JMM Panel 1/17/14: Informal Comments from Attendees

These comments were written on cards distributed at the TPSE Math Panel at the Joint Mathematics Meetings in Baltimore on January 17, 2014. In no particular order:

  • Existing curriculum-focused efforts (e.g., MAA CUPM) & existing professional development efforts (e.g., MAA Project Next).
  • IHE should distinguish "education" from mere "completion." More panels like this.
  • Content-based mathematical/computational programming. Re-connection of math and CS departments. Scientific unification with math at its core.
  • The panel in this meeting composed of F. Hrabowski, R. Tapia, and J. Gates ["Access and opportunities in STEM education"] provided significant insights relevant to this issue. I would encourage building on that - preferably by those 3 (along with others).
  • Our cultural bias against being smart in science, i.e. nerdyness. Legislatures should make sure to have mathematicians as consultants, and should listen carefully.
  • Strategies for creating/supporting cultural change in a department.
  • Community colleges are caught between the Scylla of Common Core and the Charybdis of pressure for "completion" through Alternate Pathways. Who will chart a path to clear waters?
  • Bring teaching-focused colleges and universities into the conversation. Data shows even those of us who are not highly selective (my institution has 35% first gen college students and family income less than state universities in Indiana) graduate a higher percentage of students in 5 years or less at a lower cost. We are often ahead on the issues cited. Be sure we're included in the conversation.
  • CBMS is planning a forum on these issues. We need to stay in close contact on this.
  • Find ways to encourage research faculty to support changes needed.
  • Change culture to get all faculty, especially research faculty, to invest themselves in (lower level) [e.g. calculus] undergraduate education.
  • Articulation between high school, community college & 4-year institutions.
  • 1) improving freshman level mathematics instruction; 2) the mathematical education of teachers
  • Computational science for STEM majors (a problem-solving course for science majors at the freshman level); critical thinking, trouble shooting, achieving results.
  • 1) what specific content should come/go from u.g. curricula; 2) developing metrics for improvement in pedagogy

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