Panels

Exploring the MMA Initiative: A Holistic Approach to Assessing College Readiness

Are traditional assessment methods truly capturing students' readiness for college? Join us for an engaging session on the Multiple Measure Assessment (MMA) Initiative, a powerful approach designed to support student success by considering diverse indicators beyond standardized testing. The MMA initiative, or Multiple Measures Assessment initiative, is an educational strategy aimed at evaluating students' academic readiness and placement using a variety of criteria beyond standardized test scores. This approach recognizes the complexity of student capabilities by incorporating multiple data points such as high school GPA, coursework, teacher recommendations, writing samples, and non-cognitive skills like motivation and perseverance. The goal of the MMA initiative is to provide a more comprehensive and equitable method of assessment that helps place students into appropriate courses or programs, ensuring they are neither under- nor over-challenged. By leveraging diverse metrics, the initiative supports improved student outcomes, particularly for historically underserved populations, by addressing systemic inequities in traditional assessment methods. Several states have taken initiatives to implement Multiple Measures Assessment (MMA) in educational settings, particularly for college admissions and placement into developmental or credit-bearing courses.

This panel will explore how MMA integrates factors like GPA, high school coursework, and non-cognitive measures to provide a well-rounded view of students' college preparedness, particularly in mathematics and other gateway subjects.

Our panelists, representing a range of institutions—from large state universities to community colleges—along with state education policy makers, will share their experiences and insights on implementing MMA to reduce remediation rates, increase retention, and improve academic outcomes. You'll gain actionable strategies, access to practical resources, and opportunities to engage in interactive discussions about adapting MMA to meet your institution’s unique needs.

Whether you're an educator, administrator, or policy maker, this session will inspire new approaches to placing students and offer tools for crafting more inclusive, equitable pathways to college success.

Organizers:
Noureen Khan, University of North Texas at Dallas
Ramanjit Sahi, Austin Peay State University
Byungik Kahng, University of North Texas at Dallas

Advanced Placement Calculus & Precalculus Exams: A Discussion About the Scoring Process and Student Knowledge

Scoring hundreds of thousands of AP Exams is a challenge and raises questions such as: “With so many different readers, what is done to ensure consistency across all of the exams? What does a score of 3 mean? Is a score of 3 the same from year to year?” The panel, Chief Readers and College Board Leads for AP Calculus and Precalculus and a high school teacher who teaches both subjects will answer these and other questions, discuss the scoring process and what the scores tell us about what students know (and don’t know) and describe how to help students understand the scoring process and how this is reflected in the classroom. They will also share how to become a reader and the advantages of becoming part of the process.

Organizers:
Gail Burrill, Michigan State University
Stephanie Ogdon, College Board

Sponsors: MAA/College Board Mutual Concerns Committee

Calculus without Prerequisites: The Implementation and Impacts of AB 1705 and Calculus Placement Changes in California

In 2022 the California Legislature approved Assembly Bill 1705, a bill which requires California Community Colleges to place most STEM students directly into Calculus 1 by Fall 2025, regardless of their previous coursework. The bill, its implementation, and the data used to support it have all become controversial, with mathematicians and educators discussing and debating online and in hallways within California colleges and across the nation. This panel will bring the conversation to the MathFest community, a few short blocks from the Capitol building where the legislation was signed.  Panelists will discuss the intent, implementation, and effect of this important new law.  Anyone who teaches (or plans to teach) calculus or calculus-based courses may find the conversation valuable.

Organizers:
Matthew Krauel, California State University, Sacramento
Gabriel Martins, California State University, Sacramento
Vincent Pigno, California State University, Sacramento
Corey Shanbrom, California State University, Sacramento
Topaz Wiscons, California State University, Sacramento

The Art of Publishing in MAA Journals

Have you ever considered publishing in the MAA journals? This session will introduce you to each of the MAA journals and the publication process. In this informal panel discussion, the editors of the MAA periodicals (The American Mathematical Monthly, The College Math Journal, Convergence, MAA FOCUS, Math Horizons, Mathematics Magazine, Math Values Blog, and Scatterplot) will offer an overview of these publications, including the goals of each journal or blog, style of writing, and process for submitting and reviewing manuscripts. In particular, we invite prospective authors with an interest in writing for one of these MAA publications to attend. After each editorial team gives a short introduction to their periodical, we will hold a collective question and answer session followed by an opportunity for interested authors to meet and chat with the editors individually.

