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
David Goldberg, Purdue University

Sponsor:
Math Alliance

Mental Health in the Mathematics Community

All members of the mathematics community are invited to join the panel on "Mental Health in the Mathematics Community." 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.

Panelists:
Geillan Aly, Compassionate Math
F. Taína Amaro, Cadence Consulting
Patricia Kiihne, Illinois College
Yan Zhuang, Davidson College
Talitha Washington, Howard University

Moderator:
Jeanette Shakalli, Panamanian Foundation for the Promotion of Mathematics (FUNDAPROMAT)

Organizers:
Jeanette Shakalli, FUNDAPROMAT
Julia Plavnik, Indiana University Bloomington
Mariana Vega, Western Washington University
SarahKerrigan, George Fox University
Jessie Loucks-Tavitas, California State University, Sacramento

Sponsor:
Association for Women in Mathematics (AWM)

The Art of Publishing in MAA Journals

Have you ever considered publishing in the MAA periodicals? This session will introduce you to each of the MAA journals, magazines, and blogs. In this informal panel discussion, the editors of the MAA periodicals 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 editor 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.

Panelists:
Amy Ackerberg-Hastings, MAA Convergence
Stuart Boersma, Math Horizons
Luke Chuang, MAA Reviews
Rick Cleary, Scatterplot
Annalisa Crannell, The American Mathematical Monthly
Maia Huang, Math Values
Danny Otero, Convergence
Tamara Lakins, The College Mathematics Journal

Moderator:
Gordon Williams, Mathematics Magazine

Organizers:
Allison Henrich, Seattle University
Gordon Williams, University of Alaska
Matthew Salter, Mathematical Association of America

Sponsor:
Mathematical Association of America Publications and Periodicals

Developing Grant Proposals for NSF Division of Undergraduate Education

This panel is for anyone wanting to know more about grants from NSF’s Division of Undergraduate Education (DUE). Whether you are developing your project, working on a concrete proposal, or just looking to meet people who are involved in this work, this panel will be helpful. Panelists will include recent Principal Investigators for DUE projects who will talk about different aspects of the grant-writing process as well as NSF DUE program officers who will talk about their general experiences and advice. A considerable amount of time will be devoted to small table talks in which prospective grant proposers can ask specific questions and further develop their project ideas. There will be extensive time for free-flowing questions from the audience, and the NSF program officers will be happy to continue to connect with people throughout MathFest.

Panelists:
Edgar Fuller, National Science Foundation
Additional panelists TBA

Organizers and Moderators:
Erin Moss, Millersville University of Pennsylvania
Jana Talley, Jackson State University

Sponsor:
Online Professional Enhancement and Capacity Building for Instructional Practices in Undergraduate Mathematics (OPEN Math)

To Graduation and Beyond: A Panel on the Job Market Process for Undergrads and Grads

This panel is geared towards undergraduate and graduate students interested in learning more about the job market and hiring process but anyone is welcome. The panel consists of individuals who were on the job market in the past few years, who can speak to their recent experience. Individuals that have served on several hiring committees who can provide different insight into the hiring process. It consists of a mix of individuals from academia and industry. Participants will hear directly from the panelists and have a chance to ask their own questions during an interactive question and answer session.

Panelists:
Kelli Karcher, Virginia Tech
Alyssa Whittemore, Boston Fusion Corp (BFC)
Katherine Slyman, Boston College
Shalmali Bandyopadhyay, University of Tennessee at Martin
Hitesh Gakhar, Michigan State University

Moderator:
Sarah Kerrigan, George Fox University

Organizers:
Sarah Kerrigan, George Fox University
Christine Kelley, University of Nebraska - Lincoln
Jeanette Shakalli, Panamanian Foundation for the Promotion of Mathematics (FUNDAPROMAT)
Jessie Loucks-Tavitas, California State University Sacramento
Julia Plavnik, Indiana University in Bloomington
Mariana Smit Vega Garcia, Western Washington University
Elizabeth Matson, Alfred University

Sponsors:
Association for Women in Mathematics (AWM)
MAA Project NExT

Artificial Intelligence and the Undergraduate Mathematics Curriculum

It is not new for innovations in technology to affect the undergraduate math curriculum. Graphing calculators provide students access to more complicated functions. Statistics software reduces the need for hand computation, allowing deeper treatment of key concepts. Students can experiment with parameters in a differential equation model and immediately see resulting behaviors using a computer algebra system.

