president’s report · in this issue 6 marcia p. sward (1939–2008) 8 women in film and tv 13...

IN THIS ISSUE

6 Marcia P. Sward (1939–2008) 8 Women in Film and TV

13 Women in Mathematics Poster

15 Book Review

20 Family and Career

Volume 39, Number 1 January–February 2009NEWSLETTER

President’s Report

Dear Colleagues:

Iwaspleased todiscover that JudyGreenand JeanneLaDuke’sPioneering Women in American Mathematics: The Pre-1940 Ph.D.’s willbepublished jointlyby the American Mathematical Society and the London Mathematical Societyin January. Congratulations to Judy and Jeanne!Their book, together withMargaretMurray’sWomen Becoming Mathematicians: Creating a Professional Identity in Post–World War II America, willgiveusadetailedpictureoftheU.S.womenwhoearnedPh.D.’sinmathematicsbefore1959. If youwant a senseofwhathappened after 1959, there isPatKenschaft’sChange is Possible: Stories of Women and Minorities in Mathematics or BettyeAnne Case and Anne Leggett’s Complexities: Women in Mathematics. These arequite different books, but have some common features. Both include excerptsfrompast issuesof theAWM Newsletter anddiscuss the two-bodyproblemandsolutions,andeventscloseto2005,theyearinwhichbothwerepublished. Returning to 2008…you may recall that the National Mathematics PanelfinisheditsreportonK–8mathematicseducationinMarch.AsBillMcCallum,chair of the AMS Education Committee, pointed out in his testimony to thepanel,“thegeneralrecordoffollow-uponthesereports isasorryone.”Hesug-gestedaseriesoffollow-upmeetingsto“minetheworkofthepanelandextractnuggets around which to build their own agendas for action and programs forresearch.” In October, I attended one such meeting, the National Math PanelForum,organizedbytheConferenceBoardoftheMathematicalSciences. TypesoforganizationsrepresentedincludedCBMSmembersocieties(e.g.,AMS, ASL, MAA, NAM, SIAM), colleges and universities, state departmentsof education, school districts, non-profits (e.g., Achieve and College Board),and major textbook publishers (e.g., McGraw-Hill, Pearson Publishing). More

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The purpose of the Association for Women in Mathematics is

• to encourage women and girls to study and to have active careers in the mathe-matical sciences, and

• to promote equal opportunity and the equal treatment of women and girls in the mathematical sciences.

AWM was founded in 1971 at the Joint Meetings in Atlantic City.

The Newsletter is published bi-monthly. Articles, letters to the editor, and announce-ments are welcome.

Circulation: 3500. © 2009, AWM

EXECUTIVE COMMITTEE

PresidentCathy KesselApt. C2627 Etna Street Berkeley, CA [email protected]

President-ElectGeorgia Benkart

TreasurerRebecca Herb

At-Large MembersSylvia Bozeman Sarah GreenwaldRuth HaasDawn Lott

ClerkMaura Mast

Meetings CoordinatorBettye Anne Case; [email protected]

Newsletter EditorAnne Leggett; [email protected]

Web EditorHolly Gaff; [email protected]

Alice SilverbergAbigail ThompsonLisa TraynorBetsy Yanik

details about the meeting, including action plans from organizations thatsentteams,appearontheCBMSwebsite. The Forum focused on four of the seven areas in which the NationalMathematicsPanelmakesrecommendations:

• TeachersandTeacherEducation• LearningProcesses• InstructionalMaterials• StandardsofEvidence—ResearchPoliciesandMechanisms

Inmyopinion,oftherecommendationsinthesefourareas,LearningProcessesrecommendations13and14areparticularlyrelevanttoAWM.However,theirrelevancemaynotbeimmediatelyobviousfromtheirwording:

13. Mathematics per formance and learning of groups that have traditionally been underrepresented in mathematics fields can be improved by interventions that address social, affective, and motiva-tional factors. Recent research documents that social and intellectual support from peers and teachers is associated with higher mathematics performance for all students, and that such support is especially important for many African-American and Hispanic students….

14. Children’s goals and beliefs about learning are related to their mathematics performance. Experimental studies have demonstrated that changing children’s beliefs from a focus on ability to a focus on effort increases their engagement in mathematics learning, which in turn improves mathematics outcomes: When children believe that their efforts to learn make them “smarter,” they show greater per-sistence in mathematics learning…. [An increased emphasis on the importance of effort] is a critical point because much of the public’s self-evident resignation about mathematics education…seems rooted in the erroneous idea that success is largely a matter of inherent

talent or ability, not effort.

Results from the experimental studies mentioned are described in theLearningProcessesTaskGroupReport(whichmaybedownloadedfromtheMath Panel web site). For example, one study “showed that students whoviewedtheirintelligenceasafixedtraitfaredmorepoorlyacrossthetransitiontojuniorhighthandidtheirpeerswhobelievedtheirintelligencewasmalle-able and couldbedeveloped.…The superior performanceof studentswhobelievedthatintelligenceismalleablewasmediatedbytheirgreateremphasison learning, their greaterbelief in the importanceof effort, and theirmoremastery-orientedreactions to setbacks.”Moreover, students’viewsof intelli-genceandlearningcanbechanged—inwaysthatresultinimprovementsintheirlearningofmathematics.

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MEMBERSHIP AND NEWSLETTER INFORMATION

Membership dues (Membership runs from Oct. 1 to Sept. 30)Individual: $55 Family (no newsletter): $30Contributing: $125 New member, retired, part-time: $30Student, unemployed, developing nations: $20Friend: $1000 Benefactor: $2500All foreign memberships: $10 additional for postageDues in excess of $15 and all contributions are deductible from federal taxable income when itemizing.Institutional Members: Level 1: $300 Level 2a or 2b: $175/$150 See www.awm-math.org for details on free ads, free student memberships, and ad discounts.Affiliate Members: $250Sponsors: Friend: $1000+ Patron: $2500+ Benefactor: $5000+ Program Sponsor: $10,000+ See the AWM website for details.

Subscriptions and back ordersAll members except family members receive a subscription to the newsletter as a privilege of membership. Libraries, women’s studies centers, non-mathematics departments, etc., may purchase a sub-scription for $55/year ($65 foreign). Back orders are $10/issue plus shipping/handling ($5 minimum).

PaymentPayment is by check (drawn on a bank with a US branch), US money order, or international postal order. Visa and MasterCard are also accepted.

Newsletter ad informationAWM will accept advertisements for the Newsletter for positions available, programs in any of the mathematical sciences, professional activities and opportunities of interest to the AWM membership and other appropriate subjects. The Managing Director, in con-sultation with the President and the Newsletter Editor when necessary, will determine whether a proposed ad is acceptable un-der these guidelines. All institutions and programs advertising in the Newsletter must be Affirmative Action/Equal Opportunity designated. Institutional members receive discounts on ads; see the AWM web-site for details. For non-members, the rate is $110 for a basic four- line ad. Additional lines are $13 each. See the AWM website for Newsletter display ad rates.

Newsletter deadlinesEditorial: 24th of January, March, May, July, September, NovemberAds: February 1 for March–April, April 1 for May–June, June 1 for July–August, August 1 for September–October, October 1 for November–December, December 1 for January–February

AddressesSend all Newslettermaterial exceptadsandbookreviewmaterialto Anne Leggett, Department of Mathematics and Statistics, Loyola University, 6525 N. Sheridan Road, Chicago, IL 60626; e-mail: [email protected]; phone: 773-508-3554; fax: 773-508-2123. Send all bookreviewmaterial to Marge Bayer, Department of Mathematics, University of Kansas, 405 Snow Hall, 1460 Jayhawk Boulevard, Lawrence, KS 66045-7523; e-mail: [email protected]; fax: 785-864-5255. Send everything else, including ads and address changes, to AWM, 11240 Waples Mill Road, Suite 200, Fairfax, VA 22030; phone: 703-934-0163; fax: 703-359-7562; e-mail: [email protected].