Organizers:
Allison Henrich, Seattle University, MAA FOCUS
Gordon Williams, University of Alaska Fairbanks

Sponsors: MAA Council on Publications

Initiating Your Undergraduate Research and Mentoring: Strategies and Insights Across SIGMAAs

This session will feature a panel discussion and an interactive follow-up workshop composed of representatives from various SIGMAAs to share insights and best practices on involving undergraduates in research. It is designed to address some challenges faculty face when they want to jump-start or enhance their undergraduate research program: creating accessible problems for students, addressing practical mentoring strategies, and promoting diversity, equity, inclusion, and belonging in research settings.

Many faculty mentors are eager to adapt their practices to empower students from diverse backgrounds but may lack clear strategies or resources. This collaborative initiative, involving multiple SIGMAAs, should bridge the gap between experienced and novice research mentors, fostering a collaborative environment for addressing these challenges and developing effective strategies to engage students in meaningful research opportunities.

The panel will focus on questions related to these undergraduate research challenges from the perspective of various SIGMAA focus areas. Following the panel, the workshop portion will allow participants to break into small groups with the panelists and other SIGMAA members to brainstorm, strategize, and design specific plans to involve undergraduates in their research, focusing on developing mentoring practices that promote equity and inclusion. Attendees will leave with actionable strategies, resources, and connections to help them launch or enhance undergraduate research opportunities in their own academic work.

Attending either portion of this session should be beneficial to participants.

Organizers:
Adam Schultze, Lewis University
Lauren Rose, Bard College
Brandy Wiegers, The College of Idaho
Violeta Vasilevska, Utah Valley University
Vinodh Chellamuthu, Utah Tech University
Cara Sulyok, Lewis University

Sponsors: SIGMAA on Undergraduate Research (SIGMAA UR)

Math Meets Policy: Advocating for Change

We will discuss ways for faculty and students to engage with legislators and other policymakers, and to advocate in support of the mathematical sciences. We will share our views from Washington about how the current administration and Congress are affecting mathematicians and the mathematical sciences. Areas of impact include federal funding for mathematics research and education, immigration and visas for students and other scholars, taxation of institutes of higher education, and open access in publishing. We will also discuss the current status and budget implications for the Department of Education and the EDU Directorate inside NSF.

Organizers:
Karen Saxe, American Mathematical Society
Tyler Kloefkorn, American Mathematical Society
Catherine Paolucci, Mathematical Association of America

Fields of Success: Math Alliance Scholars Tell their Stories from Undergraduate to Graduate and Beyond

In this panel Math Alliance Scholar doctorates discuss how the Math Alliance and focused mentoring has influenced their path to their PhD as well as their careers.  The Math Alliance is a community of faculty and students striving to increase the number of quantitative science doctorates among traditionally underrepresented groups. There are over 2,500 past and present Alliance Scholars, over 70% of them from US minority groups that have been historically underrepresented.

Organizers:
Theresa Martines, University of Texas at Austin
Roderick Holmes, Texas Southern University

Sponsors: Math Alliance

Uniting the Mathematical World through Fulbright Experiences

The Fulbright program is world-renowned as a prestigious exchange of scholars from all disciplines between the US and the rest of the world. There are both research and teaching opportunities in mathematics, yet few mathematicians, especially at the beginning of their careers, take advantage of the opportunities provided by this program. As alumni of this program with experience in conducting teaching, research or both abroad, the panelists will share their knowledge and help the audience better understand how the program works and the great benefits of working with other mathematicians from all over the world.

