**Biography: **

James Sellers received his Ph.D. from Penn State
University in 1992. After receiving his PhD, he taught at Cedarville University
in Ohio for nine years before returning to his alma mater in 2001 to serve as a
faculty member and the director of the undergraduate program in mathematics. In
2008, James served as a Visiting Fellow of the Isaac Newton Institute in
Cambridge, and in 2012 he was privileged to be a Fulbright scholar, teaching and
completing research at the Johannes Kepler University and the Research Institute
for Symbolic Computation in Linz, Austria. Currently, James has over 100 papers
listed in Mathematical Reviews, and he has won numerous awards for both his
teaching and his service to the mathematical community. In February 2018, James
turned his attention to a new and very exciting opportunity – serving as the
Secretary of the MAA! And in August 2019, he moved to the University of
Minnesota Duluth to serve as professor and head of the Department of Mathematics
and Statistics there.

**Abstract of talk:** *Revisiting what
Euler and the Bernoullis Knew About Convergent Infinite Series*

All too often in first-year calculus classes, conversations about infinite series stop with discussions about convergence or divergence. Such interactions are, unfortunately, not often illuminating or intriguing, Interestingly enough, Jacob and Johann Bernoulli and Leonhard Euler (and their contemporaries in the early 18th century) knew quite a bit about how to find the *exact* values of numerous families of convergent infinite series. In this talk, I will show two sets of *exact* results in this vein. The talk will be accessible to anyone interested in mathematics.

Biography:

Jessica
Striker earned her Ph.D. from the University of Minnesota in 2008. She taught at
Macalester College and Augsburg College before joining the faculty at North
Dakota State University in 2013. Her research is in combinatorics at the
intersection of algebra, geometry, dynamics, and statistical physics. In
particular, she has been active in the emerging subfield of dynamical algebraic
combinatorics, a subject about which she recently wrote a feature article for
the Notices of the AMS. She has also been developing innovative ways to
implement active learning in large lecture calculus.

**Abstract of talk: Mind-boggling
toggling**

The toggle group is a simply presented permutation group generated by certain involutions, called toggles. Despite its simple description, the toggle group turns out to be a powerful gadget for finding surprising connections between various objects, discovering intriguing dynamical phenomena, and proving results related to statistical physics. In this talk, we give a tour of the toggle group, with connections to algebra, geometry, combinatorics, and physics.

Aaron Wangberg earned his Ph. D. from Oregon State
University in 2007, working with mathematicians and physicists to understand the
mathematical structure needed for “a theory of everything”. At Winona State University, he has primarily taught first and second year
undergraduate math courses with a focus on engaging students in mathematics in
the classroom. He is involved with both “Raising Calculus to the Surface” and “Raising Physics to the Surface”,
national projects funded by the NSF which let students discover mathematical
relationships prior to formal lecture.**
**

Math instructors, just like students, evolve in their
thoughts about the role of math and instruction in the mathematics classroom. Like many of my colleagues, what I valued as a student (lecture!) shifted
(active engagement!) as I progressed through graduate school and into my early
teaching career. But, as students
and Raising Calculus adopters will attest, something went…. awry. In this talk, I’ll share how three ‘collisions’ in the physics classroom
so impacted my view on who does, owns, and voices mathematics in the classroom
that it even re-directed my understanding of what it means to teach ‘math’.