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Fall 2016 Newsletter
MD-DC-VA Section of the Mathematical Association of America
Fall 2016 Newsletter
FALL SECTION MEETING AT JOHNS HOPKINS UNIVERSITY
The Fall 2016 Meeting of the MD-DC-VA section of the MAA will be
held at Johns Hopkins University November 4—5, 2016.
Friday: The afternoon w orkshop on Fr iday w ill be run by
Keith Mellinger of the University of Mary Washington on the Magma
computational algebra system. The banquet address, “The MD-DC-VA
Section: The First 100 Years” will given by Caren Diefenderfer of
Hollins University, Betty Mayfield of Hood College, and Jon Scott of
Montgomery College.
Saturday: The m orning address “Extreme Calculus” will be given
by Paul Zorn of St. Olaf College. The afternoon address “Euler in Two
Acts” will be given by William Dunham of Bryn Mawr College.
See pages 4 and 5 for more information.
INSIDE THIS ISSUE
Section Governor’s Report ......2
Section Meeting Highlights .....4
Recent Publications .................6
A New Look at General-Education Mathematics Courses.....................................6
Section News ...........................7
Treasurer’s Report ……………..10
UPCOMING MEETINGS
Joint Mathematics Meetings January 4—7, 2017 in Atlanta, GA
MD-DC-VA Section Spring Meeting To be announced
MAA MathFest July 26—29, 2017 in Chicago, IL
As the MAA starts its second century there
is much discussion and thought about who
we are as an organization. Who are we
and who do we represent? What impact
do we want to have? How do we ensure
that we are a vital organization that con-
tributes to the world around us? At the
Board of Governor’s meeting at MathFest
we discussed both the mission and vision
statements of the MAA and their accurate
portrayal of the organization. Our mission
is stated, “To advance the mathematical
sciences, especially at the collegiate level,
by supporting effective mathematical edu-
cation at all levels, supporting research
and scholarship, providing professional
development, influencing public policy,
and promoting public appreciation and
understanding of mathematics.” Our vi-
sion statement, “MAA is the leading pro-
fessional association in collegiate mathe-
matics, the preeminent publisher of ex-
pository mathematics, the primary source
of professional development programs for
faculty, and the number one provider of
resources for teaching and learn-
ing.” (http://www.maa.org/about-maa)
Do these resonate with you?
As we grow and adapt to the ever present
changing world, we must become more
efficient in the way we achieve our mis-
sion. This includes how we run the organ-
ization and how we communicate to mem-
bers and recruit new members. Amongst
these changes, is a change in our govern-
ance structure to be voted upon by all
members at the business meeting (held on
Saturday) at JMM 2017. The proposed
changes, which are in line with best prac-
tice recommendations for nonprofit or-
ganizations, include a smaller Board of
Directors that will allow the leadership to
act more quickly and nimbly. More infor-
mation on the proposed changes can be
found here: http://www.maa.org/about-
maa/governance/new-bylaws-proposed
and will also appear in the October/
November issue of FOCUS.
The board approved budget for 2016 had
an anticipated deficit of $416,761. Howev-
er, at this point in time it appears that the
deficit will be $911,183 due to higher sala-
ries and less income from journals, devel-
opment, and membership than was antici-
pated. MAA staff are actively seeking a
partnership to ease the financial burden
that stems from publishing and this
change will help reduce the deficit for the
2017 budget which is currently slated at a
little over $1.1 million. Other fiscal chang-
es are also in the works that will help the
MAA run more efficiently.
At the Board of Governors meeting, we
also continued to discuss membership,
and received a bit of good news. The
numbers of core members (non-student,
full-paying members) appear to be stabi-
lizing, after several years of declines.
However, a large fraction of our core
members are over sixty and the number of
junior faculty members in MAA is about 1
in 6 of tenure-stream math faculty. Talk
to your colleagues about the benefits of
belonging to the MAA! Talk to your de-
partment about getting a departmental
membership which entails unlimited stu-
dent memberships.
