Proposals
Below are some proposals for talks from the past (and current). By clicking on the ID number, more details are shown. By default, these are sorted chronologically (recent first) and by then by last name. The data can be sorted by alternate means by using the links at the top right, each allowing ascending or descending orders.
Displaying 121-140 of 471 results.
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ID:
449
Year: 2016
Name: Ronald Smith
Institution: Graceland University
Subject area(s):
Title of Talk: Covering Cylinders
Abstract: We wil show how to design a cover to fit intersecting cylinders of different diameters. This is a real problem involving my neighbor's underground house.
Year: 2016
Name: Ronald Smith
Institution: Graceland University
Subject area(s):
Title of Talk: Covering Cylinders
Abstract: We wil show how to design a cover to fit intersecting cylinders of different diameters. This is a real problem involving my neighbor's underground house.
ID:
448
Year: 2016
Name: Chris Spicer
Institution: Morningside College
Subject area(s): combinatorics, math education
Title of Talk: Extreme Wild Card Poker, or, Engaging Women in Undergraduate Research
Abstract: The first half of this talk will describe a research project completed with 3 undergraduate students last year involving poker played with wild cards. We find the minimum number of wild cards needed to ensure five-of-a-kind is the most common hand. The second half will discuss preliminary results regarding engaging more women in undergraduate mathematics research.
Year: 2016
Name: Chris Spicer
Institution: Morningside College
Subject area(s): combinatorics, math education
Title of Talk: Extreme Wild Card Poker, or, Engaging Women in Undergraduate Research
Abstract: The first half of this talk will describe a research project completed with 3 undergraduate students last year involving poker played with wild cards. We find the minimum number of wild cards needed to ensure five-of-a-kind is the most common hand. The second half will discuss preliminary results regarding engaging more women in undergraduate mathematics research.
ID:
447
Year: 2016
Name: Richard Ligo
Institution: University of Iowa
Subject area(s): Differential geometry
Title of Talk: Escaping Flatland: An Introduction to Surface Curvature
Abstract: What if I told you that the majority of ideas conveyed in high school geometry classes are thousands of years old? What if I told you that your understanding of geometry was tremendously incomplete? Believe it or not, one can argue that the first true departure from ancient Greek geometry wasn't published until 1826! In this talk, we describe one such departure and its implications. We begin by describing the curvature of a curve, use this to define the curvature of a surface, and conclude by visiting a famous egregious result. This talk even includes snacks!
Year: 2016
Name: Richard Ligo
Institution: University of Iowa
Subject area(s): Differential geometry
Title of Talk: Escaping Flatland: An Introduction to Surface Curvature
Abstract: What if I told you that the majority of ideas conveyed in high school geometry classes are thousands of years old? What if I told you that your understanding of geometry was tremendously incomplete? Believe it or not, one can argue that the first true departure from ancient Greek geometry wasn't published until 1826! In this talk, we describe one such departure and its implications. We begin by describing the curvature of a curve, use this to define the curvature of a surface, and conclude by visiting a famous egregious result. This talk even includes snacks!
ID:
446
Year: 2016
Name: Ruth Berger
Institution: Luther College
Subject area(s): Geometry
Title of Talk: Geometry software: Cinderella
Abstract: Cinderella is an easy to use dynamic software program which allows for constructions in Euclidean, Hyperbolic, and Elliptic geometries. Hyperbolic geometry uses the Poincare disk model. The menu selection in Cinderella is similar to Geometer’s Sketchpad. My course focuses on proofs, but almost every week I have an exploratory Cinderella lab, so students can get a feeling for these other geometries and make conjectures. Well known Euclidean results are verified while students get used to the menu items needed in the construction, then they explore the same construction in the other geometries. In this talk sample questions will be presented and several lab activities will be demonstrated. Cinderella can be downloaded for free at Cinderella.de
Year: 2016
Name: Ruth Berger
Institution: Luther College
Subject area(s): Geometry
Title of Talk: Geometry software: Cinderella
Abstract: Cinderella is an easy to use dynamic software program which allows for constructions in Euclidean, Hyperbolic, and Elliptic geometries. Hyperbolic geometry uses the Poincare disk model. The menu selection in Cinderella is similar to Geometer’s Sketchpad. My course focuses on proofs, but almost every week I have an exploratory Cinderella lab, so students can get a feeling for these other geometries and make conjectures. Well known Euclidean results are verified while students get used to the menu items needed in the construction, then they explore the same construction in the other geometries. In this talk sample questions will be presented and several lab activities will be demonstrated. Cinderella can be downloaded for free at Cinderella.de
ID:
445
Year: 2016
Name: Heather Bolles
Institution: Iowa State University
Subject area(s): calculus I (engineering)
Title of Talk: Team-Based Learning in a Large Calculus Class
Abstract: Research shows that students are more successful in STEM when they are actively engaged during class. We have adapted Team-Based Learning following Michaelsen's model for use in our large (150 students) calculus classes. Currently in our second implementation of TBL Calculus I, we will share our process, some materials, and preliminary results.