Why is this relevant for AWM? Because views of in-telligence can affect mathematical performance—and thepresence or absence of gender or racial gaps in test scores.ThisandrelatedfindingswerediscussedinthepsychologistJoshua Aronson’s talk for “Promoting Diversity at theGraduateLevel inMathematics:ANationalForum”at theMathematical Sciences Research Institute in Berkeley. ItsmanyinterestingtalksandpanelsareavailableasvideosviatheMSRIweb site.Aronson’s talk “LowNumbers: Stereo-type Threat and the Performance ofWomen and Minori-ties”was verywell received, and I encourage you towatchthevideoifyouwerenotpresentattheworkshop. Early in the talk is a statement about a gender gapemergingonstandardizedtestsinmiddleschool.Giventhewell-publicized results of Hyde et al.’s “Gender SimilaritiesCharacterizeMathematicsPerformance” inJuly, Iwascuri-ousabouttheevidenceforthesegaps.ProfessorAronsonwaskind enough to provide a reference. The Early ChildhoodLongitudinal Study followed a group of students who en-teredkindergarteninfall1998untilspring2004,whenmostwere in fifth grade. Its findings are summarized in NSF’sScience and Engineering Indicators, 2008 which says, “Boysand girls started kindergarten at the same overall mathe-matics performance level…but by the end of fifth grade,boyshadmadelargermathematicsgainsthangirls,resultinginasmallbutobservablegendergapoffourpoints”—outofapossibletotalof153points. October was an eventful month. Between the Na-tionalMathematicsForumandtheMSRIworkshop,“Cross-cultural Analysis of Students with ExceptionalTalent inMathematical Problem Solving” appeared in the electronicversionof theNotices of the American Mathematical Society. (Two of its four authors are Janet Mertz, professor of on-cology and one of the Falconer lunchers whose pictureappears in the preceding issue of the newsletter, and JoeGallian,presidentofMAA,whosename appears in thanksfromnumerousSchaferwinners.)Thisstudydocumentsthewide variation in the number of girls on top-scoringInternational Mathematics Olympiad teams. It also docu-mentstheeducationandcountryoforiginofstudentswhoearn top scores in U.S. mathematics competitions, notingthatmanyof these students are immigrants fromAsia andEasternEurope.

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AWM ONLINE

AWM Web EditorHolly [email protected]

Online Ads InfoClassified and job link ads may be placed at the AWM website.

Websitehttp://www.awm-math.org

AWM DEADLINES

AWM OFFICE

Maeve L. McCarthy, Executive [email protected]

JenniferLewis,[email protected]

Matthew Hundley, Membership [email protected]

11240 Waples Mill Road, Suite 200Fairfax, VA 22030phone: 703-934-0163fax: [email protected]

AWM Workshop at SIAM: January 12, 2009

NSF-AWM Mentoring Travel Grants: February 1, 2009

NSF-AWM Travel Grants: February 1 and May 1, 2009

Sonia Kovalevsky High School Mathematics Days: February 4, 2009

AWM Essay Contest: February 27, 2009

Louise Hay Award: April 30, 2009

Mediacoverageofthisstudy,includinganarticleintheNew York Times, wasconsiderable,butnotquiteas extensiveas that forHydeet al.’sScience article, published in July.TheScience study, as you may recall, analyzed ef-fect size (normed difference in average scores) and the ratio of variances ofboys’andgirls’scoresonstatetests.Interestingly,manyofthenewspapersandblogswhichfocusedonthegreatervariabilityofwhite(butnotAsian)boys’scores in theScience study did not discuss the variability in the number ofgirls on top-scoringOlympiad teams fromdifferent countries. In fact, theydidn’tdiscusstheNotices studyatall. Could this lack of attention be due to discomfort with its findings?Like intelligence or mathematical ability, in North America greater malevariabilityinintellectualattributesseemsattributedtoentirelygeneticcauses.However, beliefs about intelligence and ability, like the number of girls onOlympiad teams, may vary by country. In a very interesting book chapterpostedonherwebsite,“WomenattheTopinScience—andElsewhere,”thepsychologistVirginiaValiancommentsthattheU.S.educationalsystemasawholeactsasifmathematicalabilityisunchangeable.Incontrast,theJapaneseeducationalsystemactsasifmathematicalabilitycanbeincreased. My own hunch is that national views of mathematical ability andteaching ability play out in policies about schools, teaching, and teachereducation. If “good teachers are born, not made,” then perhaps teachersdon’t need to be helped to learn their profession and won’t benefit fromsharinginformationwithotherteachers.Ifstudentscomeintwoimmutablecategories—the“mathminds,”whoneednotworkhard,andtherest—thenonemustn’texpectmuchfromthelatter.The“mathgeniuses”will“getit”anywayandthecreamwillrisetothetop. In contrast, other countries show some remarkable differences fromthe U.S. in their educational practices. Some devote more time and morecollectiveknowledgeincreationoftextbooks,teachersguides,andothercur-riculumdocuments.For example, Japanese teachersguides support teachersbydescribinghowstudents’conceptionsmaychange inresponse to specifictextbookexercises.Anotherdifference is thecareand frequencywithwhichcurriculumtopicsareexplicitlyconnectedwitheachotherintextbooks.Underthesecircumstances,thepayoffforeffort—fromteachersaswellasstudents—maybemoreobvious,reinforcingthebeliefthateffortmakesadifference. My experiences as president of AWM have convinced me that AWMcreatescircumstancesthathelpabilitytoberecognizedandefforttomakeadifference. One of the newest of these programs is the Ruth I. MichlerMemorialPrize.AttheendofOctober,Ihadthegoodfortunetoattendthe2008 Michler prize winner Irina Mitrea’s talk “Boundary-Value ProblemsforHigher-OrderEllipticOperators”atCornellUniversity. Iwas impressedto find out that she is not only a remarkable researcher, but has been veryactive with pre-college students as a coach for mathematics competitions


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andasanorganizerofSoniaKovalevskyHighSchoolDaysandsummerprogramsforgirls.RebeccaGoldin,the2007Michlerprizewinner,isalsoaremarkableresearcherwithasecondstringtoherbow.Thelatterwasevidentinher2008Falconer Lecture and MAA Distinguished Lecture on theuseandmisuseofstatisticsinthemedia. Thiswillbemylastpresident’sreport,andthanksaredueinmanyquarters.Firstofall,Iwouldliketothankallwho have served on committees, as workshop organizers,and as mentors—without you, AWM’s programs wouldnotexist.PresidentsandstaffofAMS,ASL,MAA,NCTM,and CBMS have contributed in many different ways. Iamgratefultoeveryonewhohastakenthetimetotellmeabout something—the effect of a workshop, a mistake onthe web site, information that AWM might provide orshouldknow. Thanks to all who have written newsletter articles orbrought articles to the attention of the editor—withoutyou, the newsletter would not reflect AWM’s collectiveexperienceandwisdom.DuetoMargeBayer,thebookre-vieweditorsince2003,we’vehadreviewsofbooksthatrangefrom The Science Education of American Girls to The Two-body Problem. Ginger Warfield, who has been in chargeof theeducationcolumnsince1998,nowmaintains it to-getherwithJackieDewar,AbbeHerzig,PatKenschaft,andMaryMorley. Likemanythings,Ithinkbeingapresidentisamat-ter of effort as well as aptitude, nurture as well as nature.I’ve had a wide variety of support from a wide variety ofpeople.When I began as president, Jenny Quinn was theexecutivedirector.Shewaswonderfullyhelpful,notonlyindoing her job, but also with the transition after she re-signed.Intheinterim,JenniferLewis,theAWMmanagingdirector,helpedtofillthegapbetweenexecutivedirectorsinimportantways—whilemaintainingtheAWMoffice.Iamindebtedtothewisdomandenergyof thesearchcommit-tee,whodecideduponMaeveMcCarthy.MaevehaslearnedaboutAWM’smanyprograms,grants,proposals,andothermovingpartswithamazingspeedandhasbeguntoimproveoperations. Iamgrateful toall three for theiradvice, skill,andhardwork. ThankstoallthemembersoftheExecutiveCommit-tee. Holly Gaff, the web editor, has maintained the web

