2012 MAA-SE Special Sessions

For more information, please contact the session organizer(s) directly.

• Discrete Mathematics and its Applications

  Organizers:

  • Colton Magnant (Georgia Southern University, cmagnant@georgiasouthern.edu)
  • Hua Wang (Georgia Southern University, hwang@georgiasouthern.edu)

  The session will focus on the general area of Discrete Mathematics and its applications. In particular the concentration will be on applications of enumerative combinatorics, analytic combinatorics, combinatorial geometry and graph theory in industry, biological science, etc. Discrete mathematics is one of the fastest-growing areas of modern mathematics, where combinatorial reasoning underlies the study of arrangements, patterns, designs, assignments, schedules, connections, and configurations. In the past decade, huge progress was made in the collaboration/communication between mathematicians and biologists, economists, chemists, and cancer researchers. As a result, the application of combinatorial results and methods in various fields has received great attention across the fields. This session intends to bring together mathematicians, graduate and undergraduate students who are working in this field.

• Inquiry Based Learning in Undergraduate Classrooms

  Organizers:

  • Hope Menzel (Piedmont College, hmenzel@piedmont.edu)
  • Joshua Roberts (Piedmont College, jroberts@piedmont.edu)

  The speakers at this session would discuss their experiences at utilizing an inquiry-based approach for undergraduate mathematics. We would feature information about all levels of undergraduate instruction, from algebra and pre-calculus to upper division courses such as abstract algebra and analysis. In particular, we would hope to have ideas about teaching inquiry-based statistics classes.

• Teaching Mathematical Modeling to Advanced Undergraduates

  Organizers:

  • Janine Haugh, Ph.D (UNC Asheville, jhaugh@unca.edu)
  • Jon Ernstberger, Ph.D (LaGrange College, jernstberger@lagrange.edu)

  Whether they plan to go straight into the workforce or pursue an advanced degree after they graduate, some experience with mathematical modeling is important for many of our undergraduates. In this session, faculty will share their experiences with coursework in mathematical modeling at the advanced undergraduate level (i.e. at least a full calculus sequence and a course in differential equations). Possible topics may include specific assignments or projects, details on the design and format of such a course at your institution, or any other relevant lessons or experiences related to these courses.

• Teaching Mathematical Modeling to Low-Level Undergraduates

  Organizers:

  • Tessa Weinstein, Ph.D (Coastal Carolina University, tweinste@coastal.edu)
  • Stacey L. Ernstberger, Ph.D (LaGrange College, sernstberger@lagrange.edu)

  Many undergraduate students, particularly those pursuing degrees in scientific disciplines, have a limited grasp of the true application potential of mathematics. Offering a low-level mathematical modeling and scientific computing course (typically Calculus I prerequisite), enables educators to reach a wider audience, engage students in their areas of interest, and encourage students to pursue higher level mathematics. In this session, faculty will discuss their ideas and experiences with projects and topics most useful in a low-level mathematical modeling course. Possible topics may also include the design and format of such a course as offered at the individual’s institution, low-level mathematical modeling undergraduate research ideas and projects, or any other relevant course-related experiences.

• Mathematical Finance and Game Theory

  Organizer:

  • Carl Yerger (Davidson College, cayerger@davidson.edu)

  Two topics at the intersection of mathematics and economics are mathematical finance and game theory. Economists and mathematicians have made important discoveries in each other's fields. For instance, economist Kenneth Arrow made significant breakthroughs in mathematical optimization and equilibrium theory. In 1994, John Nash was awarded the Nobel Prize in economics for his important work in game theory. This special session would feature presentations (both expository and research-oriented) on topics relating to these fields. In addition, game theory is useful for research in biology, the social sciences and sports analysis. Presentations highlighting any of these connections are also encouraged.

• Best Practices in Teaching Statistics

  Organizers:

  • Pat Humphrey (Georgia Southern University, phumphre@georgiasouthern.edu)
  • Jennifer Kaplan (University of Georgia, jkaplan@uga.edu)

  What have you found that is working particularly well in your statistics class? What did you try that really didn't work? What went wrong? Are there new technologies, websites, textbook ancillary materials activities or other teaching methods that are working well for you? What shouldn't we let go of from the traditional courses? And what should we let go of? Tell us about your course – especially what makes it successful. We encourage contributions concerning either an introductory or a more advanced undergraduate course.

• Presentations by Beginning Faculty

  Organizer:

  • Ron Taylor (Berry College, rtaylor@berry.edu)

  This annual session is an opportunity for those new to the Section to get to know each other, and for others to get to know you!