Year: 2016
Name: Heather Bolles
Institution: Iowa State University
Subject area(s): calculus I (engineering)
Title of Talk: Team-Based Learning in a Large Calculus Class
Abstract: Research shows that students are more successful in STEM when they are actively engaged during class. We have adapted Team-Based Learning following Michaelsen's model for use in our large (150 students) calculus classes. Currently in our second implementation of TBL Calculus I, we will share our process, some materials, and preliminary results.
ID:
444
Year: 2016
Name: Russell Goodman
Institution: Central College
Subject area(s): sports analytics
Title of Talk: Goals in Context: an Analysis of Iowa Conference Women's Goal Scorers
Abstract: In soccer, a simple tabulation of goals scored does not tell the story of the value of the goals a player has scored. This presentation will offer the results of an analysis of goal-scoring in women's Iowa Intercollegiate Athletic Conference (IIAC) soccer. The analysis attempts to quantify the context and value of goals scored, to determine a method to produce a more value-oriented goal-scoring leaderboard. Full disclosure: the presenter is an assistant coach for one of the teams in the IIAC.
Year: 2016
Name: Russell Goodman
Institution: Central College
Subject area(s): sports analytics
Title of Talk: Goals in Context: an Analysis of Iowa Conference Women's Goal Scorers
Abstract: In soccer, a simple tabulation of goals scored does not tell the story of the value of the goals a player has scored. This presentation will offer the results of an analysis of goal-scoring in women's Iowa Intercollegiate Athletic Conference (IIAC) soccer. The analysis attempts to quantify the context and value of goals scored, to determine a method to produce a more value-oriented goal-scoring leaderboard. Full disclosure: the presenter is an assistant coach for one of the teams in the IIAC.
ID:
443
Year: 2016
Name: Joel Haack
Institution: University of Northern Iowa
Subject area(s): history of mathematics and the centenary of the Iowa section
Title of Talk: The Smithsonian Exhibit for the MAA Centenary: The Iowa Connection
Abstract: Artifacts from Richard P. Baker, a founding member of the MAA from the Iowa section, were on display at the American History Museum for the MAA centenary. This talk will feature details of his life and work at the University of Iowa, with a focus on the mathematical models he created.
Year: 2016
Name: Joel Haack
Institution: University of Northern Iowa
Subject area(s): history of mathematics and the centenary of the Iowa section
Title of Talk: The Smithsonian Exhibit for the MAA Centenary: The Iowa Connection
Abstract: Artifacts from Richard P. Baker, a founding member of the MAA from the Iowa section, were on display at the American History Museum for the MAA centenary. This talk will feature details of his life and work at the University of Iowa, with a focus on the mathematical models he created.
ID:
442
Year: 2016
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Calculus, Teaching, Modeling, Technology
Title of Talk: Modeling Calculus - A Pump, not a Filter
Abstract: For the past eight years, Wartburg College has been teaching calculus through modeling as a first-term mathematics course. By using numerical approximation software, we are able to remove the handicap of inadequate confidence with algebraic techniques and help students develop a deep and intuitive understanding of calculus. Now that mathematical modeling is included in the Common Core, we are able to help students make even more connections. In this talk, I will be discussing how we set up our curriculum, how we have included IBL, what our success rate is, why we think this is the best program in the world, and finally, the book. Handouts with more information will be available and questions will be answered.