Organizers:
Ioana Mihaila, Cal Poly Pomona
Sarah Wolff, Denison University
Mahir Can, Tulane University
Nancy Ann Neudauer, Pacific University

Where to Begin? Prerequisites, Corequisites, and Calculus Success

Virtually all paths to a STEM degree pass through the calculus classroom. But first, at many colleges, it is common for students to be placed into one or more prerequisite courses. Some education leaders are questioning this trend—and even modeling alternatives. Research has revealed that large proportions of students leave STEM disciplines after taking a prerequisite course such as Precalculus. And early experiments have shown promise for corequisite calculus models for students who did not take precalculus—and possibly even Algebra II. Findings remain hotly debated, with many faculty arguing that students need foundational material from Algebra II and Precalculus. Additional research is needed to more definitively address the proper role of prerequisites and corequisite content in Calculus success—and for whom. Such research is important as states such as California advance legislation to limit students’ access to prerequisite courses. In this 80-minute session, leading analysts will discuss how students’ placement in the calculus path relates to ultimate success.

Organizers:
Pamela Burdman, Just Equations
David Bressoud, Macalester College (retired)
Tammi Marshall, Cuyamaca College

Mental Health in the Mathematics Community: The Conversation Doesn't End

All members of the mathematics community are invited to join the panel on "Mental Health in the Mathematics Community: The Conversation Doesn't End". Mental health remains a topic of widespread concern in the mathematics community. The session will include strategies for improving the mental health of individuals and groups. It will also allow for the sharing of progress that has been made locally and more globally in addressing some of the common issues that negatively impact the mental health of faculty, students, and other members of the mathematics community. Attendees will benefit from the professional and personal experiences of the panelists, who collectively contribute diverse perspectives as faculty members, researchers in the emotional aspects of learning mathematics, and mental health specialists. We once again hope to encourage an open and empathetic dialogue to raise awareness, inspire positive change, and improve the well-being of our unique and vibrant community.

Organizers:
Jeanette Shakalli, Panamanian Foundation for the Promotion of Mathematics (FUNDAPROMAT)
Mariana Vega, Western Washington University
Julia Plavnik, Indiana University Bloomington
Sarah Kerrigan, George Fox University
Jessie Loucks-Tavitas, California State University, Sacramento

Sponsor: Association for Women in Mathematics (AWM)

Sonia Kovalevsky Days

All members of the mathematics community are invited to join the panel on "Sonia Kovalevsky Days". For more than twenty years, Sonia Kovalevsky Days (SK Days) have been organized by members of the Association for Women in Mathematics (AWM) and held at colleges and universities throughout the country. SK Days consist of a program of workshops, talks, and problem-solving competitions for elementary, middle, and high school students and their teachers, both women and men. The purposes are to encourage young women to continue their study of mathematics; to assist them with the sometimes difficult transitions between mathematics in elementary and middle school, middle and high school, or high school and college; to assist the teachers of women mathematics students; and to encourage colleges and universities to develop more extensive cooperation with K-12 schools in their area. Attendees will hear from panelists who have run SK Days, providing them with information about how they have implemented the AWM program and advice on how they, too, can get started. We aim to empower more members of the mathematics community to return to their own institutions and organize SK Days throughout the world.

Organizers:
Jeanette Shakalli, Panamanian Foundation for the Promotion of Mathematics (FUNDAPROMAT)
Mariana Vega, Western Washington University
Julia Plavnik, Indiana University Bloomington
Sarah Kerrigan, George Fox University
Jessie Loucks-Tavitas, California State University, Sacramento

Sponsor: Association for Women in Mathematics (AWM)

Students as Partners in Equity-Oriented Undergraduate Mathematics Department Change

Efforts to support equity are often missing a key component: student voices. This panel consists of students and faculty who have spent two years collaborating within the NSF-funded ACT UP Math project to identify solutions to address barriers within their mathematics program, specifically to support equitable mathematics experiences for students.

This panel will highlight how a productive and equitable student-faculty partnership can be formed, the benefits of this partnership to both students and faculty, and the types of critical transformations students can engage in within a mathematics department. The audience will be introduced to real students’ experiences and leave with tangible ideas about how to create authentic faculty-student partnerships after the panel.

Organizers:
Rachel Tremaine, Loyola Marymount University
Simone Sisneros-Thiry, California State University - East Bay

Creating Opportunities in Mathematics Education for Equity and Inclusion (COME-IN): A Pilot Project for Changemakers

COME-IN: Creating Opportunities in Mathematics through Equity and Inclusion equips mathematical sciences departments to engage in data-driven, deep-dive strategic planning by guiding a department through a holistic assessment of its policies, practices, and outcomes related to equity, diversity, and inclusion (EDI). It is a structured yet flexible set of guidelines for collecting and interpreting data adaptable to different contexts. COME-IN leads change teams through a self-assessment  in three dimensions: (1) the department overall; (2) pathways, teaching, and curriculum; and (3) specific experiences of students, faculty, and staff. The self-assessment provides both qualitative and quantitative data to support a strategic planning process.

