Name: 2025 Section Meeting — MAA Rocky Mountain Section
Start: 2025-04-11T08:30:00-0400
End: 2025-04-12T14:00:00-0400

The 2025 Rocky Mountain Section meeting will be held April 11-12, 2025 on the campus of the University of Colorado Boulder.

Submit an Abstract

Meeting Information

This site will be update with more information as it becomes available.

Plenary Speakers

Lorin Crawford, Microsoft Research: MAA NAM Speaker
Allen Butler, INFORMS Fellow, Board of Trustees of the Institute for Mathematical and Statistical Innovation, and visiting lecturer for SIAM: MAA Treasurer and Section Visitor
Sandra Laursen, University of Colorado Boulder
Rebecca Swanson, Colorado College: Burton Jones Award winner
Liz Arnold, Montana State University: Early Career Award winner

Lorin Crawford - MAA NAM Speaker

Affiliation: Microsoft Research

Bio: Lorin Crawford is a Principal Researcher at Microsoft Research. He also maintains a faculty position as a Distinguished Senior Fellow in Biostatistics at Brown University. The central aim of his research program is to build interpretable machine learning algorithms that help uncover how genetic effects and gene-by-environmental interactions contribute to the architecture of complex traits and disease progression. Some of his work has landed him a place on Forbes 30 Under 30 list and recognition as a member of The Root 100 Most Influential African Americans. He has also been awarded an Alfred P. Sloan Research Fellowship, a David & Lucile Packard Foundation Fellowship for Science and Engineering, and a COPSS Emerging Leader Award.

Prior to joining both MSR and Brown, Lorin received his PhD from the Department of Statistical Science at Duke University where he was co-advised by Sayan Mukherjee and Kris C. Wood. He also received his Bachelors of Science degree in Mathematics from Clark Atlanta University.

Title of Presentation: Statistical opportunities in defining, modeling, and targeting cell state in cancer

Abstract: Project Ex Vivo is a joint cancer research collaboration between Microsoft and the Broad Institute of MIT and Harvard. Our group views cancers as complex (eco)systems, beyond just mutational variation, that necessitate systems-level understanding and intervention. In this talk, I will discuss a series of multimodal statistical and deep learning approaches to understand accurate representations of tumors by integrating genetic markers, expression state, and microenvironmental interactions. These representations help us precisely define and quantify the trajectory of each tumor in each patient. Our ultimate objective is to more effectively model cancer ex vivo – outside the body – in a patient-specific manner. In doing so, we aim to unlock the ability to better stratify patient populations and identify therapies that target diverse aspects of human cancers.

Allen Butler - MAA Section Visitor

Bio: Dr. Butler holds a B.A. in Mathematics from Texas Tech University and a PhD in Mathematics from the University of Illinois, Champaign-Urbana (1987). He has been employed at Daniel H. Wagner Associates, Inc. (www.wagner.com) since 1987, serving as President and CEO from 2008 to 2021. Throughout his career, Dr. Butler served as the principal investigator for Department of Defense R&D projects involving a variety of mathematical disciplines as applied to areas such as target tracking, multi-sensor data fusion, and search optimization. He has been involved in the development and implementation of optimal search techniques for a number of projects, including a research effort whose goal was the interdiction of narcotics smugglers in the Caribbean. Dr. Butler is a member of AMS, MAA, SIAM, IEEE, INFORMS, and a number of industry specific professional organizations.

Dr. Butler is an INFORMS Fellow, the Past President of the Practice Section of INFORMS, and serves on the INFORMS Prize Committee for the “Daniel H. Wagner Prize for Excellence in Operations Research Practice.” He also serves on the Board of Trustees of the Institute for Mathematical and Statistical Innovation and is a visiting lecturer for SIAM. And most importantly, he is Treasurer of the MAA.

Title of Presentation: Bayes’ Theorem – Making Rational Decisions in the Face of Uncertainty

Abstract: A statement of Bayes’ Theorem (aka Bayes’ Rule) can be written very succinctly, but this belies its far-reaching consequences. In this talk, I will provide a little of the history behind Bayes’ Theorem, a derivation of the mathematical basis in probabilistic terms, and a description of the less formal basis where it is viewed as a form of evidential or inferential reasoning. I will illustrate the utility of Bayes’ Theorem by describing applications from the work of my company, Daniel H. Wagner Associates, Inc. One of these resulted in the location and recovery of the “Ship of Gold,” the SS Central America, a side-wheel steamer carrying nearly six hundred passengers returning from the California Gold Rush, which sank in a hurricane two hundred miles off the Carolina coast in September 1857.

Sandra Laursen

Affiliation: University of Colorado Boulder

Bio: Sandra Laursen maintains interests in both research and practice in mathematics and science education. As senior research associate and director of Ethnography & Evaluation Research (E&ER) at the University of Colorado Boulder, she leads research and evaluation studies focusing on higher education and career paths in STEM fields. Her research and publications have addressed inclusion of women, people of color, disabled people and queer people in the sciences; STEM teaching and professional development; and organizational change in higher education. She is also interested in inquiry-based teaching and learning, and the paths to strengthening STEM education in the classroom, in the lab and the field, and across organizations. Earlier in her career Laursen worked in K12 science outreach, college chemistry education, and atmospheric science research. She studied chemistry and French at Grinnell College and earned a Ph.D. in physical chemistry at the University of California at Berkeley. Her books include Undergraduate Research in the Sciences (2010), Levers for Change (2019), and Building Gender Equity in the Academy (2020). She has also published curriculum manuals and journal articles in chemistry, education, and gender studies; co-directed a documentary film on how science works; and recorded music with Resonance Women’s Chorus.

Title of Presentation: Inquiry-based mathematics education: Some things we do and don’t know from education research

Abstract: A few years ago, a colleague and I described the state of knowledge about inquiry-based mathematics education (IBME), arguing that high-quality IBME is based on four aspirational principles or “pillars” of inquiry practice (Laursen & Rasmussen, 2019). The four pillars are student engagement in meaningful mathematics, student collaboration for sensemaking, instructor inquiry into student thinking, and equitable instructional practice that includes all students in rigorous mathematical learning and mathematical identity-building. When they happen regularly in a classroom, they explain how and why IBME is powerful for students; when they are subjects of reflection in instructors’ minds, they guide practice and help instructors make wise choices for their own teaching contexts. In this session, I’ll present an update on the four pillars, focusing on recent scholarly insights about each of the pillars, and what we still don’t know. I will also highlight some opportunities and challenges for college mathematics instructors in relation to the pillars.

Rebecca Swanson - Burton Jones Award

Affiliation: Colorado School of Mines

Bio: Rebecca Swanson is a university distinguished teaching professor at the Colorado School of Mines where she teaches a variety of courses, implements flipped learning and alternative grading, and serves her department and institution in multiple ways, one of her favorites being as co-advisor to the Association for Women in Mathematics local student chapter. Additionally, she shows her appreciation for the MAA community by her continued service to the organization.

Title of Presentation: Redefining What it Means to Be a Mathematician: My Path to the Scholarship of Teaching and Learning

Abstract: In this talk, I will discuss the pedagogical field known as the Scholarship of Teaching and Learning (SoTL), including what it is, what it isn’t, and how it is practiced, as well as examples of SoTL projects to which I have contributed. Additionally, I will identify the supports structures within higher education that have allowed me to become a mathematician actively working in SoTL and the importance of mentors and community. Finally, I’ll conclude with some lessons learned related to both SoTL and community throughout my career.

Liz Arnold - Early Career Award

Affiliation: Montana State University

Bio: Dr. Liz Arnold is an Assistant Professor in the Department of Mathematical Sciences at Montana State University. She earned her BA and MS in mathematics from Cal Poly Humboldt and her MS in statistics and PhD in mathematics education at Montana State University. Her research centers on the mathematical preparation and professional development of prospective and practicing K-12 mathematics teachers, with a focus on mathematical knowledge for teaching secondary mathematics, mathematical modeling, and teaching and learning statistics. Throughout her career, she has taught undergraduate mathematics content courses whose population consists of general mathematics majors and prospective teachers, content courses specifically designed for prospective teachers, and methods of teaching courses. She is an editor of the MAA Notes volume, An Aspirational Approach to the Mathematical Preparation of Teachers (2024), a co-author of Becoming a Teacher of Mathematical Modeling, Grades K-5 and Becoming a Teacher of Mathematical Modeling, Grades 6-12, both published in 2021 by NCTM, and a lead writer for The Mathematical Education of Teachers III report, to be published by CBMS by the end of 2025.

Title of Presentation: Strengthening the Mathematical Preparation of Teachers

Abstract: Mathematics teaching is a powerful and complex profession; it is intellectually challenging and mathematically intensive work, involving mathematical reasoning, insight, and skill that extends far beyond knowing just how to do the mathematics. And because the knowledge required for teaching mathematics is different from the knowledge needed for other mathematically intensive jobs, questions about when, where, and how prospective K-12 mathematics teachers have opportunities to learn this type of professional knowledge in their undergraduate mathematics education have been a focal point of my research program. In this talk, I invite everyone to continue their collaborative efforts to improve mathematics teaching, provide examples from my research that highlight ways we can strengthen the mathematical preparation of K-12 teachers, and discuss future direction within the context of the mathematical education of K-12 teachers.

Pre-Conference Workshops

Pre-Conference Workshop #1: Redesigning Introduction to Statistics

In this workshop we will be demonstrating an active learning, flipped-classroom, OER, approach to an introductory statistics course. Along with a broad discussion of course structure and design that encourages engagement, there will be a focused look at a Module covering the Normal distribution. This will include reviewing the materials and assessments given to the students, along with problem generation and the calculation spreadsheet, all of which will be available for reference beyond the workshop. Time permitting, we will also discuss modifications when offering this course in remote and/or online modalities.

Workshop facilitators: Dr. Elizabeth Grulke and Dr. Patrick Newberry from the University of Colorado Boulder.

Dr. Elizabeth Grulke holds a B.A. in Physics and Mathematics and a M.A. in Mathematics from the University of Colorado Boulder. She also has an M.S. in Curriculum & Instruction from the University of Wisconsin and an Ed.D. in Educational Technology from the University of Florida. Elizabeth has been teaching for over 20 years with more than 10 years of online teaching experience. She is a certified Quality Matters Peer Reviewer and has developed online courses at multiple institutions using a variety of learning management systems. Elizabeth’s research interests stemmed from her desire to improve the quality and access of distance education in mathematics in higher education. She currently lives in Frederick, CO with her husband, two kids, and two dogs. In her free time, she enjoys reading, Taekwondo, and exploring new places.

Dr. Patrick Newberry holds a B.S. in Mathematics from Northern Arizona University and an M.A. and Ph.D. in Mathematics from University of Colorado Boulder. Patrick has been teaching for 20 years including 10 years in a Residential Academic Program. He currently lives in Broomfield, CO with his wife and three daughters.

Pre-Conference Workshop #2: A Classroom Experience with Inquiry-Based Learning

Inquiry-based learning (IBL) is a framework for teaching in which students engage actively with meaningful problems, collaborate with peers, and communicate their results. This workshop will give a hands-on introduction to IBL teaching methods. In the first part, participants will take the role of students in an authentic IBL classroom experience led by two expert IBL instructors. In the second part, participants will discuss their experience and topics related to IBL teaching such as problem selection, group and classroom management, and providing real-time feedback on students' productive and unproductive approaches. The session is aimed both at individuals who are new to teaching with IBL and individuals who have some experience but want to get more experience.. Participants will leave with improved knowledge of IBL techniques and increased confidence for running IBL classes.

Workshop facilitators: Dr. Gulden Karakok and Dr. Nathaniel Miller of the University of Northern Colorado.

Dr. Gulden Karakok is a professor at the University of Northern Colorado with a focus on mathematics education. She has facilitated numerous professional development sessions on student-centered teaching practices, collaborating closely with the Academy of Inquiry-Based Learning team. Most recently, Dr. Karakok co-designed and facilitated online summer professional development workshops as part of the Mathematical Association of America's OPEN Math program. Her work is dedicated to promoting innovative teaching methods and enhancing student engagement in mathematics.

Dr. Nathaniel Miller is a professor at the University of Northern Colorado who is a long-time IBL instructor. He is a past chair of the MAA SIGMAA IBL and is the current reviews and modules editor of the Journal of Inquiry-Based Learning in Mathematics.

Parallel Sessions

Contributed talks are 20 minutes. The rooms will be equipped with chalkboard/whiteboards and an overhead projector with cable to plug your computer into. Questions about the special sessions detailed below should be directed to the listed session organizers.

The deadline to submit a talk is Saturday, March 1st.

Submit an Abstract

Research in Undergraduate Mathematics Education (RUME)

Jocelyn Rios (University of Northern Colorado) and Anna Marie Bergman (Fort Lewis College)

This session will feature talks that focus on research in undergraduate mathematics education. Talks may be based on research across any area of postsecondary mathematics. We welcome presentations involving studies on students’ reasoning and mathematical practices, teaching methods, curriculum development, equity, and teacher preparation and professional development.

Developing Mathematical Identities in the Classroom with Meet a Mathematician

Padi Fuster Aguilera (University of Colorado Boulder) and Peter Karanevich (University of Colorado Boulder)

This session will include a 60-minute session (3 20-min talks) with research talks around the subject of mathematical identities and mathematical learning, and a 80-minute workshop session that uses Meet a Mathematician (MEET) to create activities accompanying the videos for use in the classroom.

The workshop component of the session (80 min), will have three 10-minute short talks, including an introduction of the MEET project, and local high school and university teachers discussing how they use MEET videos in their classrooms. During the second part of the workshop (50 min), participants will work in groups and create an activity around a MEET video.

Developments in Operator Algebras

Alonso Delfín (University of Colorado Boulder) and Menevse Eryuzlu Paulovicks (University of Colorado Boulder)

The session seeks scholarly presentations that encompass original research, expository talks, innovative ideas, or demonstrations related to the field of Operator Algebras. Submissions may also include applications of operator algebras to other disciplines, the presentation of unresolved problems, and discussions of emerging trends or novel methods. Contributions may range from individual projects to broader curricular developments or applications tailored to specific audiences. Presenters are encouraged to ensure that their work reflects a high level of academic rigor, providing insightful and well-supported contributions to the session’s discourse

Teaching and Learning Mathematics

Rebekah Jones (University of Colorado Boulder) and Lee Roberson (University of Colorado Boulder)

This session is open to general topics involving innovative instructional strategies and explorations into students’ mathematical learning. We welcome proposals where speakers share what they have learned from their own experiences. Presentations may include, but are not limited to, practical reforms, successful activities or assignments, that support observations about student outcomes with evidence, or that could help instructors reflect on their instructional practices.

General Mathematics Session

Dan Swenson (Black Hills State University)

Talks not fitting into the sessions above are encouraged. Please submit abstracts to the general mathematics session.

Campus Information

The University of Colorado Boulder is located in Boulder, CO. Most of the conference events will take place in University Memorial Center (1669 Euclid Avenue). Here is an interactive Campus Map, as well as a printable map.

Hotel Information

Discounted lodging rates are available at the Boulder Marriot, Residence Inn by Marriot, Embassy Suites, and Hilton Garden Inn that are located near the University of Colorado’s campus and are valid for Thursday and Friday nights. There are a number of other lodging options available in Boulder close to campus as well.

Boulder Marriott

https://www.marriott.com/en-us/hotels/denbo-boulder-marriott/overview/

Rate: $209/night (Book by 3/13/25 )

Use the reservation link: https://www.marriott.com/event-reservations/reservation-link.mi?id=1729529789458&key=GRP&guestreslink2=true

Or Call (303) 440-8877 and mention RMS sectional meeting

Residence Inn by Marriott

https://www.marriott.com/en-us/hotels/vbobl-residence-inn-boulder-canyon-boulevard/overview/?scid=f2ae0541-1279-4f24-b197-a979c79310b0

Rate: $199/night (Book by 3/13/25)

Use the reservation link: https://www.marriott.com/event-reservations/reservation-link.mi?id=1729529789458&key=GRP&guestreslink2=true

Or Call (303) 577-7300 and mention RMS sectional meeting

Embassy Suites

https://www.hilton.com/en/hotels/denboes-embassy-suites-boulder/