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Note:
In 2000, this program will run for one week only - July 16-23 -- so as not to conflict
with the International Congress on Mathematics Education
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| The Undergraduate Faculty Program
offers collegiate mathematicians the opportunity to hone their mathematical knowledge and
their teaching skills in an environment where both research and educational goals are
being pursued. The target audience for this program is mathematics faculty from colleges,
universities, and other institutions, who have a strong interest in undergraduate
mathematics education. Participants will gain experience with recent advances and computational techniques related to Computational Complexity Theory, and explore ways to incorporate these into their classroom instruction. It is hoped that the participants will also aspire to become leaders of curricular and pedagogical reform in their home institutions. Priority will be given to individuals who present plans for disseminating what they learn. One organized activity in the Undergraduate Faculty Program is a daily undergraduate teaching seminar, which will be a forum for discussing both the research topic itself and a full range of pedagogical matters. In addition, the seminar will provide opportunities for the participants to constructively critique one another's teaching and projects. Although the teaching seminar is specifically designed as part of the Undergraduate Faculty Program, it will resemble other PCMI programs in that all participants are welcome to attend. Seminar organizers will seek out contributions from members of the other groups who may be appropriate discussion leaders. In addition to attending the daily seminar, undergraduate faculty are encouraged to custom-design their own programs. Each of the undergraduate faculty may plan an individual teaching project related to the research topic, and this project can then serve as the immediate goal and focus for the one-week session. For example, they may develop a series of lectures on a particular topic, learn the use of a technology that is appropriate to their teaching, become involved with research on advanced mathematical teaching and learning, address the responsibilities of undergraduate faculty for the preparation of K-12 teachers, or learn how knowledge of the history of a subject can enhance teaching. As part of their PCMI experience, they may apply to participate as adjunct faculty in the Undergraduate Program, to spend extra time in the computer laboratory, or to attend graduate-level courses or research seminars. The High School Teacher Program courses will also be open to those with an interest in K-12 education. In addition, there will be time for study, both individually and in groups, as well as other activities.
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