Some more good news as congratulations
go out to Caren Diefenderfer of Hollins
University, who will be given the Franklin
Tepper Haimo Award for teaching effec-
tiveness that has been shown to have had
influence beyond one's own institution.
She will be presented with the award at
the 2017 Joint Mathematics Meetings in
Atlanta. Caren most recently served as the
Governor of our section.
Social media shapes our world in many
ways and the MAA has established a task
force to help us manage our presence in
the digital world in a way that fits our mis-
sion and vision statements. As our de-
mographics change, we should reflect that
change. With that in mind, the task force
recommends that a variety of voices and
perspectives should be represented in any
social media outlets. Other recommenda-
tions include that the MAA focus its social
media presence on the following services:
Twitter, Facebook, YouTube, and Insta-
SECTION GOVENOR’S REPORT
2
JOHN M. SMITH DISTINGUISHED TEACHING AWARD
Congratulations Mary Nelson of
George Mason University, the
2016 recipient!
Nominations for the 2017 MAA
Section Awards for Distinguished
College or University Teaching of
Mathematics are now being ac-
cepted. The Award Selection
Committee will determine the
recipient of the John M. Smith
Teaching Award and the awardee
will be honored at the Spring
2017 Sectional meeting and will
be widely recognized and
acknowledged within the Section.
The awardee will also be the offi-
cial Section nominee for the 2018
MAA Deborah and Franklin
Tepper Haimo Award for Distin-
guished College or University
Teaching of Mathematics.
Anyone may make a nomination,
but nominations from chairs or
MAA liaisons in departments of
mathematical sciences are espe-
cially solicited. An outline of the
nomination process can be found
on the web site http://
www.maa.org/awards/
teachingawards.htm.
SISTER HELEN CHRISTENSEN SERVICE AWARD
The Sister Helen Christensen
Service Award is given each fall
for outstanding service to the
profession. The award is given at
the MD-DC-VA Fall Sectional
meeting and comes with a certifi-
cate and citation published in
MAA on-line, the section website
and the MD-DC-VA section news-
letter. The award is named after
Sister Helen Christensen, in hon-
or of her lifetime of service to
mathematics education and the
section.
FOUND MATH
gram and that “the MAA create a trust-
ed group of mathematicians and staff
responsible for curating social media
content, and vest that group with the
authority to post mathematical content
that they find interesting; as opposed
to having staff vet all social media con-
tent. See http://www.maa.org/news/
maa-social-media for more infor-
mation. Please note that you can fol-
low the MAA on Google+ or
@MAAnow on Twitter for meeting
updates and fun facts about the MAA.
Go check out our website at
www.maa.org, I think you will be im-
pressed with all the MAA has going on.
I hope you will make plans to attend
JMM in Atlanta this January 4-7.
Laura Taalman is giving one of the
MAA invited addresses and the last
day of JMM will feature Mathemati-
Con, a day of fun and free math events
open to the public. MathFest 2017
will be in Chicago (July 26-29) in the
Chicago Hilton Hotel, which is located
right in the heart of the city on South
Michigan Avenue, across the street
from Grant Park, the lakefront, the Art
Institute of Chicago, as well as several
other museums and attractions. And
please urge all your colleagues to be-
come MAA members.
Jennifer Bergner
MD-DC-VA section governor
jabergner@salisbury.edu
3
The MAA website features math-related phots submitted by members.
203 steps up to the top of Ponce DeLeon Light-house in Ponce Inlet, south of Daytona Beach, Florida.
Submitted by Greg Phelps
Tiles surrounding the Taj Mahal.
