2020 Fall - Program

The Merriam-Webster dictionary defines a microaggression as "a comment or action that subtly and often unconsciously or unintentionally expresses a prejudiced attitude toward a member of a marginalized group (such as a racial minority." Whether we realize or not, we all bring microaggressions into our communications with others -- even into the classroom. What are some of these microaggressions that we might be committing in the classroom? How can we become more mindful of microaggressions? Join us for a discussion, centered on Francis Su's 2015 articles, Mathematical Microaggressions and The Secret Mathematical Menu, from MAA Focus. Stick around for an organizational meeting about a planned monthly discussion group focusing on inclusivity and justice in the mathematics community.

Let's have a discussion around three issues connected to the mathematical content of one of our standard mathematics courses: Real Analysis. It's time to discuss the actual course content of such a course, the various pedagogies used in such a course, and the purposes for which a text is used in the course. To begin the discussion Gary Towsley would like to offer a chapter from a Real Analysis text that he has been writing over the last many years, the chapter on Completeness. He's not looking for a review of the text at all. Completeness gets at a fundamental decision that a department or a faculty member makes in teaching Real Analysis – How do I define the Real Numbers for this course? After registration, participants will be sent a copy of the table of contents, the introduction, and the chapter on Completeness from Gary's text. It is planned that this text will become a freely available resource for teachers of Real Analysis. Participants will also be pointed towards other freely available resources on Real Analysis to provide added sources for discussion.

What are some techniques for effectively coordinating groups in remote classes? What techniques from in-person classes translate well to remote classes, and which don’t? In this panel discussion, we’ll learn some of the techniques that our colleagues have used and discuss how effective those techniques have been.