The rise of artificial intelligence provides a new moment for the mathematical community to reflect on how technology might change the content of our undergraduate courses. Should the linear algebra of Rⁿ be an introductory level course alongside differential calculus? Should probability theory be more intentionally worked into multiple points of our curricula? Is it worth the effort to introduce computational theorem provers when we teach methods of proof? These are the questions that will be explored in this panel.

Speakers on this panel bring expertise in both undergraduate education and various topics in artificial intelligence. By sharing ideas between panelists and attendees, we seek to support each other’s work as we explore how AI might affect what is included in our undergraduate mathematics programs.

Panelists:
Padmanabhan Seshaiyer, George Mason University
Emily Evans, Brigham Young University
Deborah Hughes-Hallett, Harvard Kennedy School, University of Arizona
Robin Walters, Northeastern University
Alexander Diaz-Lopez, Villanova University

Organizer and Moderator:
Liz Stanhope, Lewis & Clark College, MAA Committee on the Undergraduate Program in Mathematics

Sponsor:
MAA Committee on the Undergraduate Program in Mathematics

Strengthening Mathematics Learning Beyond the Curriculum

In the last few years, higher education has experienced many new challenges. While the mathematics content of undergraduate courses may not have seen much changes, there is a larger ecosystem of pedagogical strategies that instructors can harness to create positive engagement among students in undergraduate mathematics courses. In this panel, we will explore several “entry points” into these strategies that can shape a more meaningful and engaging experience for student learning. Specifically, we will discuss how instructors can design experiences in the math classroom by leveraging the broader ecosystems surrounding math (e.g., emotional, motivational, cultural) to positively impact students. Panelists will: (a) introduce evidence of how emotions (especially anxiety) play a central role in student experiences in mathematics and how small changes to testing and exams can reduce stress and promote long-term retention of material. (b) Share how design thinking can support intentional course design efforts, as well as the value of intentionality and communication in shaping what students take with them from the course. (c) Discuss how syllabi can be a crucial tool to set the tone for a positive classroom environment, focusing on key features students expect to see and faculty often leave out. (d) Explore how the use of culturally relevant data and intentional data selection can help students meaningfully connect to statistics by allowing them to see personal relevance in the analytical process.

Panelists:
Stacy Shaw, Worcester Polytechnic Institute
Francesca Bernardi, Worcester Polytechnic Institute
Jessica Libertini, United States Military Academy West Point
Immanuel Williams, California Polytechnic State University, San Luis Obispo

Moderator:
Stacy Shaw, Worcester Polytechnic Institute

Organizers:
Stacy Shaw, Worcester Polytechnic Institute
Francesca Bernardi, Worcester Polytechnic Institute

Coaching Mathematical Modeling Teams: Insights and Resources from Experienced Advisors

Mathematical modeling contests offer students an opportunity to apply mathematics to real-world problems, develop teamwork skills, and engage in creative problem-solving. For faculty, however, starting and advising teams can seem daunting due to perceived time and resource constraints. This panel brings together experienced advisors who will share their journeys, practical strategies, and ready-to-use resources for forming and supporting successful teams. Panelists will discuss approaches to recruiting students, structuring preparation, and integrating modeling activities into existing courses or extracurricular programs. Attendees will leave with actionable ideas, sample materials, and proven practices that minimize startup effort while maximizing student engagement. Whether you are new to mathematical modeling or looking to strengthen your current program, this session provides a roadmap for creating enriching opportunities without reinventing the wheel.