Submitted by Ivars Peterson
The Magma computational algebra
system is a software package designed
for computations in algebra, number
theory, algebraic geometry and alge-
braic combinatorics. It provides a
mathematically rigorous environment
for defining and working with struc-
tures such as groups, fields, algebras,
graphs, codes and many others. In
graduate school I used the system to
aid my research, using the package to
construct “small” examples that could
be analyzed and, with any hope, gen-
eralized into families or in other ways
that allowed me to write structural
theorems. Later I learned to integrate
Magma into my undergraduate re-
search projects. In the workshop, we
will use Magma to explore topics in
abstract algebra and discrete mathe-
matics just as we use similar tools in
calculus and numerical analysis.
Please bring your laptop or iPad to the
workshop.
Keith E. Mellinger is Professor
of Mathematics and Director of UM-
W's First-Year Seminar Program. He
earned his graduate degrees in dis-
crete mathematics from the Universi-
ty of Delaware. Mellinger is passion-
ate about innovative teaching in the
undergraduate curriculum, having
recently branched out to inquiry-
based learning adapted to online
teaching. He has been a supporter of
undergraduate research since his
days as a post-doc at the University
of Illinois. Keith is also a musician,
performing on guitar and mandolin
regularly with a local bluegrass
band. He lives in downtown Freder-
icksburg with his wife and three chil-
dren.
FRIDAY WORKSHOP: MAGMA
FRIDAY BANQUET ADDRESS: THE MD-DC-VA SECTION: THE FIRST 100
Founded in 1916, the Maryland-
District of Columbia-Virginia Section
was one of the earliest of the Mathe-
matical Association of America. Thirty
-eight people attended our first meet-
ing on March 3, 1917 at Johns Hop-
kins University. As we return to the
site of that first meeting, we celebrate
the Centennial of our Section by re-
membering its history. Join us for a
trip down Memory Lane as members
of the Section History Committee de-
scribe what we have learned from the
newsletters, meeting programs and
abstracts, minutes and financial re-
ports, annual reports, and corre-
spondence collected by our officers
over the years and stored in base-
ments and garages all over the mid-
Atlantic. Discover the famous people
who have given talks at our meetings,
and trends in topics of contributed
papers. Track the participation of
women, of HBCUs, of undergraduate
students. From the Summer Work-
shops to Section NExT, our Section
has a rich and fascinating history.
Come learn about our past, present –
and future!
Caren Diefenderfer
(Hollins University),
Betty Mayfield (Hood
College), and Jon Scott
(emeritus, Montgomery
College) are all former
Governors of the MD-DC
-VA Section. Scott and
Mayfield are recipients
of the Section's Meritori-
ous Service Award; Die-
fenderfer is a recipient of the Sec-
tion's John M. Smith Award for out-
standing teaching and will be pre-
sented with the MAA's Deborah and
Franklin W. Haimo Award at the
2017 Joint Mathematics Meetings. All
three have served on the Section His-
tory Committee and have given talks
on the subject at two Joint Meetings.
They have enjoyed learning about
our Section's founding, meetings,
summer workshops, activities, and
most of all its people.
4
Fall 2016 Section Meeting Highlights
There is much more to differential
and integral calculus than may first
meet the eye, especially to those of us
who teach it again and again. Well-
worn calculus techniques and
topics—polynomials, optimization,
root-finding, methods of integration,
rationality and irrationality, and
more—often point to deeper, more
general, more interesting, and some-
times surprising mathematical ideas
and techniques. I'll illustrate my the-
sis with figures, examples, and calcu-
lation, and give references to MAA
publications and resources that can
support taking elementary calculus to
its extremes.
Born and raised in India, Paul Zorn
is a professor of mathematics at St.
Olaf College. His professional inter-
ests include complex analysis, math-
ematical exposition, textbook writ-
ing, and the role of mathematics
among the liberal arts. His 1986
paper “The Bieberbach Conjec-
ture” was awarded the 1987 Carl B.
Allendoerfer Award for mathemati-
cal exposition. He has co-authored
several calculus textbooks with his
St. Olaf colleague, Arnold Ostebee.
His most recent book is Understand-
ing Real Analysis (AK Peters, 2010).
