Chavez, a pandemic-era MAA Project NExT fellow, found community, mentorship, and transformative teaching tools in the program. The experience strengthened her confidence, shaped her student-centered approach, and inspired lasting growth. She encourages new fellows to set clear goals and embrace teaching as an ongoing, iterative journey.

MAA: Can you discuss your experience with the MAA Project NExT cohort? How did you grow from the program? 

Chavez: As a pandemic cohort, we had our first year fully online. In spite of this, the Project NExT organizers and mentors  did a wonderful job providing supportive, interactive opportunities for our professional and personal development.  That first year’s set of meetings packed in a lot of bits of wisdom: how to set the tone in your class from day 1, time  management suggestions, and developing your undergraduate research program. The first year also included  monthly meetings with an assigned mentor and a small group of project nexters. We would discuss our classes,  our challenges and successes in teaching, and get advice. The meetings were a great way to build community and  gain insights on classroom issues. I loved hearing about other’s experiences, how they handled their own  overwhelm and found ways to persevere. And it also allowed me the time to stop and reflect during a time that felt non-stop. Through the feedback I received during that first year, I was able to adjust my approach to homework  assignments and assessments in real-time, redesign my midterm review approach, and gain more confidence  overall in my new role as a tenure-track professor. Shout out to our group mentor, Dr. Matthew Boelkins, for all the support that first year! 

Since then I have found a stronger footing in my identity as a mathematics professor and researcher. My time as a  fellow helped open doors to service opportunities, inspired me to try new teaching techniques in the classroom (i.e.  flipped classroom), and continues to be a source of innovative tools.  

MAA: What is the best advice you have ever received while in MAA Project NExT? 

Chavez: One piece of advice I received is thatTeaching is an iterative process. My Project NExT experience helped me understand that to be an educator is a constant state of becoming. Take small steps, implementing a few new tweaks each term, and the growth will happen. 

MAA: What are some of the things that motivate you to strengthen the mathematics profession? Did you identify any of these reasons while you were in MAA Project NExT? 

Chavez: A constant motivation is my students and their mathematical, and personal, growth in the classroom. I want to  ensure each student is seen and valued, that their incoming skill set is honored, and they recognize their own  potential. I held these values prior to joining the program, and was overjoyed to see them reflected, amplified, and  reaffirmed in the ethos of Project NExT. One particular aspect of Project NExT that inspired me the first year was the student-centered approach to teaching evident throughout so many of the programs offered during that first  pre-MathFest cohort meeting. Being a part of a dedicated community of educators that similarly valued holistic  teaching gave me the confidence to own this in a new way and helped me to be more vocal about it with my  students and colleagues.  

MAA: What advice would you give to new MAA Project NExT cohort members? 

Chavez: If possible, before you even start as a Project NExT fellow, create a list of 1-month, 3-month, 6-month, and 1-year  goals for your time as a fellow. In full transparency, I did not do this and wish I had! Having some vision of what  you want and what you are working towards will help you to focus on what supports that vision. I think it also can  help you to be aware of potentially new goals, create opportunity for networking and connection, and provide you with a foundation to carry you through that first year.