This panel will provide a brief overview of COME-IN and the experiences of six departments who are participating in a two-year NSF-funded pilot program to test its viability and efficacy. The project includes a variety of institutions (2-year, 4-year, Masters- and PhD-granting, public and private, and MSIs) in order to provide avenues of change for many different types of institutions. The panel will consist of the department leads from the project, who will give insights into the challenges they attempted to tackle, the process by which they worked with the consultants, and where they are in their changemaking process. Throughout, the audience will be encouraged to ask questions and make comments, both publicly and through an anonymous online platform. We look forward to input from the audience as we work to refine the COME-IN framework and scale the program to a larger number of institutions.

Organizers:
Abbe Herzig, Bard Prison Initiative
Aris Winger, Georgia Gwinnett College
Michael Dorff, Brigham Young University
Scott Wolpert, Transforming Post-Secondary Education in Mathematics

Sponsor: Transforming Post-Secondary Education in Mathematics

Leveraging Assessment and Placement Practices to Promote Equity

This panel explores strategies and techniques for placement and evaluating student understanding that support equity and inclusion. Recently, educators have seen how both placement and assessment methods can facilitate broad student success, or they can be exclusionary and hinder student success. Panelists will discuss assessment and placement practices which support student learning, especially for those from historically underrepresented and disadvantaged populations. Topics will include multiple measures placement strategies, guided self-placement, standards-based grading, ungrading, and the use of projects and oral assessments to evaluate student understanding.

Organizer:

Joan Zoellner, Charles A. Dana Center at The University of Texas at Austin
Amanda Harsy, Lewis University
Douglas Meade, University of South Carolina

Sponsor: This session is sponsored by the Assessment of Student Learning subcommittee of Committee on the Teaching of Undergraduate Mathematics (CTUM) and the Articulation and Placement Subcommittee of the Committee on the Undergraduate Program in Mathematics (CUPM).

Course-Based Undergraduate Research Experiences in College Mathematics Classrooms: Diverse Perspectives and Practical Approaches

This panel will explore how to design, implement, and sustain course-based undergraduate research experiences (CUREs) in mathematics, offering diverse perspectives from four institutions: a small liberal arts college, a mid-sized state college, a large public liberal arts college, and a mid-sized community college. Panelists will share their approaches to structuring CUREs, selecting mathematical topics, engaging students, and addressing logistical challenges across different formats, focusing on a variety of content types and student levels. Through this session, attendees will gain actionable insights, practical strategies, and inspiration for incorporating undergraduate research into their classrooms. A Q&A segment will provide opportunities to ask questions, share experiences, and connect with colleagues.

Organizers:
Feryal Alayont, Grand Valley State University
Bret Benesh, College of Saint Benedict and Saint John's University

Making VITAL Connections: The Role of Non-Tenure Track Faculty in Higher Education

Join us for an engaging and thought-provoking session featuring our esteemed panelists of VITAL (Visiting, Instructor, Teaching Assistant, Adjunct, Lecturer) faculty members, alongside our host, the MAA Committee on VITAL Faculty Concerns. This discussion aims to spotlight the invaluable contributions and unique experiences of VITAL faculty, who are essential to the fabric of the college and university community.

The session will delve into a variety of topics informed by insights gathered during meet-and-greet sessions at the 2022 and 2023 MathFests. Our panelists will openly share their perspectives, highlighting the triumphs, challenges, and complexities they encounter in the dynamic academic field of Mathematics. From the rewarding moments to the difficult realities, the discussion promises to be candid, insightful, and relatable.

Audience participation is highly encouraged! Toward the end of the session, attendees will have the opportunity to ask additional questions or share their own experiences. While all non-Tenure Track (VITAL) faculty members are invited to attend and participate, we warmly welcome Tenure Track (TT) faculty as well. TT faculty will gain valuable insights on how they can better understand and advocate for their VITAL colleagues.