Year: 2016
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Calculus, Teaching, Modeling, Technology
Title of Talk: Modeling Calculus - A Pump, not a Filter
Abstract: For the past eight years, Wartburg College has been teaching calculus through modeling as a first-term mathematics course. By using numerical approximation software, we are able to remove the handicap of inadequate confidence with algebraic techniques and help students develop a deep and intuitive understanding of calculus. Now that mathematical modeling is included in the Common Core, we are able to help students make even more connections. In this talk, I will be discussing how we set up our curriculum, how we have included IBL, what our success rate is, why we think this is the best program in the world, and finally, the book. Handouts with more information will be available and questions will be answered.
ID:
441
Year: 2016
Name: Henry Walker
Institution: Grinnell College
Subject area(s): Course Syllabi and Online Materials
Title of Talk: Using a Database to Support a Course Home Page, Syllabus, Schedule, and Other Online Materials
Abstract: With static Web pages for a course, posting of daily readings, assignments, etc. requires either constant editing of pages or a search for materials relevant for each given day. Further, adjustments in time allocated for one topic likely requires manual changes in several days that follow. As a result, modifications in a course to accomodate student needs are labor intensive and consistency of schedules can be troublesome. Use of a database behind the scenes resolves many of these maintenance challenges. A student going to a course home page can view the assignments for the previous day, current day, and next day, together with a statement of the next course deadlines. Links to readings and assignments can be dynamic — automatically updated daily. Adjustments to course schedules can be made with the click of just a few buttons. Part of the talk will include a demonstration of a sample dynamic format for a current course. (Development of this type of course interface might make an interesting assignment for one or more computing students!)
Year: 2016
Name: Henry Walker
Institution: Grinnell College
Subject area(s): Course Syllabi and Online Materials
Title of Talk: Using a Database to Support a Course Home Page, Syllabus, Schedule, and Other Online Materials
Abstract: With static Web pages for a course, posting of daily readings, assignments, etc. requires either constant editing of pages or a search for materials relevant for each given day. Further, adjustments in time allocated for one topic likely requires manual changes in several days that follow. As a result, modifications in a course to accomodate student needs are labor intensive and consistency of schedules can be troublesome. Use of a database behind the scenes resolves many of these maintenance challenges. A student going to a course home page can view the assignments for the previous day, current day, and next day, together with a statement of the next course deadlines. Links to readings and assignments can be dynamic — automatically updated daily. Adjustments to course schedules can be made with the click of just a few buttons. Part of the talk will include a demonstration of a sample dynamic format for a current course. (Development of this type of course interface might make an interesting assignment for one or more computing students!)
ID:
440
Year: 2016
Name: Henry Walker
Institution: Grinnell College
Subject area(s): Pedagogy, collaborative learning, student engagement
Title of Talk: A Lab-based Pedagoy that Emphasizes Collaboration
Abstract: Following pedagogy pioneered by mathematician Eugene Herman at Grinnell College, this talk describes my experiences with a lab-based pedagogy in which students work collaboratively in pairs for each class session. As an instructor, I lecture about 4 hours per month, usually in 5-10 minute mini-lectures. Elements of this approach have been studied extensively by others to show effectiveness. Further, my own experience shows I can cover about 20% more material with this pedagogy over a traditional format, and test scores are better. Since this talk will focus upon pedagogy, the talk will largely be content-free.
Year: 2016
Name: Henry Walker
Institution: Grinnell College
Subject area(s): Pedagogy, collaborative learning, student engagement
Title of Talk: A Lab-based Pedagoy that Emphasizes Collaboration
Abstract: Following pedagogy pioneered by mathematician Eugene Herman at Grinnell College, this talk describes my experiences with a lab-based pedagogy in which students work collaboratively in pairs for each class session. As an instructor, I lecture about 4 hours per month, usually in 5-10 minute mini-lectures. Elements of this approach have been studied extensively by others to show effectiveness. Further, my own experience shows I can cover about 20% more material with this pedagogy over a traditional format, and test scores are better. Since this talk will focus upon pedagogy, the talk will largely be content-free.
ID:
439
Year: 2016
Name: Henry Walker
Institution: Grinnell College
Subject area(s): Pedagogy, collaborative learning, student engagement
Title of Talk: A Lab-based Pedagoy that Emphasizes Collaboration
Abstract: Following pedagogy pioneered by mathematician Eugene Herman at Grinnell College, this talk describes my experiences with a lab-based pedagogy in which students work collaboratively in pairs for each class session. As an instructor, I lecture about 4 hours per month, usually in 5-10 minute mini-lectures. Elements of this approach have been studied extensively by others to show effectiveness. Further, my own experience shows I can cover about 20% more material with this pedagogy over a traditional format, and test scores are better. Since this talk will focus upon pedagogy, the talk will largely be content-free.
