ACMS Preliminary Call for Papers

Visit ACMSonline.org for details

Conference of the Association of Christians in the Mathematical Sciences

Indiana Wesleyan University, May 29-June 1, 2019

 The 22nd Biennial ACMS conference will be held at Indiana Wesleyan University in Marion, Indiana May 29-June 1, 2019. In the coming months, conference details will be posted at the acmsonline.org website.

Call for Papers: At this time we are accepting proposals for talks. Proposals must include the presenter’s name, presentation title, and an abstract of at most 250 words. Please provide your abstract in Word or TeX/LaTeX. Most presentation timeslots will be 15 minutes plus a 5 minute transition time between speakers. Some timeslots of 25 minutes with a 5 minute transition will be available; please indicate if you would like to be considered for one of these longer presentations. Applications will be processed on a rolling basis in order to help those applying for funding at their institution; we will attempt to notify you within 2 weeks of submission whether your proposal has been selected for the conference (except for a longer pause during July 2018).

We are looking for presentations in the following general categories. Research talks should be targeted to an audience primarily of non-specialists.

  • Computer Science / Computer Science Education
  • Mathematics / Mathematics Education
  • Statistics / Statistics Education
  • Interaction of Faith and Discipline

There will be dedicated tracks in Computer Science as well as in Statistics/Data Science.

Proposals should be sent to melvin.royer(at)indwes.edu by February 15, 2019 with ACMS proposal in the subject line. Proposals received after February 15 will be considered if space remains.

Refereed Proceedings: Please note that the 2019 ACMS Proceedings will be refereed. To allow authors time to incorporate audience feedback into their paper, all submissions to the Proceedings will be due September 15, 2019. Submissions for the Proceedings should be in TeX or LaTeX; more details will be provided at a later date.

Topic Discussions: We are also accepting topics suggestions and volunteer leaders for several group discussions on subjects of common interest. These can also be sent to melvin.royer(at)indwes.edu.

Costs: We are in the process of finalizing the cost of the conference but we estimate the costs to be approximately $140 for faculty and $50 for students for those registering before February 28, 2019. Room and Board (Wednesday dinner – Saturday breakfast) estimates are:

  • Meals, single or shared room with linens and pillow
    • Faculty: $175 per person
    • Students: $90 per person
  • Tuesday night room: $25 per person

Preconference Workshop: There will be two preconference workshops during the day of Wednesday, May 29. The estimated cost is $40 for faculty and $20 for students which includes Wednesday breakfast and lunch. The two workshops are

  • Professional development for graduates students and early career faculty
  • Programming and using R

We hope to start taking online conference registrations in August 2018. If you need to register before that time for funding purposes, please contact Jeremy Case jrcase(at)taylor.edu.

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NCTM Research Conference 2018

I was honored to present my dissertation results at the 2018 NCTM Research Conference in Washington D.C. The paper I submitted was entitled “Cultivating Mathematical Affections through Engagement in Service-Learning.”

You can view the presentation below:

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SCL 2017: Cultivating Mathematical Affections through Service-Learning

This week I am giving a presentation at the 2017 Society for Classical Learning (SCL) conference on “Cultivating Mathematical Affections through Service-Learning.” The talk is on integrating service-learning projects into mathematics curriculum, specifically with the goal of impacting students on an affective level. Since this is my dissertation topic, I’ve presented on it numerous times before – and now that my dissertation is done (!), I hope to finally be able to devote more time to building out resources on this site. In addition to the resources that you will find below, feel free to check out some of the prior posts on service learning:

AUDIO:

https://societyforclassicallearning.org/resources/cultivating-mathematical-affections-through-service-learning/

ABSTRACT:

This session will examine the benefits of service-learning projects in mathematics. Service-learning projects engage students in integrating their conceptual understanding of math with the practical functioning of their local community. Ultimately students gain deeper content knowledge and a deeper appreciation for the role math plays in society.

PRESENTATION:

You can click the image below to find the PowerPoint that accompanied my presentation.

Screen Shot 2017-06-18 at 8.53.29 PM

For many of the service-learning projects that my students have completed I am indebted to the willing partnership of Mobile Loaves and Fishes. Here is some introductory information on this great ministry:

How a Food Truck, Faith and Community Welcomes the Homeless, from the Huffington Post.

https://player.vimeo.com/video/220569713

“Teaser” for Inferno Films latest feature documentary. from layton blaylock on Vimeo.

10 THINGS TO CONSIDER BEFORE IMPLEMENTING A SERVICE-LEARNING PROJECT:

The following are the foundational questions that you as an instructor should consider and reflect upon prior to implementing a service-learning project. This list is not meant to be chronological though some aspects will naturally precede others. Start by considering the course learning objectives and your method of assessing those objectives and then go from there.

1.What are the major learning objectives/big ideas/enduring understandings for your course?

2. What are real-world situations where students can apply the concepts studied in your course?

3. List some potential community partners along with some basic descriptors that may impact how your students work with each partner (ex: What is the size of the organization? What issues does the organization address? Is the organization non-profit, governmental, religiously affiliated? Etc.) In lieu of a partner organization you can also consider a general community need for students to address. List some general descriptors of the project involved in addressing this community need.

4. Look for potential matches between organizations on your list from question 3 and your responses to questions 1 and 2. If there are multiple potential matches then consider the pros/cons of each and list them. Be sure to recognize how your matching affects the organization of the project (large scale as a class v. small scale as groups), which in turn may affect your response to question 5 below.

5. Once you have begun narrowing potential community partners that offer opportunities for students to interact with course content, consider how will you assess students? What will be the final product? What expectations will you have for students throughout the project and how will you communicate that to the students?

6. How will students be organized to meet the objectives that they will be assessed on? Will students work as individuals, teams, as a whole class?

7. How will students be equipped to complete the project successfully? What will they have gained from the course up to the point of assigning the project that will aid them? What additional tools/skills/knowledge will students need as the project proceeds?

8. What will be the timeframe for the project? How will students be held accountable to the timeframe? At what points will students receive feedback on their progress?

9. Why should students care about the project? What will you do as an instructor to get student buy-in on the project?

10. How will students reflect throughout the project? What opportunities will you provide for students to pause and consider the work they have done?

HANDOUTS:

From my AP Statistics Project:

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From my Geometry project:

Screen Shot 2016-06-29 at 1.08.28 PMScreen Shot 2016-06-29 at 1.08.42 PM

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EXTERNAL RESOURCES: