Negotiating for Release Time and Leave

Many large-scale research projects require a course release or a complete reduction in teaching responsibilities for a semester, year or more. This article suggests some ways to get them

Hampton Roads Sea Level Rise Preparedness and Resilience Intergovernmental Pilot Project. Phase 2 Report: Recommendations, Accomplishments and Lessons Learned

Executive Summary After two years, the Hampton Roads Sea level Rise and Resilience Intergovernmental Planning Pilot Project (Intergovernmental Pilot Project or IPP), convened at Old Dominion University, has come to a successful close. Although the conclusion of the project is different than originally imagined by the drafters of the IPP Charter, the process in and of itself brought hundreds of stakeholders together, built lasting and ongoing relationships, and produced many workable recommendations for the region that can be accomplished by a variety of partnerships. The key deliverables include a whole of government mitigation and adaptation planning process and an integrated regional recommendation, both which can serve as a template for other regions. Additionally the IPP demonstrated a new role for an urban campus to act as a community convener, matching focused research and curriculum development with public service across the university and the region. Initiated in June 2014, the IPP was an effort to use the knowledge, skills and expertise of all regional stakeholders to create a framework or template for intergovernmental strategic planning that could be used outside the region; and, to implement that integrated strategy in Hampton Roads, Virginia, creating an effective and efficient method for planning holistically for sea level rise and recurrent flooding. This “Whole of Government and Community” effort would not have been successful without the hundreds of stakeholders and volunteer leaders from across all levels of government, academia, and the community who participated out of a sense of duty to their community and commitment to the collaboration. Knowing water knows no jurisdictional bounds, a high level of intergovernmental collaboration is necessary to develop integrated regional solutions and implement effective sea level rise preparedness and resilience strategies. Additionally, the wider community in Hampton Roads recognizes that they too will be affected by not only sea level rise itself, but also the adaptation strategies implemented in preparation. Executive Summary Phase 2 Report: Recommendations, Accomplishments and Lessons Learned Executive Summary 11 Phase 1 of the project, from June 2014 through June 2015, saw the drafting and signing of a Charter, the recruitment of a steering committee, a host of events, and the development of working group and advisory committees comprised of subject matter experts. Phase 2, from June 2015 through June 2016, included heavy discussion with regard to ongoing strategies for intergovernmental collaboration as well as research, a number of case studies carried out by committees and working groups, and the careful development of recommendations for the region. The IPP concludes successfully with a series of recommendations from each working group and committee as well as a final resolution drafted by the Legal Working Group and containing the consensus views of steering committee members. Though the recommendations vary in specificity and subject area, a few themes are clear. In order to move forward regionally, local stakeholders need to maintain, institutionalize and build relationships with each other in order to facilitate effective collaboration and information sharing. Institutionalizing these relationships and partnerships is key, as people shift positions throughout their careers. Additionally, while more data is needed, the methods by which that data is integrated and shared are equally important. Further, some form of the Whole of Government and Community approach that focuses on the watershed as opposed to jurisdictional boundaries is essential to accomplishing the recommendations set forth in this report. The IPP has been a success because of the dedicated volunteers committed to a resilient Hampton Roads. During the last two years, this project advanced regional adaptation through the evaluation and recommendation of a future governance structure, the development of working group and committee recommendations, building public awareness, building awareness of the need for federal agency involvement locally and building relationships among numerous organizations involved in the Pilot Project. All of this work, which in pieces may be specific only to a unique circumstance or area, when taken as a whole, brings foundational change. It builds on previous work accomplished by other leaders in the Hampton Roads region and should be leveraged in the future to accelerate regional adaptation

Are We at a Watershed Moment for the Quantitative Literacy Movement?: Review of \u3cem\u3eShifting Context, Stable Core: Advancing Quantitative Literacy in Higher Education,\u3c/em\u3e by Luke Tunstall, Gizem Karaali, and Victor Piercey, eds.

Luke Tunstall, Gizem Karaali, and Victor Piercey, eds. 2019. Shifting Concepts, Stable Core: Advancing Quantitative Literacy in Higher Education. Math Notes 88. (Mathematics Association of America, MAA Press). Print ISBN 978-0-88385-198-2. Electronic ISBN 978-1-61444-324-7. The thematic approach of the edited MAA Notes volume Shifting Contexts, Stable Core: Advancing Quantitative Literacy in Higher Education is that the “construct” of quantitative literacy is now fairly stable, but the contexts in which quantitative literacy is taught (and practiced) continue to change. Several chapters give the reader much to consider regarding what constitutes the foundation of this stable core and, relatedly, how quantitative literacy is defined. Still, the depth and range of contributions in this book provide strong evidence that quantitative literacy has matured and is thriving in higher education. The approximately twenty chapters include retrospectives on the history of quantitative literacy (primarily in the United States), as well as perspectives on its current state; both lessons and “lessons learned” about teaching quantitative literacy in mathematical and interdisciplinary contexts; discussions of assessment; and critical reflections of the relationship between quantitative literacy and social justice. This rich and, at times, provocative book is an excellent addition to the growing collection of quantitative literacy scholarship

Review of \u3cem\u3eCalculation vs. Context: Quantitative Literacy and Its Implications for Teacher Education\u3c/em\u3e by Bernard L. Madison and Lynn Arthur Steen (Editors)

Madison, Bernard L. and Steen, Lynn Arthur (Eds.). Calculation vs. Context: Quantitative Literacy and Its Implications for Teacher Education. (Washington, DC: Mathematical Association of America, 2009). 197 pp. Softcover. ISBN 978-0-88385-908-7. Available free on the MAA website at http://www.maa.org/ql/calcvscontext.html The papers in Calculation vs. Context discuss the role of quantitative literacy in the K-12 curriculum and in teacher education. The papers present a varied set of perspectives and address three themes: the changing environment of education in American society; the challenges, and the necessity, of preparing teachers to teach quantitative literacy and of including quantitative literacy in the K-12 education; and cross-disciplinary approaches to quantitative literacy. While the conclusion reached by several of the authors is that the best place to teach quantitative literacy is at the college level, the book offers serious considerations of how quantitative literacy can and should inform the K-12 curriculum. The book also marks a turning point in the quantitative literacy movement as “QL explorers,” as Lynn Steen calls them, move beyond issues of definitions and content to a discussion of how to bring quantitative literacy into a broader setting

Review of <em>Calculation vs. Context: Quantitative Literacy and Its Implications for Teacher Education</em> by Bernard L. Madison and Lynn Arthur Steen (Editors)

Madison, Bernard L. and Steen, Lynn Arthur (Eds.). <em>Calculation vs. Context: Quantitative Literacy and Its Implications for Teacher Education</em>. (Washington, DC: Mathematical Association of America, 2009). 197 pp. Softcover. ISBN 978-0-88385-908-7. Available free on the MAA website at http://www.maa.org/ql/calcvscontext.htmlThe papers in Calculation vs. Context discuss the role of quantitative literacy in the K-12 curriculum and in teacher education. The papers present a varied set of perspectives and address three themes: the changing environment of education in American society; the challenges, and the necessity, of preparing teachers to teach quantitative literacy and of including quantitative literacy in the K-12 education; and cross-disciplinary approaches to quantitative literacy. While the conclusion reached by several of the authors is that the best place to teach quantitative literacy is at the college level, the book offers serious considerations of how quantitative literacy can and should inform the K-12 curriculum. The book also marks a turning point in the quantitative literacy movement as “QL explorers,” as Lynn Steen calls them, move beyond issues of definitions and content to a discussion of how to bring quantitative literacy into a broader setting

Interview with Maura Allen (Class of 2014) and Laurel Mast (2014) by Emma Kellogg

Maura Allen (Class of 2014) and Laurel Mast (Class of 2014) describe the transition to Bowdoin and meeting each other on the rugby team. Mast talks about taking extra courses many semesters, participating in plays, and being an avid sports fan. Allen speaks about being a year-round athlete, a facilitator for V-Space, and living in Quinby House. The pair discuss their love for the state of Maine but acknowledge the unique challenges that come from being so far from their homes in Colorado and Oregon. Allen and Mast also reflect on the burgeoning discussions surrounding cultural appropriation and hookup culture on campus

Women in mathematics: celebrating the centennial of the Mathematical Association of America

This collection of refereed papers celebrates the contributions, achievements, and progress of female mathematicians, mostly in the 20th and 21st centuries. Emerging from the themed paper session “The Contributions of Women to Mathematics: 100 Years and Counting” at MAA's 2015 MathFest, this volume contains a diverse mix of current scholarship and exposition on women and mathematics, including biographies, histories, and cultural discussions. The multiplicity of authors also ensures a wide variety of perspectives. In inspiring and informative chapters, the authors featured in this volume reflect on the accomplishments of women in mathematics, showcasing the changes in mathematical culture that resulted as more women obtained tenure-track and tenured academic positions, received prestigious awards and honors, served in leadership roles in professional societies, and became more visibly active in the mathematical community. Readers will find discussions of mathematical excellence at Girton College, Cambridge, in the late 19th and early 20th centuries; of perseverance by Polish women in mathematics during and after World War II and by Black women in mathematics in the United States from the 1880s onward; and of the impact of outreach programs ranging from EDGE's promotion of graduate education to the Daughters of Hypatia dance performances. The volume also provides informative biographies of a variety of women from mathematics and statistics, many of them well-known and others less well-known, including Charlotte Angas Scott, Emmy Noether, Mina Rees, Gertrude Cox, Euphemia Lofton Haynes, Norma Hernandez, Deborah Tepper Haimo, and Teri Perl. These essays provide compelling reading for a wide audience, including mathematicians, historians of science, teachers of mathematics, and students at the high school, college, and graduate levels. Anyone interested in attracting more girls and women as students, faculty, and/or employees will also find this volume engaging and enlightening