Please note that while all voices are valued, priority will be given to addressing questions and concerns from VITAL faculty during the Q&A segment at the end, should time constraints arise. We look forward to a lively and meaningful conversation that underscores the critical role of VITAL faculty in academia!

Organizer:
Grace Cook, Bloomfield College of Montclair State University, MAA Committee on VITAL Concerns

Sponsor: MAA Committee on VITAL Faculty Concerns

TPSE Panel
The Right Math for the Right Students at the Right Time: Evolving policies to support the transition from High School to Higher Education

States are rethinking math options in the transition years between secondary and tertiary education to ensure that students can access courses aligned with their aspirations. This session will explore the different ways states are answering tricky questions: When is the right time to allow different students to take different courses (statistics, quantitative reasoning, data science)? How can that be done equitably, based on students' interests not on preconceived notions about their potential?

Organizers:
Dave Kung, Transforming Post-Secondary Education in Math (TPSE-Math)
Ted Coe, Coequal Math
Joleigh Honey, Association of State Supervisors of Mathematics (ASSM)
Scott Wolpert, Transforming Post-Secondary Education in Math (TPSE-Math)

Career Paths in Business, Industry, and Governments

You’re about to earn a degree in mathematics. Now what? You may be surprised to know that teaching isn’t your only option. Mathematical knowledge is a valued commodity, and there are many interesting job opportunities for mathematicians that don’t necessarily involve teaching. 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 career experiences in business, industry, and government and what employers value in their employees. Panelists will share their paths to their current positions and offer advice to others looking for employment in similar fields.

Organizers:

Thomas Langley, Rose-Hulman Institute of Technology
Jason Hardin, Worcester State University

Town Halls

100 Things You Can Do Next Week to Incorporate Grace, Compassion, and Inclusion in Your Mathematics Class

As the semester dawns, faculty look for inspiration and novel ways to make our classes more engaging, compassionate, and welcoming. This town hall will crowdsource lists of tangible strategies and practices for their classrooms to foster belonging and support an environment where all learners engage joyfully in rigorous mathematics. Following MathFest, these lists will be made available publicly.

Organizers:
Abbe Herzig, Bard Prison Initiative
Geillan Aly, Compassionate Math
Aris Winger, Georgia Gwinnett College

Future Directions for Mathematics Education Research, Policy, and Practice

This town hall session will share high-level findings from the Future Directions for Mathematics Education Research, Policy, and Practice (Future Directions) convening, including recommendations in three key areas: K-12 mathematics teacher preparation, undergraduate mathematics teaching and learning, and K-12 career pathways. The Future Directions convening brought together leaders from all levels of mathematics education with partners in industry, policy, curriculum, and education technology to identify a vision for progress in each of these areas and provide recommendations for realizing this vision. The resulting recommendations for programs, structures, policies, and investments address the most pressing barriers to and strategies for accelerating advancements in mathematical learning for all students. Town hall participants will have an opportunity to learn more about the report and engage in a discussion about the recommendations. Additionally, participants can pre-register for a follow-up working session at MathFest focused on building new partnerships and transforming the recommendations into action.

Organizers: 
Catherine Paolucci, Mathematical Association of America
Ann Edwards, WestEd

Working Session: Future Directions for Mathematics Education Research, Policy, and Practice

This working session will create opportunities for participants to collaboratively develop strategies and initiatives for tackling pressing issues in mathematics education. Recent advancements in industry and technology combined with access to data and information offer powerful new tools and opportunities to address issues in mathematics education in ways that have not previously been feasible. Such advancements require new partnerships and collaborative approaches to both imagining and realizing the possibilities.

Participants in this working session will focus on recommendations from the Future Directions for Mathematics Education Research, Policy, and Practice (Future Directions) convening, which brought together leaders from all levels of mathematics education and a range of related areas. The resulting Future Directions report presents a set of recommendations for programs, strategies, structures, policies, and investments in multiple areas, including K-12 teacher preparation and undergraduate mathematics teaching and learning. Working session participants will have opportunities to build new collaborations and create initiatives that can transform Future Directions recommendations into actions. We encourage those with an interest in mathematics teacher education and improving mathematics teaching and learning in the first two years of undergraduate education to attend. Registration is required.