sitewithefficiencyandgoodhumor.Asclerk,MauraMasthas recorded theExecutiveCommittee’s bi-monthlymeet-ings.Ourtreasurer,RebeccaHerb,beenresponsibleforourbudget and patiently answered questions from me. BettyeAnneCase,whohasbeenthemeetingscoordinatorsince1983,has sharedher accumulatedwisdomaboutmeetings, bothintheU.S.andabroad.Inadditiontoeditingthenewslet-ter(whichshehasdonesince1977),AnneLeggetthasbeengenerous in sharing her encyclopedic knowledge of AWManditsworkings. AWM’s past presidents have helped in countlessways, large and small. Some have served on committeesandgiventhebenefitoftheirexperience.Somehavehelpedme with details of AWM history or operations. Somehavedrawnmyattentiontoapieceofnewsorfundingop-portunity.It’sbeenajoyandaninspirationtoworkwithmypredecessorBarbaraKeyfitzandmysuccessorGeorgiaBen-kart.IfeelveryfortunatetohavebeenpresidentofAWM.

CathyKesselBerkeley,CADecember2,2008

Call for SuggestionsIn December 2009 we will be electing the followingofficers:President-Elect,ClerkandfourAt-LargeMem-bers.SuggestionsforcandidatesmaybemadetoGeorgiaBenkart or Cathy Kessel by February 15, 2009; theywill pass them along to the Nominating Committee.Yourinputwillbeappreciated!BarbaraKeyfitz,recentAWMpresident,willserveaschairoftheNominatingCommittee.


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Marcia P. Sward (1939–2008)*Linda Rosen

The mathematics community lost a champion andafriendwiththedeathofMarciaPetersonSwardonSeptember21,2008.Shediedwithdignityandgracefromkidneycancerthatwasdiagnosedjustweeksbeforeherdeath. Marcia served as the first Associate Executive Directorof the Mathematical Association of American (MAA)between 1980 and 1985. She returned to the MAA as Ex-ecutive Director in 1989. Between her two periods at theMAA,sheservedastheExecutiveDirectoroftheMathematicalSciencesEducationBoard (MSEB)at theNationalResearchCounciloftheNationalAcademyofSciences. MarciagraduatedsummacumlaudeandfirstinherclassatVassarCollegewithadegreeinmathematics.Sheandherhusbandofoneyear,GilSward,eachpursuedgraduatestudyinmathematicsatUniversityofIllinoisatUrbana-Champaign.Although she was one of the few females in the program,Marciaapproachedherworkwithzestanddedication.UnderEdwardScott,MarciawasawardedherPh.D.in1967forherdissertation,The Mixed Boundary Value Problem along the Line of Parabolicity for a Certain Class of Hyperbolic Partial Dif- ferential Equations. Aftergraduation,MarciaspentayearatCatholicUniversityinWashington,DCasahousemotherwhilejobhunting.Shebegan her academic career atTrinity College, also inWash-ington,DC.Althoughshelovedteaching,Marciawasalwayslooking for new causes to wrestle and new heights to scale.Sheacceptedaone-yearvisitingappointmentattheNationalHighwayTraffic Safety Administration, where she began tohoneherexecutiveandmanagementskills. Atthattime,theMAAwascreatinganewpositionforan Associate Executive Director that would, among othertasks, direct publication of the organization’s three journalsandcreateanewslettertoservemembers’needs.Intriguedbythe possibility of combining her love of mathematics, herdedicationtohelpingyoungpeoplelearn,andherleadershipskills,Marciaappliedforthe job.Togeta feel fortheplace,Marciadecidedtohand-deliveracoverletterforherapplicationearlyonthemorningofher interview.Tohersurprise,there

wasamansittingaloneonthedoorstep,waitingforthebuild-ing to open. Shehad to explainher somewhat unorthodoxbehavior,onlytolearnthatshewastalkingtoDonKreider,thechairofthesearchcommitteeforherposition!Itwasnosurprisethatherdrive,talentandcontagiousenthusiasmledtoajobofferasthefirstMAAAssociateExecutiveDirector. Employingpaper,redpencil,andatypewriter,sheman-agedtobringoutthefirst issueofFOCUS inMarch1981.The debut of FOCUS “was worth waiting for,” Ralph Boas(NorthwesternUniversity)laterwrote.“Youaresettingahighstandardforyourself.”MarciaservedaseditorofFOCUS untilSeptember1985,whenshelefttheMAA. Ashernextprofessionalventure,Marciaagreed tobe-come thefirstExecutiveDirector of theMSEB,whichwasestablished by the National Research Council in responseto theDavid report, “RenewingU.S.Mathematics:CriticalResource for the Future.” This was a risky venture. TherewasseedmoneyfromtheNationalResearchCouncil(NRC)tokeeptheorganizationafloatforonlyayear,anditsman-date was proactive, unlike other groups within the NRC.Working with Kenneth Hoffman (then the director of theJointPolicyBoardforMathematicsOfficeofGovernmentaland Public Affairs) and Shirley Hill (Past-President of theNational Council ofTeachers of Mathematics), MarciaconvenedastellaradvisoryboardandraisedsufficientfundstoseetheMSEBgrowenormouslyininfluence.Theseminalreport“EverybodyCounts:AReporttotheNationontheFutureofMathematicsEducation” remains to thisday akey resourceforK–12mathematicseducation.

Marcia P. Sward

*AbridgedfromMAAFocus, November2008,pp.8–9.Seehttp://www.maa.org/pubs/nov08web.pdf for the fullversion.ReprintedbypermissionoftheauthorandtheMAA.Copyright2008theMath-ematicalAssociationofAmerica.Allrightsreserved.

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To increase awareness of women’s ongoing contributions to the mathematical sciences, the AWM is sponsoring an essay contest for biographies of contemporary women mathematicians and statisticians in academic, industrial, and government careers. The essays will be based primarily on an interview with a woman currently working in a mathematical career. This contest is open to students in the follow-ing categories: grades6–8, grades9–12, and undergraduate.

At least one winning entry will be chosen from each category. Winners will receive a prize, and their essays will be published online at the AWM Web site. Additionally, a grand prize winner will have his or her entry published in the AWM Newsletter. For more information, contact Dr. Victoria Howle (the contest organizer) at [email protected] or see the contest Web page: www.awm-math.org/biographies/contest.html. The deadline for receipt of entries isFebruary2�,2009. (To volunteer as an interview subject, contact Howle at the e-mail address given.)

Under Marcia’s tutelage, the MSEB served as a focalpoint for the mathematical community on issues related toK–12 teaching and learning of mathematics. I was Associ-ateExecutiveDirectorofMSEBand remember thatMarciadisplayed acumen, an incredible work ethic, talent for col-laboration, passion for the cause, and an unwillingness toseizepersonalglory. MarciareturnedtoleadtheMAAin1989ontheocca-sionofAlfredWillcox’sretirement.AlthoughmanypeopletriedtopersuadehertostaywithMSEB,citingheruniqueskillsetandrecordofsuccess,sheadmittedthatherheartbelongedtotheMAA. UnderMarcia’sleadership,theMAAincreaseditsmem-bership,programsandrevenue.Shewas instrumental in ini-tiatingnewprograms,manyofwhichweregrant-supported.Chris Stevens recalls that when she and Jim Leitzel weredeveloping the idea forProjectNExT, theywonderedwherethey might secure outside funding. Marcia interested theExxonMobilFoundation in theconcept; in fact,Marciawassopersuasive that theFoundation indicatedtheirwillingnesstoprovidesupportandrequestedaformalproposalprimarilyfor recordkeeping purposes. Stevens said that “Without hersuccessfulsalespitch,ProjectNExTmightneverhavebecomeareality.”Marcia’ssupportdidnotendwithherfundraising;she took a keen interest in the progress of Project NExT,evenaftersheretiredfromtheMAA. “Itistimeformetomoveontonewchallenges,”Marciasaidon theoccasionofher retirement in1999. “Ihavehadwonderful opportunities at theMAA.”GeraldAlexandersonobserved,“ItisdifficulttoimaginetheMAAwithoutMarciaatthehelm.”

