How can graduate students maintain research depth while (1) gaining awareness of how mathematics is used in other STEM/non-STEM areas and (2) bringing that awareness to their teaching?
Are faculty willing and able to adopt new practices, including co-design and co-teaching, that promote the relevance and uses of mathematics?
What will be the impacts of new technologies, faculty changes, and cost pressures on the economic model of departments?
How can we enable non-majors and developmental students to reach the level of numeracy needed for careers that demand analytical thinking and 21st century quantitative skills?
How can we reshape the undergraduate curriculum to both raise the level of numeracy among citizens and better align current teaching with the expanded role of mathematics?