From 1996 to 2000, he was editor
of Mathematics Magazine, and also
served a hitch (2011-12) as President
of the Mathematical Association of
America.
Leonhard Euler (1707 – 1783) is
one of the towering figures from
the history of mathematics. Here
we look at two results that show
how he acquired his lofty reputa-
tion. In 1737, Euler considered the
infinite series 1/2 + 1/3 + 1/5 + 1/7
+ 1/11 + … – i.e., the sum of recip-
rocals of the primes – and estab-
lished that the sum “is infinite.”
The proof rested upon his famous
product-sum formula and required
a host of analytic manipulations so
typical of Euler's work. The other
result addressed 1 + 1/4 + 1/9 +
1/16 … – i.e., the sum of recipro-
cals of the squares. Euler first eval-
uated this in 1734, and revisited it
in 1741, but here we examine his
1755 argument that used l'Hospi-
tal's rule not once, not twice,
but thrice! Euler has been de-
scribed as “analysis incarnate.”
These two theorems, it is hoped,
will leave no doubt that such a
characterization is apt.
William Dunham is a h istori-
an of mathematics who has writ-
ten four books on the sub-
ject: Journey Through Genius, The
Mathematical Universe, Euler: The
Master of Us All, and The Calculus
Gallery. He is featured in the
Teaching Company's DVD course,
“Great Thinkers, Great Theorems”
and most recently was a co-editor
of an anthology from Cambridge
University Press titled The G. H.
Hardy Reader.
Dunham retired as the Truman
Koehler Professor of Mathematics
at Muhlenberg College (emeritus,
2014). Since then, he has held vis-
iting positions at Harvard,
Princeton, Cornell, and the
University of Pennsylvania, and
he now is a Research Associate in
Mathematics at Bryn Mawr
College.
SATURDAY MORNING ADDRESS: EXTREME CALCULUS
SATURDAY AFTERNOON ADDRESS: EULER IN TWO ACTS
5
RECENT PUBLICATIONS
The Mathematics of Games: An
Introduction to Probability
by David Taylor (CRC Press,
2015)
Leonhard Euler: Mathematical
Genius in the Enlightenment
by Ronald Calinger (Princeton
University Press, 2016)
Rays, Waves and Scattering:
Topics in Classical
Mathematical Physics
by John Adam (Princeton
University Press, to be released
fall 2016)
Knots, Molecules, and the
Universe: An Introduction to
Topology
with contributions from David
Clark (AMS, 2016)
Sports Math: An Introductory
Course in Mathematics of
Sports Science and Sports
Analytics
by Roland Minton (CRC Press,
2016)
Seeking Sudoku by David
Clark (Math Horizons, Novem-
ber 2016)
Augustus De Morgan’s
anonymous reviews for The
Athenæum: A mirror of a
Victorian mathematician
by Adrian Rice and Sloan
Despeaux (Historia Mathemati-
ca, Vol. 43, Issue 2, May 2016)
Commutativity and
collinearity: A historical case
study of the interconnection of
mathematical ideas
by Adrain Rice and Bud Brown
(BSHM Bulletin: Journal of the
British Society for the History
of Mathematics, Vol. 31 No. 1 &
2, 2016)
A NEW LOOK AT GENERAL-EDUCATION MATHEMATICS COURSES
6
Amy Shell-Gellasch, Montgomery College
J.B. Thoo, Yuba College
Until recently, the vast majority of undergraduate students had to take college
algebra, even if they were never going to take another mathematics course. To
us, that is like requiring all students to take at least one semester of a foreign
language (which is not a bad idea in itself), but making that first course be only
on conjugating verbs. Luckily, many post-secondary institutions have moved
past this limited approach to the one-mathematics-course minimum require-
ment. These institutions now offer one or more quantitative-literacy or general-
education mathematics courses from a long list that has been developed in the
last decade or two. We suggest another alternative: an introductory course that
uses history as the vehicle for exploring topics in elementary mathematics.