Year: 2016
Name: Henry Walker
Institution: Grinnell College
Subject area(s): Pedagogy, collaborative learning, student engagement
Title of Talk: A Lab-based Pedagoy that Emphasizes Collaboration
Abstract: Following pedagogy pioneered by mathematician Eugene Herman at Grinnell College, this talk describes my experiences with a lab-based pedagogy in which students work collaboratively in pairs for each class session. As an instructor, I lecture about 4 hours per month, usually in 5-10 minute mini-lectures. Elements of this approach have been studied extensively by others to show effectiveness. Further, my own experience shows I can cover about 20% more material with this pedagogy over a traditional format, and test scores are better. Since this talk will focus upon pedagogy, the talk will largely be content-free.
ID:
438
Year: 2016
Name: Meghan Stevens
Institution: Drake University
Subject area(s): Ordinary Differential Equations, Mathematical Biology, Global Dynamics
Title of Talk: Global Dynamics of a Breast Cancer Competition System
Abstract: In this talk I present a system of five ordinary differential equations to model the competition for space and resources between breast cancer cells and healthy cells. Included is the cancer stem cell hypothesis, which states that there exist proliferating cancer stem cells that repopulate non-proliferating tumor cells and can lead to tumor recurrence. These cancer stem cells exist in a smaller population, making them harder to detect. Additionally, the system contains an equation for the immune system in order to show how the body naturally defends itself from invading tumors. Finally, because the majority of breast cancer cells are estrogen-receptor positive, the role of excess estrogen in the body introduced through birth control in included. Estrogen increases the amount of cancer cells while hindering the effectiveness of the immune system. Its presence also increases the likelihood that healthy cells will mutate.Through stability analysis of sub-models in addition to the full model, states in which cancer is eradicated are found, as well as states in which cancer persists, given certain parameter values.
Year: 2016
Name: Meghan Stevens
Institution: Drake University
Subject area(s): Ordinary Differential Equations, Mathematical Biology, Global Dynamics
Title of Talk: Global Dynamics of a Breast Cancer Competition System
Abstract: In this talk I present a system of five ordinary differential equations to model the competition for space and resources between breast cancer cells and healthy cells. Included is the cancer stem cell hypothesis, which states that there exist proliferating cancer stem cells that repopulate non-proliferating tumor cells and can lead to tumor recurrence. These cancer stem cells exist in a smaller population, making them harder to detect. Additionally, the system contains an equation for the immune system in order to show how the body naturally defends itself from invading tumors. Finally, because the majority of breast cancer cells are estrogen-receptor positive, the role of excess estrogen in the body introduced through birth control in included. Estrogen increases the amount of cancer cells while hindering the effectiveness of the immune system. Its presence also increases the likelihood that healthy cells will mutate.Through stability analysis of sub-models in addition to the full model, states in which cancer is eradicated are found, as well as states in which cancer persists, given certain parameter values.
ID:
437
Year: 2016
Name: Keith Stroyan
Institution: University of Iowa
Subject area(s): Vector Calculus
Title of Talk: Advanced Calculus using Mathematica
Abstract: Advanced Calculus using Mathematica is a complete text on calculus of several variables written in Mathematica NoteBooks. The eText has large movable figures and interactive programs to illustrate things like “zooming in” to see “local linearity.” In addition to lots of traditional style exercises, the eText also has sections on computing with Mathematica. We will discuss some of the novel features of the text including the explicit, implicit, parametric organization and topics often omitted from "regular" texts (like "vector potentials.") We use the text in a second semester multivariable calculus course and a more advanced course.
Year: 2016
Name: Keith Stroyan
Institution: University of Iowa
Subject area(s): Vector Calculus
Title of Talk: Advanced Calculus using Mathematica
Abstract: Advanced Calculus using Mathematica is a complete text on calculus of several variables written in Mathematica NoteBooks. The eText has large movable figures and interactive programs to illustrate things like “zooming in” to see “local linearity.” In addition to lots of traditional style exercises, the eText also has sections on computing with Mathematica. We will discuss some of the novel features of the text including the explicit, implicit, parametric organization and topics often omitted from "regular" texts (like "vector potentials.") We use the text in a second semester multivariable calculus course and a more advanced course.
