Implementing Preparation and Development Programs for College Mathematics Instructors: Poster Session Wednesday, January 15-18, 2003, 2:00 - 4:00 p.m.
An increasing number of institutions have experience with designing and implementing professional development opportunities for instructors. In an effort to learn from each other’s efforts, during this session audience members will be able to discuss their experiences, ideas, and goals with contributors and with each other. This poster session will begin with opening remarks by the organizers, followed by time for participants to view the posters and engage in discussion with the individual presenters. The session will conclude with a whole-group discussion about issues and ideas generated by the posters. This session is intended for participants from a range of programs that target graduate teaching assistants, postdocs, adjuncts, and new faculty, at two-year as well as four-year colleges. Applications should be submitted to Teri Jo Murphy firstname.lastname@example.org by December 10, 2002. The session is sponsored by AMS-MAA Joint Committee on Teaching Assistants and Part-Time Instructors.
Some of the presenters’ materials are in the Articles_And_PapersPapers section.
Mathematics Teaching Assistant Preparation and Development: Discussion Group Sunday, October 27, 2002, 10:30 - 11:30 a.m. and Monday, October 28, 2002, 10:30 a.m. - 12:00 noon
Teaching assistants (TAs) play a vital role in the mathematics education of undergraduates and may go on to become professors of mathematics. From the K-12 literature, we know that patterns of teaching practice, as well as beliefs about teaching and learning, form early in a teacher’s careers. Yet, while there is a large body of research about K-12 teachers, researchers are only beginning to consider the development of TAs. To date, the small body of work that exists addresses TAs in two distinct ways: professional development, usually taking the form of week- or semester-long introductory programs to help TAs during their first teaching assignments; and research into the graduate student experience and the challenges TAs face, both in and out of the classroom. This discussion group will bring research- and practice-focused people together and provide a forum to begin identifying researchable questions and establishing agendas for future work. In addition, it will foster collaboration on these issues between K-12 and undergraduate mathematics educators.
Implementing Preparation and Development Programs for College Mathematics Instructors: Interactive Roundtables Friday, August 2, 2002, 4:00 p.m. - 6:00 p.m.
An increasing number of institutions have experience with designing and implementing professional development opportunities for instructors. In an effort to learn from each other’s efforts, during these sessions audience members will be able to showcase their own programs as well as discuss their experiences, ideas, and goals with each other. Audience members will be the focus, with moderators facilitating the conversations. Topics will range from “brainstorming” about program logistics to discussing research foundations for the success of certain models. These sessions are intended for participants from a range of settings: those whose programs target graduate teaching assistants, postdocs, adjuncts, and/or new tenure-track faculty; those whose programs target instructors teaching at or intending to teach at both two-year and four-year institutions; those new to designing and implementing programs as well as those who have experience. For more information, contact TJ Murphy at email@example.com.