Nonetheless,Marcia continuedherassociationwith theMAA,regularlyparticipating in theWinterMeetings, specialevents at the Carriage House, and MAA study tours. LisaKolbe,MAAstaff,treasureshermemoriesoftimespentwithMarcia on the MAA’s first tour to Greece. “I remember herdancing high in the mountain village of Vourliotes in thelovelywhiteGreekoutfitsheboughtontheislandofSamos.” After her retirement, Marcia went sailing for a year intheBahamas,asportshehadgrowntoloveasachild.Uponher return, she found that she was not quite ready to retire.Her pioneering spirit and her love of nature led her first totheNationalEnvironmentalEducationandTrainingFounda-tion, whose mission is to provide objective environmentalinformationtohelpAmericansimprovetheirqualityoflife. Until her death, Marcia served as the Deputy Directorand Director of Education at the Audubon Naturalist Soci-ety.Shehelpeddesignprograms to reachover8000childrenthroughpreschool,school,camp,scoutandfamilyprograms. Marciaissurvivedbytwosons,DouglasandDavidSwardandtheirwives,HoneyandErika,aswellasherformerhusband,Gil Sward. She is also survived by two older brothers,WaltandReevePeterson, theirwives, JudyandGeorgia, aswell asmanynieces andnephews.Herfirstgrandchild, aboy, isdueinOctober.1Despitehermanyprofessionalaccomplishments,whatmatteredmosttoMarciawasherfamily. Marcia’sfamilyhasrequestedthatdonationsinhermemorybemadeto:MarciaSwardTributeFund,AudubonNaturalistSociety,8940JonesMillRoad,ChevyChase,MD20815.

1Ed.note:HewasbornOctober10,2008.


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Mathematically Talented Women in Film and Television: A Summary of the Last Five Years

Sarah J. Greenwald and Jill E. Thomley, Appalachian State University

Therehasbeenanincreaseinthenumberofportrayalsofmathematically talentedwomeninpopularculture,andtheseportrayals are seenbymillions of people around theworld.So,howwelldotheyrate?Thisistheinauguralarticleofacolumnthatwillofferreviewsofmoviesandtelevisionprograms,writtenforthoseinterestedingenderandculturalissues in mathematics and the sciences. Sarah Greenwald([email protected])andAliceSilverberg(asilverb@

math.uci.edu)invitesubmissionsorsuggestions. Many female mathematicians, including one of theco-authors,havebeentoldtheydonotlookorsoundlikeamathematician.Whatdoesamathematicianlooklike?Whilethe importance of role models is well documented, manypeopleonlyknowaboutscientistsandmathematiciansfrompopularTVormovies.Therehavebeencallstoincreasethenumberof talented female scientistson television inorderto recruitmoremajors. Inothercontexts, televisionshowsgroundedinsociallearningtheory(i.e.,aschoolofthoughtthat focuses on learning concepts by direct observation,imitation, andmodeling)have in fact been shown to leadtolifestylechanges(Ballard,2006).However,someoftheserepresentations may not, in the end, be all that positivewhen it comes to trying to encourage students to pursuea mathematical career or recognize the importance andusefulnessofmathematics.Anumberofpriorstudiesshowedthat television commercials that are gender-stereotypiccausedsomewomentounderperformonmathtests,avoidmathquestionsinfavorofverbalquestionsonanaptitudetest, and indicate less interest in quantitative career fieldsthan thosewhohadnotbeen exposed to the commercials(Davies et al, 2002). Others have written about conflictsbetween stereotypes of scientists and mathematicians andAfrican-Americanculturalidentity(Powell,1990)andaboutsimilar conflicts for Native American students (Moore,1994).Anothersmallstudyshowedthat“mathmajorslike

thenegativeportrayalsofthemselves,but,atthesametime,somepeopledidnotmajorinmathbecauseoftheseportray-als”(Latterell,2005). Thepurposeofthesetypesofprogramsistoentertain,andfictionalshowsormoviesshouldnotnecessarilybeheldtosomekindofrole-modelstandard;insteaditisourrespon-sibilityaseducatorstobeproactiveabouttheserepresentationsandtomakeanefforttoincludereal-lifehistoryorotherrolemodelstobalancethesestereotypes(Greenwald,2005). Ifweare tobeproactive, as suggested,wemustfirstunderstandwhatourstudentsareviewing.HerewebrieflysummarizesomeoftheportrayalsofmathematicallytalentedwomeninHollywoodfromthelastfiveyears.

•21 [ColumbiaPicturesmovie2008] Thismovieisafact-basedaccountofateamofMITstudentswhomademillionsinLasVegasbycountingcards.Two mathematically talented women characters—JillTay-lor,playedbyKateBosworth, andKianna,playedbyLizaLapira—are“spotters”ontheblackjackteam.Theirrolewastokeep trackof the card counting at blackjack tables andtellthe“bigplayers”whentoactuallystepinandplay.Ac-cordingtoarecent Boston Globe interviewwithJaneWillis,onereal-lifefemalememberoftheteamonwhichthemoviewasbased,herportrayalisfairlyaccurate,thoughshestatedthat the character’s role in the movie was probably moreprominent(andprofitable)thanherownrealexperiences.

•Angel [WBtelevisionseries1999–2004] Series regular characterWinifred “Fred” Burkle wasfirst introduced in 2001. She was traumatized and appar-entlymentallyunstablefromspendingyearsinanalternatedimension.Shequicklyrecoveredandbecameanassettotheparanormalinvestigationandmonster-fightingteamledbythe title character Angel, revealing knowledge of not onlyphysics but mathematics and engineering, plus a generalskillforinvention.Fredandhermathematicalabilitieswerereadily embraced by the other characters. In one episodeFredpublished a research article on supersymmetry.Later,the audience (andFred) foundout thatFred’s thesis advi-sorwassointimidatedbyFred’sabilitiesthathesenthertothealternatedimensiontoremoveherasacompetitor.FredwasportrayedbyactressAmyAcker,whowillbeplayinga


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doctorintheupcomingsciencefictionseriesThe Dollhouse, producedbymanyofthesamepeopleresponsibleforAngel. ForadetailedanalysisofFredasapotentialrolemodel,seeGreenwald&Thomley(2007).

•Big Bang Theory [CBStelevisionseries2007–present] SaraGilbertplaysphysicistLeslieWinkle,arecurringcharacter.ShedatedbutbrokeupwithLeonardHofstadter,oneofthemaincharacters,andsheregularlysparswithhisroommate Sheldon, who refers to her as his nemesis. ShecorrectedoneofSheldon’sequations,andheberatedherforbelievinginloopquantumgravityratherthanstringtheory.Shepreviouslystatedthatherworkistooimportanttoallowforaseriousrelationship,butherattitudehasevolvedovertimetoincludediscussionsaboutthepossibilitiesofmarriageandchildrenalongwithhercareer.

• Futurama [Foxtelevisionseries1999–2003;newepisodesonComedyCentral2008–present] AmyWongisanengineeringstudentatMarsUniversitywhoiscurrentlydoingherinternshipatthePlanetExpressInterstellarDeliveryCompanyinNewYork,theprimaryset-tingoftheshow.Despitehercredentials,sherarelycontributestoanyofthefrequentscientificdiscussionsthatoccurontheshow.Insteadsheisprimarilysocialandfashionconscious.In addition to this fictional representation, the recent di-rect-to-DVD movie Bender’s Big Score contains an interac-tivelecturebyreal-lifemathematicianDr.SarahGreenwald,one of the co-authors of this article, which is included asa DVD extra. Furthermore, the movie writers created a“Greenwaldiantheorem”thatappearsonablackboardduringthefilm,inhonorofherwork.Onthesameblackboard,anodisgiventophysicistsLisaRandallandRamanSundrum.