Panelists:
Heidi Berger, Simpson College
Jennifer Hoxworth, Rowan College of South Jersey
Peter Kramer, Rensselaer Polytechnic Institute
Eric Marland, Appalachian State University
Guangming Yao, Clarkson University

Moderator:
Kristin Fetherston-Arney, Saint Martin's University

Organizers:
Amanda Beecher, Consortium for Mathematics and its Applications (COMAP)
Ben Galluzzo, Consortium for Mathematics and its Applications (COMAP)
Kayla Blyman, Saint Martin's University

Sponsor:
Consortium for Mathematics and its Applications (COMAP)

Community-Engaged Learning in Undergraduate Mathematics: Models, Strategies, and Impact

Community-Engaged Learning (CEL) in mathematics integrates disciplinary content with authentic problem solving rooted in issues identified by community partners. Through reciprocal collaborations among students, faculty, and local organizations, CEL positions all participants as co-educators and co-learners while offering students opportunities to apply mathematics in civic, social, and professional contexts. Although CEL is well established in fields such as public health and education, it remains comparatively rare in mathematics, where problem sets are often abstract or narrowly scoped.

This panel invites instructors to explore how CEL can enrich mathematical understanding, foster civic engagement, and expand the public relevance of mathematics. Panelists will share course models and reflective practices from general education, honors, applied, and capstone courses, with topics including partnership development, project design, student reflection, and assessment strategies. Designed for both newcomers and experienced practitioners, the session will include audience discussion, resource sharing, and adaptable materials to support sustainable implementation. Attendees will leave with models, tools, and practical insights for integrating CEL into their own teaching.

Panelists:
David Austin, Grand Valley State University
Laurie Baker, Bates College
George Kuster, Christopher Newport University
Amanda Mangum, Converse University
Matthew Morena, Christopher Newport University
Rachael Neilan, Duquesne University

Moderator:
Jessica Stewart Kelly, Christopher Newport University

Organizers:
Matthew Morena, Christopher Newport University
Jessica Kelly, Christopher Newport University
George Kuster, Christopher Newport University

Bridging Communities: Modeling Education at the Intersection of Math and Statistics

This panel will bring together experts from both communities to explore the future of modeling education at the intersection of mathematical and statistical modeling. In practice, professionals move fluidly between these domains, drawing on mathematical and statistical models as each situation demands. This panel will invite leaders from both the MAA and ASA who hold deep and complementary knowledge bases, and this session is designed to surface and connect that expertise.

Drawing on the GAIMME and GAISE reports, both currently being updated, this session invites participants to reflect on the impact of these foundational frameworks and consider how revised guidance can support modeling in mathematics and statistics education. Participants will engage in discussions using a practical framework for developing a modeling mindset and examine how courses, curriculum, and programs at their institutions support this goal.

Panelists:
Ray Levy, North Carolina State University
Patti Frazer Lock, St. Lawrence University
Ben Galluzzo, Consortium for Mathematics and Its Applications (COMAP)
Alan Garfinkel, University of California, Los Angeles
Zach del Rosario, Olin College
Sophie Bertram, Oliver Wyman
Hyunsun Lee, Harvard Medical School

Moderator:
Brendan Kelly, Harvard University

Organizers:
Ben Galluzzo, COMAP
Patti Frazer Lock, St. Lawrence University
Brendan Kelly, Harvard University

Sponsors:
This session has been discussed with and endorsed by leadership at the Mathematical Association of America (MAA), American Statistical Association (ASA), Consortium for Mathematics and Its Applications (COMAP), and Systemic Initiative for Modeling Investigations and Opportunities with Differential Equations (SIMIODE)

Mid-Career Changes to Research and Service to Your University and Professional Organizations

This panel is for everyone who has been thinking “What’s NExT”? “What do faculty do as they enter the second half of their career?” This includes newly tenured faculty as well as anyone who is ready for a change in their trajectory. How do you keep your career interesting? How do you shift your careers as outside forces become more prevalent? How do you adjust as those forces lighten up? How do you know when (or how) to pursue aspects of an academic career apart from teaching and research?

The panelists, who all benefited from their time as Project NExT Fellows, will discuss how their creative activity has changed, whether it was switching their area of research or concentrating more on grant writing. Some of the panelists will discuss how they have moved into administrative roles, such as the chair of a department or the Associate Vice President of Sponsored Programs. Many of the panelists have become more active in the MAA as chairs of Section NExT or members of the MAA Congress.

Panelists will also discuss how their work-life balance has changed as their children grow or they take in elderly parents. How do you get back more active research agenda after your children leave the house?

Panelists:
Amy Wehe, Fitchburg State University
Karl-Dieter Crisman, Gordon College
Brian Loft, Sam Houston State University
Angie Hodge-Zickerman, Northern Arizona University
Violeta Vasilevska, Utah Valley University

Moderator:
Klay Kruczek, Southern Connecticut State University

Organizers:
Klay Kruczek, Southern Connecticut State University
Amy Wehe, Fitchburg State University
Brian Loft, Sam Houston State University
Violeta Vasilevska, Utah Valley University
Angie Hodge-Zickerman, Northern Arizona University

Shaping the Future of Mathematics: Research on Access, Support, and Equity in Graduate Mathematics

Postsecondary Mathematics Education (PME) scholars have increasingly begun to consider the critical role that graduate students play in the university ecosystem—particularly as it pertains to broadening access in mathematics and creating more supportive and equitable environments. This panel brings together scholars in the growing PME subfield of Research in Graduate Mathematics Education (RGME) to share their research on access, support, and equity in graduate mathematics education. In this current moment where funding for higher education is uncertain, which students get to enter, survive, and thrive in mathematics programs will determine the future face and ideals of the mathematics community. Thus, the invited panelists will discuss how their specific area of RGME scholarship seeks to transform the culture of graduate mathematics education by prognosing the various challenges that students face in entering and matriculating through graduate mathematics education. Panelists will then provide evidence-based resources and recommendations for best practices to help ensure that mathematics remains accessible for all.

Panelists:
Aris Winger, Georgia Gwinnett College
Timothy McEldowney, College of the Holy Cross
Royce Olarte, University of Santa Barbara
Talia LaTona-Tequida, Virginia Tech
Kristyn Lue, University of Southern California

Moderator:
Anna Mikulo, University of Northern Colorado

Organizers:
Kristyn Lue, University of Southern California
Tim McEldowney, College of the Holy Cross
Peter Karanevich , University of Colorado-Boulder
Anna Mikulo, University of Northern Colorado

TPSE Panel: Math for the 21st Century: Modernizing the Undergraduate Mathematics Curriculum

It is time to update the mathematical experiences we provide to undergraduate students to meet the needs of our data-infused, tech-heavy, AI-assisted world. If done right, such updates would simultaneously meet workforce needs, improve students’ futures, strengthen mathematics departments, and help protect our democracy.

In May, TPSE hosted the Undergraduate Mathematics Modernization Summit, a convening of high level curriculum stakeholders hosted at Harvard University. The Summit included curriculum innovators, mathematics education experts, leaders from client disciplines, representatives from professional societies, and private philanthropic partners.

This session will report on the Undergraduate Mathematics Modernization Summit, held at Harvard University in May. An overview of the Summit will be given, with ample time for discussion and Q&A.

Organizers:
Dave Kung, Transforming Post-Secondary Education in Mathematics
Victor Piercey, Ferris State University
Padhu Seshaiyer, George Mason University

Sponsor:
Transforming Post-Secondary Education in Mathematics (TPSE)

Navigating the Age of AI: Supporting Undergraduate Researchers and Preparing the Business, Industry, and Government (BIG) Workforce

AI tools, especially large language models and data-driven decision systems are rapidly changing the way mathematics is practiced in Business, Industry, and Government (BIG), influencing everything from modeling workflows to analytic decision-making and communication of results. This panel brings together industry professionals and academic mathematicians to share concrete examples of AI enhanced applications and to discuss how workforce expectations are shifting for mathematically trained professionals. A key thread throughout is the evolving role of mathematical reasoning in an increasingly automated environment: what AI can accelerate, what it cannot replace, and what new competencies graduates need to thrive in BIG settings.