General-education mathematics courses usually have high school algebra as
their prerequisite. They are general in nature, focusing on a few topics that
could be useful in students’ further college programs or their day-to-day lives.
The most common general-education mathematics course is often referred to as
“survey of college mathematics” or “discrete mathematics”, and it includes top-
ics such as matrices and linear programming. Other general-education courses
present mathematics that could be useful beyond college, including topics such
as introductory statistics and probability. A third type of course offers non-
standard but appealing topics: graph theory, the mathematics of sports, and
game theory. All of these courses have the common goal of increasing the stu-
dents’ proficiency in mathematical reasoning while avoiding losing them in the
details of mathematics they will most likely never use again.
Continued on page 8
7
NEWS FROM AROUND THE SECTION
At its meeting at MathFest in Columbus, the MAA
Board of Governors voted to give former Section
Governor Caren Diefenderfer a Deborah and
Franklin Tepper Haimo Award for teaching effec-
tiveness that has been shown to have had influence
beyond one's own institution. The award will be
formally presented at the Joint Mathematics
Meetings in Atlanta in January 2017, where Caren
will also give a talk. She was the recipient of the
2015 John M. Smith Award for Distinguished
College or University Teaching of our Section.
Bruce and Eve Torrence of Randolph-Macon
College served as Program Co-chairs and Proceed-
ings Editors for the 2016 Bridges conference held in
Jyvaskyla Finland. Bridges is an international
organization that celebrates connection between
mathematics and the arts.
Frostburg State University welcomes Sarah
Dumnich as an Assistant Professor in the
Department of Mathematics. Sarah received her
PhD in Mathematics from the Lehigh University in
2016. Her thesis, “A Measure Theoretic Approach
to the construction of Scaling Functions for Wave-
lets,” was directed by Vladimir Dobric and Robert
Neel. Her research interests include wavelet theo-
ry, functional analysis, and measure theory. Sarah
is also a 2016-17 Project NExT Fellow.
JoAnne Growney of Silver Spring, MD — and
professor emerita of mathematics at Bloomsburg
(PA) University — loves and writes poetry and has
for many years collected poems that relate, in struc-
ture or content, to mathematics. While teaching,
Growney used mathy poems as enrichment
readings and topics for student essays. Now she is
collecting them and presenting them in a blog,
“Intersections – Poetry with Mathematics,” found
at http://poetrywithmathematics.blogspot.com.
Teachers and students – and other curious persons
– are invited to visit the blog and explore. And to
contact Growney (japoet@msn.com) with questions
or suggestions.
We invite anyone in the MD-DC-VA Section who is
interested in using inquiry in their classrooms to
sign up for the MD-DC-VA IBL Consortium. This
group is intended to be a resource for anyone in or
near our section who wants to employ or already
employs IBL, POGIL, or other inquiry-oriented
methods. For more information about who we are,
what we do, and how to contact us, please visit our
website:
http://educ.jmu.edu/~willi5cl/MDDCVAIBL.html.
FALL NUMBER PUZZLE Fill in the circles so that each row, column and chain contain each of the digits 1 through 6 exactly once. Puzzle from innoludic.com
Since the audience for all of these
courses consists of students who are
not entering the STEM fields
(Science, Technology, Engineering
and Mathematics), and who are often
math-phobic, the idea of giving them
at least one engaging (and maybe
even “fun”) experience in mathemat-
ics before they sail away from the
subject forever is laudable. We often
see students who steered away from
mathematics for as long as possible
leave these courses grudgingly
admitting that they did see some
interesting things and that may be
mathematics is not so bad after all.
But we also see many students who
still struggle in these courses because
their mathematical preparation is so
limited or their aversion to the sub-
First and foremost, the framework
allows them to revisit the material
outside of a remedial setting. Sec-
ond, looking at the original context in
which the mathematics was devel-
oped is often a much more holistic
and intuitive approach than the pol-
ished and formulaic presentation of
modern texts. An example of such
mathematics is the method of false
SAVE THE DATE
MAA meetings provide opportu-
nities to keep up with the latest
developments in mathematics,
catch up with friends and
colleagues, and forge new
professional relationships.
