organizers: Patti Frazer Lock, St. Lawrence University; Randall Pruim, Calvin College; and Sue Schou, Idaho State University Sponsor: SIGMAA on Statistics Education TCPS#29. New Ideas in Teaching Upper-Level Statistics Courses Friday afternoon Description: Much attention has been paid recently to improving student learning in the Introductory Statistics course. This session is focused on the rest of the undergraduate statistics curriculum. We invite submissions that provide details about innovative learning activities, technologies, resources, or teaching methods that have been used effectively in "Stat 2", Mathematical Statistics, or other statistics courses beyond the Intro Stat course. Submissions may range from single effective activities used in these courses to major curricular revisions or completely new courses. We welcome submissions that include partnerships with other disciplines. Presentations should explicitly address the objectives and effectiveness of the described activities. Organizers: Patti Frazer Lock, St. Lawrence University; Randall Pruim, Calvin College; and Sue Schou, Idaho State University Sponsor: SIGMAA on Statistics Education TCPS#30. Addressing the Needs of Mathematics and Computer Science Majors in Discrete Mathematics Courses Saturday afternoon Description: The needs of mathematics and computer science majors in discrete mathematics courses differ: while a proof-based approach is typically desired for mathematics majors, computer science majors need to understand the connection between the mathematics and concepts they encounter in computer science coursework. Yet all students can benefit from both approaches: computer science majors from more mathematical rigor, and mathematics majors from more programming applications. One possible approach to making discrete mathematics courses more meaningful to all students is through the use of technology, especially as computer software becomes more freely available (e.g. SAGE or Wolfram Alpha) and easier to use (e.g. newer versions of Maple and Mathematica). Other approaches include meaningful projects and activities. For this session, we invite proposals that describe an activity, problem, assignment, or project that was successful in advancing the knowledge and engagement of students enrolled in a discrete mathematics course. Descriptions of entire courses are also welcome. While we are especially interested in proposals about courses that simultaneously serve computer science and mathematics majors by implementing computer software or programming, proposals describing other innovative approaches to teaching discrete mathematics in general will also be considered. Talks in this session should also describe outcomes, giving evidence of the success of the intervention. Organizers: Ksenija Simic-Muller, Pacific Lutheran University, and Tom J. Edgar, Pacific Lutheran University -- You received this message because you are subscribed to the Google Groups "sage-edu" group. To unsubscribe from this group and stop receiving emails from it, send an email to sage-edu+unsubscr...@googlegroups.com. To post to this group, send email to sage-edu@googlegroups.com. Visit this group at http://groups.google.com/group/sage-edu. For more options, visit https://groups.google.com/d/optout.