At the undergraduate level, these changes present both powerful opportunities and serious challenges. AI is opening new pathways for undergraduate research by helping students explore data, generate hypotheses, and engage more confidently with complex problems. In contrast, poor or uncritical use can undermine rigor, independence, and proper attribution. Panelists will address how mentors and educators can use AI thoughtfully to deepen understanding and strengthen problem solving, while setting clear expectations and boundaries for responsible use, particularly for students with limited mathematical or programming experience. The session will also examine how undergraduate curricula can adapt, integrating AI-aware modeling, data science, and computational tools without sacrificing rigor, and will invite audience participation throughout to share experiences, concerns, and effective strategies for ethical and effective integration of AI in undergraduate research and workforce preparation for BIG.

Organizers:
Vinodh K Chellamuthu, Utah Tech University
Namyong Lee, Minnesota State University (Mankato)
Md Istiaq Hossain, Stephen F. Austin State University
Thomas Wakefield, Youngstown State University
Tova Brown, Wisconsin Lutheran College
Baoling Ma, Millersville University of Pennsylvania

Sponsor:
SIGMAA on Business, Industry, and Government (SIGMAA BIG)

Boston’s Wicked Math Initiative: Learnings from District-Wide In-School and Out-of-School Time Programming to Expand Math Opportunities for Every Boston Student

Boston’s Wicked Math Initiative showcases innovative approaches to engaging historically marginalized students in mathematics through both in-school and out-of-school programming. This dynamic panel will feature two distinct programs: The Young People’s Project (YPP), which uses Flagway games to make math joyful, physical, and peer-led, and The Calculus Project (TCP), which expands access to advanced math pathways by preparing underrepresented students for success in calculus.

Panelists will share early lessons from these initiatives, highlighting how youth leadership, community partnerships, and equity-focused design are reshaping math education in Boston. Attendees will experience a live Flagway demonstration, hear directly from educators and youth leaders, and engage in interactive dialogue that emphasizes collaboration over sequential presentations.

This session connects to current trends in mathematics education, including broadening participation in advanced courses, centering student voice, and reimagining math learning environments to be inclusive, playful, and empowering. Participants will leave with insights into how programs like YPP and TCP are creating new opportunities for students, and inspiration to adapt these lessons to their own schools and communities.

Panelists:
Elizabeth Milewski, Boston Public Schools
Jennifer O'Mard, Boston Public Schools
Adrian Mims, The Calculus Project
Cliff Freeman, the Young People's Project
Maisha Moses, the Young People's Project

Moderator:
Ruth Mercado-Zizzo, EdVestors

Students:
Math Literacy Workers , the Young People's Project

Organizers:
Ruth Mercado-Zizzo, EdVestors

Real-World Applications in Foundational Mathematics Courses: Strategies and Practical Takeaways

This panel focuses on integrating real-world applications into mathematics courses, including precalculus, calculus, differential equations, and linear algebra, to enhance student engagement and deepen conceptual understanding. Many students struggle to see the relevance of lower-division mathematics courses, yet research consistently shows that contextualized learning and modeling-based instruction improve motivation, retention, and problem-solving skills. Despite this, instructors often face barriers such as densely packed syllabi, time constraints, and limited support for curriculum redesign. Panelists will discuss how they address these challenges by highlighting effective, classroom-tested strategies that make mathematics more connected to the real world. Attendees may engage with the panel to seek advice or recommendations on implementing similar strategies in their own classroom contexts. Furthermore, attendees will leave the panel with adaptable, ready-to-use materials and project templates for lower-division courses designed to preserve the rigor of core mathematical concepts, connect meaningfully with real-world phenomena, and deepen comprehension and student enthusiasm for the subject. Together, the advice and resources of panelists will show how carefully chosen applications can preserve rigor while increasing student engagement and conceptual understanding.

Panelists:
Julie Blackwood, Williams College
Erin Bodine, Rhodes College
Benjamin Levy, Babson College
Katie Montovan, Bennington College

Organizers:
Kelly Buch, Gonzaga University
Cara Sulyok, Villanova University
Jordan Pellett, Grand Valley State University

Career Paths in Business, Industry, and Governments

Session Description:
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:
Erin Griesenauer, Eckerd College
Jason Hardin, Worcester State University

Sponsor: Committee on Undergraduate Student Programming (CUSP)