•Ice Princess [BuenaVistamovie2005] ThemaincharacterCaseyCarlyle,portrayedbyMichelleTrachtenberg,isaphysics“geek”whodiscoversthatshecanapply scientific principles to the elements of competitivefigureskating.WhilehermotherwantshertogotoHarvard,Caseyhaslongsecretlydreamedofskating,andthisdilemmaistheheartofthedramaticconflict.Unfortunately,toheightenthetension,themoviedoesapoorjobofrepresentingabal-anceincareeroptionsandasociallife.Caseyispresentedas

havingtomakeamutuallyexclusivechoicebetweenskatingand college.There isnomentionofPaulWylie, the1992Olympicsilvermedalistinmen’sfigureskating,whomanagedtocompeteandgraduatecumlaudefromHarvard,noranymentionofpostponingHarvardforayear.

• Julia Robinson and Hilbert’s Tenth Problem [ZALA Filmsdocumentary,2008] This documentary details Julia Robinson’s life andwork.Thewebsiteforthefilmsuggeststhat“JuliaRobinson’sstory, and the presence of prominent women in mathe-matics inthefilm,should inspireyoungwomentopursueeducational opportunities and careers in mathematics”(Csicsery,2008).AnAWMreviewofthisdocumentaryisinprocess.SeealsoWood(2008).

•Proof [MiramaxFilmsmovie2005] GwynethPaltrowstarsasthemaincharacterCatherine,thedaughterofabrilliantbutmentallydisturbedmathemati-cianwhoisherselfstrugglingwiththepossibilityofbecomingamathematician(andsheisconcernedaboutthepotentialof inherited mental illness).When she shows her work to

Sarah J. Greenwald’s interactive mathematics lecture has been distributed on approximately one million DVDs

worldwide as a 25-minute DVD extra for the 20th Century Fox Futurama movie Bender’s Big Score.


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a friend, also a mathematician, people question whethershewasreallytheauthor.Unfortunately,thismovieoffersafairly stereotypical representation of mathematicians asthosewhomustbattlewithobsessionandinsanityinordertodogreatmathematics.SeealsoUllman(2006).

•Mean Girls [ParamountPicturesmovie2004] CadyHeron,playedbyLindseyLohan, is theprevi-ouslyhome-schooleddaughterofscientistparentswhogoestoapublichighschoolforthefirsttimeatagefifteen.Shestruggles to balance her mathematical talent with socialpressuresandherattemptsatbeingpopular.Thoughsheis

enrolledinacalculusclass,Cadypretendstobebadatmathinordertoimpressaboyshelikes.

•NUMB3RS[CBStelevisionseries2005–present] MathematicianscriticizedearlyseasonsofNUMB3RS (Greenwald, 2006b; Silverberg, 2006) because the maincharacter was inappropriately dating his thesis studentAmita,portrayedbyNaviRawat.InthethirdseasonoftheshowAmitabecameafacultymember.Inaddition,afemalechairof thephysics,mathematics, and astronomydivisionjoined the showand echoed toAmita andothers someofthecritiquesthatmathematicianshadvoicedoff-screen.The

NSF-AWM Travel Grants for Women The objective of the NSF-AWMTravel Grants program is to enable women researchers in mathematics or in math-ematicseducationtoattendresearchconferencesintheirfields,therebyprovidingavaluableopportunitytoadvancetheirresearchactivities and their visibility in the research community. By having more women attend such meetings, we also increase the sizeof the pool from which speakers at subsequent meetings may be drawn and thus address the persistent problem of the absenceof women speakers at some research conferences. All awards will be determined on a competitive basis by a selection panelconsistingofdistinguishedmathematiciansappointedbytheAWM.

Travel Grants. Two types of grants are available. The MathematicsTravel Grants provide full or partial support for traveland subsistence forameetingorconference in theapplicant’sfieldof specialization.TheMathematicsEducationResearchTravelGrants provide full or partial support for travel and subsistence in math/math education research, for mathematicians attend-ingamatheducationresearchconferenceormatheducationresearchersattendingamathconference. Ineithercase,amaximumof $1500 for domestic travel and of $2000 for foreign travel will be applied. For foreign travel, US air carriers must be used(exceptionsonlyperfederalgrantsregulations;priorAWMapprovalrequired).

Eligibility. These travel funds are provided by the Division of Mathematical Sciences (DMS) of the National ScienceFoundation. The conference or the applicant’s research must be in an area supported by DMS. Applicants must be womenholding a doctorate (or equivalent experience) and with a work address in the USA (or home address, in the case of unem-ployed mathematicians). Anyone who has been awarded an AWM-NSF travel grant in the past two years is ineligible.Anyone receiving more than $2000 yearly in external governmental funding for travel is ineligible. Partial travel supportfromtheapplicant’sinstitutionorfromanon-governmentalagencydoesnot,however,maketheapplicantineligible. Applications. All applications must be submitted online via the web-based system which is available through a hotlink athttp://www.awm-math.org/travelgrants.html. The application requirements and a complete step-by-step process are availableattheonlinesite.Ifyouhavenotalreadydonesoyoumustfirstcreateauseraccount—thiswillbethefirstscreenwhenyouaccessthesite.Duringtheapplicationprocessyouwillbeaskedtoattachone.pdffilethatincludesyourproposal,CVandcurrentandpending funding information, as applicable. If you have a speaker confirmation letter or e-mail notification, scan the documentasanelectronicfileandattachitasa.pdf.Inaddition,pleasecompletetheapplicationpre-surveyadministeredbyanindependentevaluator.You may contact Jennifer Lewis at 703-934-0163, ext. 213 for guidance. There are three award periods per year. ThenexttwodeadlinesforreceiptofapplicationsareFebruary 1, 2009 and May 1, 2009.


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chair did not appear after season three, but she has beenmentionedatvarioustimes.Additionally,Amitahasbeenin-creasinglyportrayedlessastheassistantandmoreasanequalresearchpartnerwhocontributesinsignificantways.

• Sex and the City [New Line Cinema, Warner BrothersandHBOFilmsmovie2008] Louise is an African-American computer scientistplayedbyJenniferHudson.Sheishiredbythemainchar-actertobeapersonalassistant.Louiseisportrayedassmart,beautiful, fashionable, helpful, and as having a social life.Unfortunately, in the film, the extent to which we seeheruseanycomputer skills is creatingapasswordedemailfolderanddoingsomewebsitecreationandadministration.Theremainderofhertimeisspentpackingboxesandrunningerrandsforthemaincharacter.

•The Simpsons [Foxtelevisionseries1989–present] LisaSimpson,oneofthemaincharacters,isdefinitelynotportrayedasthemostpopulargirlinschool,butsheisa mathematically talented character. In 2006, the episodeGirls Just Want to Have Sums exploredthetopicofwomenin mathematics and satirized former Harvard PresidentLaurenceSummers’commentsaboutwomeninmathemat-icsandscience.Intheepisode,SpringfieldwasinanuproarafterasexistcommentbyPrincipalSkinner,andasaresulttheschoolisseparatedbygender.Lisapretendedtobeaboyin order to do the serious mathematics given the boys, asopposed to thepseudo-math assigned to the girl students.For more information, see Greenwald (2006a). Manyotherepisodescontainshort linesthatpokefunatwomeninscienceissues.Forexample,inthe2005episodeFuture-Drama, whichissetinthefuture,LisaexaminesaYalecoursecatalogueandremarksthat“It’ssogreatthatYalehasfinallyforbiddenmanfromtakingscience.Nowlet’s see…shouldImajorin‘femistry’or‘galgebra’?” Whatdopeople learnaboutmathematically talentedwomen from these film and television representations?Manyauthorshaveexaminedtheeffectsofsuchrepresenta-tionsongirls(Greenwald&Thomley,2007),andthisislikelyto continue to be a fruitful area of study. Representationsofnerds,geniuses,andmadscientistsproliferateinpopularculture.Arestudentsinterestedinthemathematicsbecause