ID:
436
Year: 2016
Name: Charles Ashbacher
Institution: Charles Ashbacher Technologies
Subject area(s): Recreational mathematics, number theory
Title of Talk: Why Are the Morphic Numbers Similar in the End?
Abstract: Charles W. Trigg was the most prolific contributor to "Journal of Recreational Mathematics" during the 38 volumes of publication. One series of his papers deals with the “…morphic” numbers. These are figurate numbers that terminate with their index. For example, trimorphic numbers are triangular numbers that terminate with their index. Some examples are T(25) = 325 and T(625) = 195625 and T(9376) = 43959376. When searching for more of the morphic numbers, it was discovered that there is a curious similarity to the terminal ends. The purpose of this paper is to state that similarity and offer it as a research project.
Year: 2016
Name: Charles Ashbacher
Institution: Charles Ashbacher Technologies
Subject area(s): Recreational mathematics, number theory
Title of Talk: Why Are the Morphic Numbers Similar in the End?
Abstract: Charles W. Trigg was the most prolific contributor to "Journal of Recreational Mathematics" during the 38 volumes of publication. One series of his papers deals with the “…morphic” numbers. These are figurate numbers that terminate with their index. For example, trimorphic numbers are triangular numbers that terminate with their index. Some examples are T(25) = 325 and T(625) = 195625 and T(9376) = 43959376. When searching for more of the morphic numbers, it was discovered that there is a curious similarity to the terminal ends. The purpose of this paper is to state that similarity and offer it as a research project.
ID:
435
Year: 2016
Name: Deborah Kent
Institution: Drake University
Subject area(s): Game Theory, Graph Theory
Title of Talk: Can you be happy with your piece of cake?
Abstract: This talk will consider questions of equitable and envy-free division. We will prove Sperner's Lemma -- an elegant graph-theoretic result due to Emmanuel Sperner -- and apply it to conclude the existence of an envy-free division of cake.
Year: 2016
Name: Deborah Kent
Institution: Drake University
Subject area(s): Game Theory, Graph Theory
Title of Talk: Can you be happy with your piece of cake?
Abstract: This talk will consider questions of equitable and envy-free division. We will prove Sperner's Lemma -- an elegant graph-theoretic result due to Emmanuel Sperner -- and apply it to conclude the existence of an envy-free division of cake.
ID:
434
Year: 2015
Name: Christian Roettger
Institution: Iowa State University
Subject area(s):
Title of Talk: Rashomon sculptures - reconstructing 3D shapes from inexact measurements
Abstract: The art installation 'Rashomon' was displayed on the Iowa State University campus during summer 2015. It consists of 15 identical, abstract sculptures. Artist Chuck Ginnever posed the challenge whether it is possible to display the sculptures so that no two of them are in the same position (modulo translation/rotation). We investigated the related question of reconstructing such a sculpture from (ordinary tape-measure) inexact measurements. Mathematics involved are the Cayley-Menger determinant, and the gradient method / Steepest Descent. We'll explain the mathematics with some simple examples and then show the results of our reconstruction. We will only assume elementary linear algebra (matrix - vector multiplication, determinants).
Year: 2015
Name: Christian Roettger
Institution: Iowa State University
Subject area(s):
Title of Talk: Rashomon sculptures - reconstructing 3D shapes from inexact measurements
Abstract: The art installation 'Rashomon' was displayed on the Iowa State University campus during summer 2015. It consists of 15 identical, abstract sculptures. Artist Chuck Ginnever posed the challenge whether it is possible to display the sculptures so that no two of them are in the same position (modulo translation/rotation). We investigated the related question of reconstructing such a sculpture from (ordinary tape-measure) inexact measurements. Mathematics involved are the Cayley-Menger determinant, and the gradient method / Steepest Descent. We'll explain the mathematics with some simple examples and then show the results of our reconstruction. We will only assume elementary linear algebra (matrix - vector multiplication, determinants).