Join us for the Joint Mathemat-
ics Meetings, the largest
annual mathematics meeting in
the world. More than 6,500
attendees are expected in
Atlanta, Georgia January 4 –7,
2017.
This year features Mathemati-
Con, a day of fun and free events
open to the public.
A NEW LOOK AT GENERAL-EDUCATION MATHEMATICS COURSES (continued from page 6)
ject is so severe that they cannot see
the important trees through the dark
forest that is “MATH 100.” So, there
is still work to be done.
The alternative we offer is a 100-level
mathematics course that specifically
leverages these students’ often much
stronger backgrounds and interests
in language arts and the humanities.
The course covers much of the math-
ematics to which they may have been
exposed in high school, but it does so
from an historical perspective. It is
not a low-level history-of-
mathematics course. Rather, it
presents elementary mathematics
and intermediate algebra as they
were practiced historically. Like a
special topic or theme in other gen-
eral-education courses, history is the
vehicle that moves the mathematics
forward. Because much of the mate-
rial is at a level applicable to many K-
12 classrooms, this course is also
appropriate for pre-service and in-
service teachers.
Students benefit in several ways from
encountering mathematics that they
likely have seen before through a
perspective that is new to them.
position and double false position.
In this problem-solving technique
from the late Middle Ages, a “guess”
is used that works easily with the
problem, and then proportional rea-
soning is used to scale the guess up
or down to arrive at the correct
answer. We have found over the
years that students who are not com-
fortable with algebra often intuitively
use ad hoc methods that are very
similar to this. If students are shown
this holistic approach first, they can
transition to the algebraic reasoning,
and then more readily extend their
understanding to the algebraic solu-
tion found in modern texts. The stu-
dents not only are then able to solve
the problem algebraically, they also
have a much stronger sense of how
one solves problems in general, as
well as an affirmation that their intu-
itive approach is valid. In addition to
the historical methods mentioned
above, hands-on projects can be used
in class, such as making or using an
abacus while discussing the different
types of abaci, or making and using
Napier’s Bones to showcase the lat-
tice method of multiplication. Bring-
ing such objects or models into the
classroom adds to the historical as 8
Join us for MathFest, the annual
summer meeting of the MAA,
July 26—29, 2017 in Chicago,
Illinois.
The annual summertime
meeting features numerous
sessions devoted to all aspects of
mathematical education and the
latest in mathematical research.
“Like a special topic or theme in other general education courses, history is the vehicle that moves the mathematics forward.”
well as the mathematical experience
for the students.
As we mentioned earlier, an histori-
cal approach also leverages students’
humanities and writing skills. This is
possible through the use of assign-
ments that fit naturally into these
non-STEM courses: discussions,
readings, papers, presentations,
projects, videos, performances, essay
exams, and so on. Of course, mathe-
matical homework and exam prob-
lems would still be assigned, but they
can comprise a much smaller part of
the course.
An historical approach can fulfill
mathematical or quantitative-literacy
mathematical and scientific advanc-
es. This allows students to see the
wider context of the mathematics
and the cultural influences involved,
which is now a requirement of many
college curricula.
A general-education course whose
vehicle is the historical development
of mathematics gives non-
mathematical students a solid under-
standing of the subject’s role, devel-
opment, and uses in society, in a
form that is intrinsically interesting
to them. A new general-education
mathematics text, Algebra in Con-
text: Introductory Algebra from
Origins to Applications, published
requirements while letting the stu-
dents engage the bulk of the material
in a manner with which they are
more comfortable. We have seen
students leave the course excited that
they actually learned mathematics.
They also leave realizing that they do
understand “basic” mathematics,
and possibly know something about
the subject that its “majors” might
not.
