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Thursday, March 10 • 4:00pm - 4:45pm

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A COMMON VISION (MAA 2025): How common is it?
Five professional associations are developing a Common Vision for undergraduate mathematics in2025. The MAA-led project hopes to provide impetus and direction for modernizing the curriculum in light of what we know about how mathematics is used in our partner disciplines. Let’s talk about it!
The Project is responding to national calls for action to improve undergraduate training in math and statistics. These calls include, but aren’t limited to, Engage to Excel: Producing One Million Additional Collect Graduates with Degrees in Science, Technology, Engineering, and Mathematics (President’s Council of Advisors on Science and Technology, 2012) and the Mathematical Sciences in 2025 (National Research Council, 2013)
The Project is also responding to the fact that the environment for learning and teaching mathematics in higher education has undergone and continues to experience significant changes. Changes are particularly profound in the areas of: student preparedness and student diversity; student career goals and the need for workplace skills; quantitative skills demanded by more disciplines including, for example, the social sciences; advances in technology; state budget cuts for post-secondary education and shifts in states’ funding priorities from funding based on enrollment to funding based on completion.
Our community recognizes that many students encounter significant barriers along the traditional route to a STEM career and thus graduate with inadequate mathematical competencies as they enter the U.S. workforce. The Mathematical Sciences in 2025 (NRC, 2013) suggests that we reassess the training of future generations of mathematical scientists in light of the increasingly cross-disciplinary nature of the STEM fields.
Substantial efforts have been undertaken to help us understand the challenges; indeed, promising curricular updates and pedagogical practices have been recommended. However, few such practices are being implemented at a scale necessary to make a significant impact on the number of mathematics graduates entering the workforce, the number of students pursuing a degree in mathematics, or the number of graduates in all fields who have adequate mathematics skills and competencies to meet current workforce demands. Further, these efforts are often made in isolation. Facilitating multiple pathways to help students overcome barriers encountered in coursework in the mathematical sciences requires a well-coordinated effort of multiple stakeholders, including faculty, higher education administrators, employers, professional associations, and funding agencies. By bringing together thought leaders from these various sectors, Common Vision will ultimately serve to catalyze widespread adoption of modernized curricula and pedagogies.


Thursday March 10, 2016 4:00pm - 4:45pm
Room 305