of these characters, or will they become discouraged be-cause math does not come to them as easily as it does tothemathematicians they seeon the screen?Unfortunately,themathematicalpowersofgeniusesaresometimesequatedwith mental illness, as with the women characters inAngel and Proof. Sometimes talented women deny theirmathematical ability, as in Mean Girls and Proof, or theyareplacedintheroleofthebeautifulassistant,asin21, Fu-turama, earlyepisodesofNUMB3RS,andSex and the City. Itischallengingforsomewomentobalanceahusband,familyandsocialinterestswithacareerinmathematicsorscienceasrepresentedinBig Bang Theory andIce Princess, butothersdo this quite naturally, as in Julia Robinson and Hilbert’s Tenth Problem. Manymembersofthegeneralpublicdonotpersonallyknowanywomen involved inmathematics andscience.Theymayhave seenonly theoften-skewedmediapresentationsofmathematicallytalentedwomen,likethosediscussed above.Furthermore, somepeople, even scholars,view the scientific method itself as inherently “masculinescience” (e.g.,Bowling&Martin,1985).Overall,while itiswonderfultoseeanincreaseofstrongtalentedwomeninmath and science portrayed in Hollywood, these portray-alsmayyethavenegativeeffects,aswestilldonotseewellbalancedrolemodelswithwhomgirlsarelikelytoidentify.Thereishopeforthefutureasscientistsandpopularculturescholars increasingly strive to convey the importance ofexposing students to numerous role models with diversestylesandliveswhocollectivelyearnhighmarks.

References

• Ballard, Mark. (2006). Science Soap Opera Fails, The Register, January 27. Available: http://www.theregister.

co.uk/2006/01/27/tv_science_for_women/

• Bowling, Jill and Brian Martin. (1985). Science: aMasculineDisorder?Science and Public Policy,12(6),pp.308–316.

• Csicsery, George P. (2008). Julia Robinson and Hilbert’s Tenth Problem. Available:http://www.zalafilms.com/films/

juliarobinson.html

• Davies,PaulG.,StevenJ.Spencer,DianeM.Quinn,andRebeccaGerhardstein.(2002).Allconsumingimages:Howdemeaning commercials that elicit stereotype threat can


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restrainwomenacademicallyandprofessionally,Personality and Social Psychology Bulletin, 28,pp.1615–1628.

• Greenwald,SarahJ.(2005).IncorporatingtheMathemati-calAchievementsofWomenandMinorityMathematiciansintoClassrooms,in From Calculus to Computers: Using the Last 200 Years of Mathematics History in the Classroom (eds.Richard Jardine and Amy Shell-Gellasch), MAA Notes,68,pp.183–200.Available:http://www.mathsci.appstate.

edu/~sjg/history/womenrecenthistory2.pdf

• Greenwald,SarahJ.(2006a).GirlsJustWanttoHaveSums,AssociationforWomeninMathematicsNewsletter, 36(2),March-April2006,p.22–23.Available:http://cs.appstate.

edu/~sjg/simpsonsmath/girls_just_want.pdf

• Greenwald, Sarah J. (2006b). Complex NUMB3RS,MAA Focus, 26(5), May/June, pp. 12–13. Available:http://www.mathsci.appstate.edu/~sjg/Numb3rs/

ComplexNumb3rs.pdf

• Greenwald,SarahJ.andJillE.Thomley.(2007).Math-ematicallyTalentedWomeninHollywood:FredinAngel,PRIMUS, XVII(1),March,pp.103–116.Available:http://

www.mathsci.appstate.edu/~sjg/simpsonsmath/angel

primus07.pdf

• Latterell,CarmenM.(2005).Howweseeourselves,Math-ematics in Michigan,44(1),pp.2–4.

• Moore,CharlesG.(1994).ResearchinNativeAmerican

MathematicsEducation,For the Learning of Mathematics, 14(2),pp.9–14.

• Powell,Lois. (1990).Factorsassociatedwith theunder-representationofAfricanAmericansinmathematicsandscience, Journal of Negro Education, 59(3),pp.292–298.

• Shanahan, Mark. (2008). Count her out, Boston Globe, March 26, 2008. Available:http://www.boston.com/ae/

movies/articles/2008/03/26/count_her_out/

• Silverberg,Alice. (2006).Alice inNUMB3Rland,MAA Focus, 26(8),November,pp.12-13.Available:http://math.

uci.edu/~asilverb/bibliography/numb3rland.pdf

• Ullman,Daniel.(2006).Proof,Notices of the AMS, 53(3),March,pp.340–342.Available:http://www.ams.org/no-

tices/200603/rev-ullman.pdf

• Wood,Carol.(2008).JuliaRobinsonandHilbert’sTenthProblem, Notices of the AMS, 55(5),May,pp.573–575.Available: http://www.ams.org/notices/ 200805/

tx080500573p.pdf

Legal Notice and Disclaimer: Each movie or television show is trademarked and copyrighted by its respective companie(s) as listed above. DVD releases may be found for these titles at official company sites. This review is for educational use only, and the content listed here is not specifically authorized by trade- mark or copyright.

Call for Nominations: 2010 Louise Hay Award TheExecutiveCommitteeoftheAssociationforWomeninMathematicshasestablishedtheLouiseHayAwardforCon-tributions toMathematicsEducation, tobe awardedannually to awomanat the JointPrizeSessionat the JointMathematicsMeetingsinJanuary.Thepurposeofthisawardistorecognizeoutstandingachievementsinanyareaofmathematicseducation,to be interpreted in the broadest possible sense. The annual presentation of this award is intended to highlight theimportance of mathematics education and to evoke the memory of all that Hay exemplified as a teacher, scholar,administrator,andhumanbeing.

The nomination documents should include: a one to three page letter of nomination highlighting the exceptional con-tributions of the candidate to be recognized, a curriculum vitae of the candidate not to exceed three pages, and threeletters supporting the nomination. It is strongly recommended that the letters represent a range of constituents affected bythe nominee’s work. Five complete copies of nomination materials for this award should be sent to: The Hay AwardSelection Committee, Association for Women in Mathematics, 11240 Waples Mill Road, Suite 200, Fairfax, VA 22030.Nominations must be received by April 30, 2009 and will be kept active for three years. For more information, phone(703)934-0163,e-mailawm@awm-math.orgorvisitwww.awm-math.org.Nominationsviae-mailorfaxwillnotbeaccepted.


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Making of the Women in Mathematics PosterJoseph A. Gallian, University of Minnesota Duluth

Starting in 1966 a 2' x 12' time-line poster calledMen of Modern Mathematics was widely distributed acrossthe U.S. and Canada. It featured about 80 key men (andonewoman)inthedevelopmentofmathematicsfrom1000A.D.uptothemid20thcentury.1000A.D.wasselectedasthebeginningofmodernmathematicssincethiswasaboutthetimethatalgebraandgeometrystartedtointeract.Thetime-line was marked off by centuries, and each featuredmathematician had their picture followed by a biographytext box that spanned the period from the year of theirbirth to theyearof theirdeath.Theposter alsohadotherbiographical and historical items along with numerouspictures,toembedthedevelopmentofmathematicsinthecontextofworldhistory.Theposter,createdbythefamousAmerican designer Charles Eames with the assistance ofthe UCLA mathematician Raymond Redheffer and com-missionedbyIBM,wasaderivativeoftheir1961projectfor

IBM, a 3000 square foot exhibition in Los Angeles called“Mathematica:AWorldofNumbers…andBeyond.” In January 2007 Stanley Burris, a retired UniversityofWaterloomathematicianwhosehobbywasworkingwithPhotoshop,wenttotheannualjointmeetingwithhisnewlycreatedprototypeofalargetime-lineposterfeaturingwomenwhomadecontributionstomathematicsfrom1700throughthe20thcentury.Hisgoalwastofindamajormathematicalestablishmentthatwaswillingtotakeoverthestewardshipoftheposterprojectandmakeitavailabletothemathemati-cal community.While attending theMAA short course atthemeetingStanmetFlorenceFasanelliwho,becauseofherlong-standinginterestinthehistoryofwomeninmathemat-ics,offeredtodiscussthisposterprojectwithhercontacts. WhenFlorenceshowedmetheprototypeIimmediatelytoldher that Iwould like to see theMAAsenda copyofthepostertoeverymathdepartmentintheU.S.ThetimingwasperfectformesinceIwastakingofficeasPresidentoftheMAAandIwaseagertofindprojectstoworkon.FlorencetoldmethatsheandStanwouldbedelightedtohavetheposterwidely distributed by the MAA. After many exchanges ofe-mailswithStan,Ibeganlookingforasponsortounder-writethecostofprintingandmailing2000posters.