Topics in a mathematics course in
which history is the main thread can
include number systems and number
bases, leading up to the decimal
place value system; mathematical
notation; methods from various how
times and cultures for arithmetic
calculations (for instance, Greek,
Babylonian, Chinese, European);
solutions of polynomial equations up
to the cubic; exponentiation and
logarithms; Greek number theory;
and set theory, to name a few possi-
bilities. Including a fair amount of
traditional history and discussion
also showcases the interplay of tradi-
tion, religion, and societal beliefs
that shape and often guide
by the Johns Hopkins University
Press in 2015, covers the mathemat-
ics with the historical and contextual
focus described above. A website for
Algebra in Context, with further ide-
as for how to develop such a course,
can be found at jhup-
books.press.jhu.edu/additional-
resources-algebra-context.
Amy Shell-Gellasch is an Associate
Professor of Mathematics at Montgom-
ery College in Rockville, Maryland. She
also does research on historical mathe-
matical devices at the Smithsonian
National Museum of American History.
She is co-founder and chair of the
History of Mathematics Special Interest
Group of the Mathematical Association
of America.
John Thoo is a Professor of Mathematics
at Yuba College in Marysville,
California, where he has been since 1995.
John’s interest in the history of mathe-
matics has grown over the last decade.
In fact, he knows just enough to be
dangerous to himself. Now John
encourages everyone to explore the
history of mathematics.
9
SECTION OFFICERS
Chair: John Hamman
Montgomery College, Germantown
john.hamman@montgomerycollege.edu
Governor: Jennifer Berger
Salisbury University
jabergner@salisbury.edu
Chair Elect: David Taylor
Roanoke College
taylor@roanoke.edu
Program Chair: Minah Oh
James Madison University
ohmx@jmu.edu
Secretary: Edwin O’Shea
James Madison University
osheam@jmu.edu
Treasurer: Brian Lins
Hampden-Sydney College
blins@hsc.edu
Newsletter Editor: Karin Saoub
Roanoke College
saoub@roanoke.edu
Director of Member Communication:
Amy Shell-Gellasch
Montgomery College, Rockville
amy.shell-gellash@montgomerycollege.edu
Student Activities Coordinator:
Gwyenth Whieldon
Hood College
whieldon@hood.edu
New Faculty Coordinator (Section
NExT): Dina Yagodich
Frederick Community College
dyagodich@frederick.edu
At Large Executive Committee Member:
Phillip Poplin
Longwood University
poplinpl@longwood.edu
At Large Executive Committee Member:
Ethan Duckworth
Loyola University Maryland
educkworth@loyola.edu
Webmaster: Brian Heinold
Mount St. Mary’s University
heinold@msmary.edu
TREASURER’S REPORT
General Fund
Balance April 12, 2106 $4501.55
Balance October 4, 2016 $3913.61
John G. Milcetich Student Achievement Fund
Balance April 12, 2016 $1280.51
Balance October 4, 2016 $995.94
Project NExT Fund
Balance April 12, 2016 $615.00
Balance October 4, 2016 $0.00
Section NExT Fund
Balance April 12, 2016 $1681.86
Balance October 4, 2016 $2517.86
Receipts Expenses
Spring 2016 6467.00 Non Section NExT Meals 3772.26
Registrations Transfer to Project NExT 1750.00
Transfer to Section NExT 1130.00
JS Teaching Award 200.00
PayPal Processing Fees 164.56
Supplies 38.12
Total Receipts 6467.00 Total Expenses 7054.94
Receipts Expenses
Contributions to JGM 90.00 Student Talk Awards 225.00
Interest 0.43 Student Poster Awards 150.00
Total Receipts 90.43 Total Expenses 375.00
Receipts Expenses
Transfer from
General Fund
1130.00 Section NExT meals 294.00
Receipts Expenses
Transfer from
General Fund
1750.00 Project NExt Fellowship 2500.00
Contributions to
Project NExT
135.00
Total Receipts 1885.00 Total Expenses 2500.00
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