ID:
433
Year: 2015
Name: Dan Alexander
Institution: Drake University
Subject area(s):
Title of Talk: Innovation through Blunder (or the Unexpected Virtues of Non-Intentionality)
Abstract: "We all make mistakes." "There is no such thing as a dumb question." "You should embrace your mistakes and learn from them." These are all things that many of us tell our students. But do we believe it? More importantly, do we follow this advice in our own teaching? What I hope to do in this talk is explore the role of mistakes in teaching with the audience. In hopes of getting the conversation rolling, I will offer a few examples of mistakes, including several I have made. some of which have led to some drastic changes in my teaching.
Year: 2015
Name: Dan Alexander
Institution: Drake University
Subject area(s):
Title of Talk: Innovation through Blunder (or the Unexpected Virtues of Non-Intentionality)
Abstract: "We all make mistakes." "There is no such thing as a dumb question." "You should embrace your mistakes and learn from them." These are all things that many of us tell our students. But do we believe it? More importantly, do we follow this advice in our own teaching? What I hope to do in this talk is explore the role of mistakes in teaching with the audience. In hopes of getting the conversation rolling, I will offer a few examples of mistakes, including several I have made. some of which have led to some drastic changes in my teaching.
ID:
432
Year: 2015
Name: Dave Richeson
Institution: Dickinson College
Subject area(s):
Title of Talk: The Four Problems of Antiquity
Abstract: We discuss the history of four of the most famous problems in mathematics-the so-called problems of antiquity: squaring the circle, trisecting the angle, doubling the cube, and constructing regular n-gons. We know the outcome-that they are all impossible to solve using compass and straightedge. But there is a long and fascinating history of mathematicians' attempts to solve the problems using the Euclidean tools and their success at solving them by other means (using marked straightedges, conic sections, transcendental curves, and mechanical devices). Like all great mathematical problems, they pushed mathematics forward.
Year: 2015
Name: Dave Richeson
Institution: Dickinson College
Subject area(s):
Title of Talk: The Four Problems of Antiquity
Abstract: We discuss the history of four of the most famous problems in mathematics-the so-called problems of antiquity: squaring the circle, trisecting the angle, doubling the cube, and constructing regular n-gons. We know the outcome-that they are all impossible to solve using compass and straightedge. But there is a long and fascinating history of mathematicians' attempts to solve the problems using the Euclidean tools and their success at solving them by other means (using marked straightedges, conic sections, transcendental curves, and mechanical devices). Like all great mathematical problems, they pushed mathematics forward.
ID:
431
Year: 2015
Name: Francis Su
Institution: Harvey Mudd College
Subject area(s):
Title of Talk: Voting in Agreeable Societies
Abstract: When does a majority exist in a voting situation? How does the geometry of the political spectrum influence the outcome? What does mathematics have to say about how people behave? When mathematical objects have a social interpretation, the associated results have social applications. We will show how math can be used to model people's preferences and understand voting in "agreeable" societies. This talk also features research with undergraduates.
Year: 2015
Name: Francis Su
Institution: Harvey Mudd College
Subject area(s):
Title of Talk: Voting in Agreeable Societies
Abstract: When does a majority exist in a voting situation? How does the geometry of the political spectrum influence the outcome? What does mathematics have to say about how people behave? When mathematical objects have a social interpretation, the associated results have social applications. We will show how math can be used to model people's preferences and understand voting in "agreeable" societies. This talk also features research with undergraduates.
ID:
430
Year: 2015
Name: Russ Goodman
Institution: Central College
Subject area(s): analytics, statistics, data analysis
Title of Talk: Experiences Teaching a Sports Analytics Honors Seminar
Abstract: This talk will offer the presenter's experience designing and teaching an honors seminar on sports analytics. The seminar, offered in spring 2015, was designed for honors students in general and not necessarily for mathematics majors. The presenter will describe effective and not-so-effective aspects of the seminar, along with ideas for improving the seminar in the future. Feedback and input from the audience will be solicited.
Year: 2015
Name: Russ Goodman
Institution: Central College
Subject area(s): analytics, statistics, data analysis
Title of Talk: Experiences Teaching a Sports Analytics Honors Seminar
Abstract: This talk will offer the presenter's experience designing and teaching an honors seminar on sports analytics. The seminar, offered in spring 2015, was designed for honors students in general and not necessarily for mathematics majors. The presenter will describe effective and not-so-effective aspects of the seminar, along with ideas for improving the seminar in the future. Feedback and input from the audience will be solicited.