Sample biography from the Women in Mathematics poster. Poster sponsored by Sun Microsystems. Technical consultant Stanley Burris, with assistance from Florence Fassanelli, Joe Gallian, Judith Grabiner, Susan Landau, Carl Pomerance, Amy Shell-Gellasch, and

Jim Tattersall. Reprinted by permission. Copyright © The Mathematical Association of America 2008. All rights reserved.

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About that same time I received a letter fromCarl Pomerance saying that Susan Landau from SunMicrosystems had seen a copy of the poster I had senthim and she was very impressed with it.With that cue, Iwrote to Susan about the possibility of Sun Microsystemsunderwriting the cost of producing and distributingthe poster. She put me in contact with Sun’s ChiefTechnology Officer Greg Papadopoulos, who generouslyagreed to sponsor the project. Building upon the furtherwork of Stan and Florence on the prototype, an ad hocMAAcommitteechairedbyJamesTattersallandsupported

by Carol Baxter from the MAA headquarters created thefinishedproduct. The 36˝ x 54˝ poster may be purchased for $10 athttp://www.maa.org/pubs/posterW.pdf.Myonlyroleinthedesignwastosuggestthatthethreewomenwhowerewin-nersofthePutnamCompetitionbeincludedintheupperright corner. Not coincidently, all three of these womenhave received theAWMAliceSchaferPrize!Playinga roleinhaving thisbeautiful and inspiringposterondisplay inmathdepartmentsthroughouttheU.S.andCanadaisoneofthehighpointsinmytermasMAAPresident.

Sonia Kovalevsky High School Mathematics Days Through grants from Elizabeth City State University and the National Security Agency (NSA), the Association for Wom-en in Mathematics expects to support Sonia Kovalevsky High School Mathematics Days at colleges and universities through-out the country. Sonia Kovalevsky Days have been organized by AWM and institutions around the country since 1985, whenAWM sponsored a symposium on Sonia Kovalevsky.They consist of a program of workshops, talks, and problem-solvingcompetitions for high school women students and their teachers, both women and men. The purposes are to encourage youngwomen to continue their study of mathematics, to assist them with the sometimes difficult transition between high school andcollegemathematics,toassisttheteachersofwomenmathematicsstudents,andtoencouragecollegesanduniversitiestodevelopmoreextensivecooperationwithhighschoolsintheirarea. AnadditionalselectioncyclewillbeheldinFebruary2009forSpring2009usingfundsremainingaftertheAugust2008selectioncycle.AWManticipatesawardinguptosixadditionalgrantsrangingonaveragefrom$1500to$2200each($3000maximumperschool)touniversities andcolleges.HistoricallyBlackcolleges anduniversities areparticularly encouraged toapply.Programs targeted towardinnercityorruralhighschoolsareespeciallywelcome. Applications, not to exceed six pages, should include: a) a cover letter including the proposed date of the SK Day, expectednumber of attendees (with ethnic background, if known), grade level the program is aimed toward (e.g., 9th and 10th grade only),total amount requested, andorganizer(s) contact information,b)plans for activities, including specific speakers to the extent known;c) qualifications of the person(s) to be in charge; d) plans for recruitment, including the securing of diversity among participants;e) detailed itemized budget (i.e., food, room rental, advertising, copying, supplies, student giveaways, etc. Honoraria for speakersshouldbe reasonable and shouldnot, in total, exceed20%of theoverall budget. Stipends andpersonnel costs arenotpermitted fororganizers. This grant does not permit reimbursement for indirect costs or fringe benefits. Please itemize direct costs in budget.);f )localresourcesinsupportoftheproject,ifany;andg)tentativefollow-upandevaluationplans. ThedecisiononfundingwillbemadeinlateFebruaryforhighschooldaystobeheldinSpring2009.Ifselected,areportoftheeventalongwithreceipts(originalsorcopies)forreimbursementmustbesubmittedtoAWMwithin30daysoftheeventdateorbyJune1,2009,whichevercomesfirst.Reimbursementswillbemadeinonedisbursement;nofundswillbedisbursedpriortotheeventdate. Sendfive completecopiesof theapplicationmaterials to:SoniaKovalevskyDaysSelectionCommittee,Association forWomenin Mathematics, 11240Waples Mill Road, Suite 200, Fairfax, VA 22030. For further information: phone 703-934-0163, [email protected], or visitwww.awm-math.org. Applications must be received by February 4, 2009; applications via e-mail orfaxwillnotbeaccepted.


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Book ReviewBook Review Editor: Margaret Bayer, University of Kansas, Lawrence, KS 66045-7523, [email protected]

Gendered Innovations in Science and Engineering,editedbyLondaSchiebinger,StanfordUniversityPress,Stanford,CA,2008,ISBN978-0-8047-5814-7,xii+244pp.

Reviewer: Margaret Bayer, University of Kansas

I first picked up this book six months ago, readChapter8, anddecided Iwanted to review it.This is stillmy favorite chapter. It is the chapter that most closelymatchesthetitleofthebook.Gendered Innovations in Science and Engineering suggests ways in which women’s per-spectivesandcontributionshavebeendifferentfrommen’sor have set new directions in science and technology.Indeed,thisvolumegivesexamplesofthis,insexdetermina-tiongenetics,archaeologyandanthropology,environmentalscience,geographicinformationsystems,and,inChapter8,automobiledesign.Thebookalsoincludesseveralchaptersonissuesofwomeninsciencenotcloselyrelatedtothetitle.Iwillsaylittleaboutthosechapters. My knowledge of “sex-determination genetics” goesbacktohighschoolbiology(toomanyyearsago).InChap-ter2,“WhenGenderCriticismBecomesStandardScientificPractice,”SarahS.Richardsontellsastoryofexcitingdebatesandparadigmshifts in the last twentyyears,duepartly tochallenges from feminist scientists. In 1990 the SRY genewas identified.According toawidelyacceptedmodel, thisis the master gene on theY chromosome that directs thedevelopmentofthemalegonadsanddeterminesthesexofthehuman.(Infact,theInternationalOlympicCommitteetestedfortheSRYgenefor“genderverification”in1992.[p.25])Astandardtheoryheldthatthedefaultisthedevelop-mentofafemalebody;onlythepresenceoftheSRYgeneon theY chromosome overrides the default to result in amale.The“mastergene”approachwaspopularinthegeneralareaofdevelopmentalgenetics.ThestudyoftheSRYgenewas expected to lead to a better understanding of variousdevelopmentprocesses.

Feminist biologists challenged this general view ofdevelopment, and the model of sex determination inparticular. Richardson argues that the existence of earlierfeminist critiques and theories of science paved the wayfor a significantly revised theory of sex determination.A well-respected female scientist in the field, JenniferGraves, was one of a number of people who mountedsuccessful challenges to the sex determination model.At first she did not explicitly couch her arguments infeminist terms. But feminist theory eventually achieved alevelofrespectabilityamongmorescientists.By2000Jen-niferGraves(afternominationtotheAustralianAcademyofSciences) explicitly acknowledged her feminist frame-work. “[G]ender criticism became a part of the main-stream critical practices of the field.” [p. 23] This chaptergives in more detail some of the specific evidencebrought to bear against the SRY gene model. Inparticular, sex-determination researchers have been in-fluenced by the recognition that humans do not all fitintoastrictmale/femaledivision. Therecognitionofsexbiasinresearchoccurredquitea bit earlier in archaeology and anthropology. Accordingto Chapter 4, “Sex Matters: Letting SkeletonsTell theStory”byLoriD.Hager,questionswereraisedinthe1970sabout bias in sex identification of skeletons. Apparent-ly DNA analysis was in the past not practical for sexingskeletons, though this is changing. The common practicewastosexskeletonsbasedonpelvicstructure, if thepelviswaspresent,andtouseoverallsizeandskullsizewhenthepelviswasnotavailable.Ofcourse,therearemanyproblemswith this. Skeletal dimorphism of ancient hominids maynot match that of modern young adults, nor be the sameamongdifferentspeciesorgroups.Evenpelvicdimorphismprobablyevolvedmorerecently;forexample,australopithe-cines were small-headed, so a large pelvis was not neededfor the birth process. Even among modern adults, thereis more overlap than difference in skeletons of differentsexes, and these differences change with age (beingsmaller among prepubescent children, and decreasingagaininoldage). What are the consequences of these skeleton-sexing practices? The assumption that smaller specimenswere female obscured the possibility that specimens were


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actuallyfromdifferentspecies.Atcertainsites,manymorethanhalftheskeletonswereidentified(inmanycases,misiden-tified)asmale,leadingtospeculationonburialpracticesorother explanations for the discrepancy. The identificationof skeletal remains by sex leads researchers to conclusionsabout sex roles in ancient populations, even though thesex-identification is in part based on modern views of sexroles. “[R]econstructionsof life in thepast areprofoundlyaffectedbythesesexdeterminations.”[p.74]Morereliablesex identification of skeletons should improve our under-standingofourancientpredecessors. Chapter 6 is “Feminist Perspectives on GeographicInformation Systems” by Mei-Po Kwan.The discussionhere is a little hard to understand if one is not famil-iar with geographic research. Geographic informationsystems(GIS)isageneraltermreferringtotheuseoftech-nology for storing, managing, analyzing and present-ing geographic data. But it is also understood as aparticular approach to geographic research that (togrossly oversimplify) encodes information as data pointson maps. (Or data points as maps? See “The Atlas of theRealWorld.Mapping thewaywe live”byDorling, et al.)Feminists have criticized this approach as reducing andobject i fy ing the human subject s of geographicresearch. In this article Kwan shows a number of waysin which GIS can be and has been used for feministgeographic research, giving examples of work that putswomen’s everyday lives in a geographic context or exposesgenderbiasinquantitativemethods. In 2002, a group of women engineers at Volvo inSweden started a project to make a “concept car” for theGeneva Motor Show 2004. (Chapter 8: “IfYou Meet theExpectations ofWomen,You Exceed the Expectations ofMen” byTatiana ButovitschTemm) A concept car is notexpected to go into production; it is a vehicle for experi-mentingandgettingpublicreactiontonewideas.Thegroupstartedbylookingatmarketresearchonwhatpeoplewantin a premium (high-priced) car, broken down by gender.Theyfoundthatmen’sprioritiesformedapropersubsetofwomen’s,andtheydecidedtofocusontheadditionalrequests.Women were not asking for changes in appearance. Theirprioritieswerevisibility,handling,interiorconvenience,easeofentry/exitandeaseofparking.Thedesigners responded

with adjustable steering wheel and pedals as well as seats(to improve visibility); all sorts of storage areas; an auto-maticdooropeningsystem,withthedooropeningupward;andraisedcorners(sothatthedrivercouldmoreeasilyseewherethecarended,tomakeparkingeasier).TheexteriorpainthasTefloninit,sothatdirtslidesoffeasily.Thetiresare“run-flat”—youcandrive to thegas stationontheflattire.Thisisnotaprototypeforalow-budgetcar;theinterioris trimmed in oak, brushed aluminum, leather and wool.Nine women directed the project, with about 140 peopleparticipatingatsomepointalongtheway.Thosewhohaveseen the concept car have responded to surveys on whichfeatures they would most like to have, and the responsesfrommenandwomenhavebeenjustaboutthesame.Thechapter, however, does not tell us whether any of theseinnovationswillbeadoptedforcarsinproduction. Chapter9,“ArePhotonsGendered?WomeninPhysicsandAstronomy”by C.MeganUrry, doesnot present anygenderedinnovations.Indeed,theauthorstatesherposition:“To put it bluntly, gender does not affect results in phys-ics,astronomy,ormathematics.”[p.150]Thefocusofthechapter is on how male culture in physics and astronomyaffects women’s participation, even driving some away.Nothingnewhere,butitcomesfromawomanofimpeccablescientific credentials (member of the American Academyof Arts and Sciences, chair of the Yale Physics Depart-ment,Director of theYaleCenter forAstronomy andAs-trophysics,etc.).Mathematicians,however,willbeunpleas-antly jarred by her discussion of computer science, whichsheuses to contrast the roleof gender in applications andthe gender-neutrality of pure science. “[T]he underlyingmathematical basis for computer science—essentially,binary(base2)mathematics—hasnogender.”[p.162]Ihaveno problem with the claim that binary arithmetic has nogender,butthesuggestionthatbinaryarithmeticisthemainmathematicalinputincomputerscienceissilly. This collection spans a broad spectrum of subjectmatter and also a wide range of writing quality. LondaSchiebinger has written or edited ten books. (See thereview of her book Has Feminism Changed Science inthe September–October 2003 AWM Newsletter.) Moreattentionto thisonecouldhaveproducedabetter-writtenandmorefocusedvolume.

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WIMIN 08Ruth Haas and Jim Henle, Smith College

OnSeptember27,2008,120undergraduates,graduatestudents,post-baccalaureatestudents,highschool teachers,college faculty,and interestedparties fromover30 institu-tionsgatheredatSmithCollegetocelebrateWomenInMath-ematicsInNewEngland,anundergraduateconference. Therewereplenarytalkson“Thegeometryofgroups”by Ruth Charney of Brandeis University and “The phe-nomenally popular Potts model, or, a graph theorist doesphysics” by Jo Ellis-Monaghan of St. Michael’s College.EighteenstudenttalksrangedfromexpositorytoREUworktopresentationsaboutgraduatethesistopics.Anengrossingpaneldiscussionbygraduate studentsonbeingagraduatestudentroundedouttheday.

NSF-AWM Mentoring Travel Grants for Women The objective of the NSF-AWM Mentoring Travel Grants is to help junior women to develop a long-term working andmentoring relationship with a senior mathematician. This relationship should help the junior mathematician to establish herresearch program and eventually receive tenure. AWM expects to award up to seven grants, in amounts up to $5000 each. Eachgrant will fund travel, accommodations, and other required expenses for an untenured woman mathematician to travel to an in-stitute or a department to do research with a specified individual for one month. Awardees may request to use any unexpendedfunds for further travel toworkwith the same individual during the following year. In such cases, a formal requestmust be sub-mitted by the following February 1st to the selection committee, or the funds will be released for reallocation. (Applicants formentoring travel grantsmay in exceptional cases receive two suchgrants throughout their careers, possibly in successive years; thesecond suchgrantwould require anewproposal andwouldgo through theusual competition.)For foreign travel,USair carriersmustbeused(exceptionsonlyperfederalgrantregulations;priorAWMapprovalrequired). Eligibility. Applicants must be women holding a doctorate or equivalent experience and with a work address in the US(orhome address if unemployed).The applicant’s researchmaybe in anyfield that is supportedby theDivisionofMathematicalSciences of the National Science Foundation. (See http://www.nsf.gov/od/lpa/news/publicat/nsf03009/mps/dms.htm#1forthelistofsupportedareas.) Applications. All applications must be submitted online via the web-based system which is available through a hotlink athttp://www.awm-math.org/travelgrants.html. The application requirements and a complete step-by-step process are available attheonline site. Ifyouhavenotalreadydone soyoumustfirst createauseraccount—thiswillbe thefirst screenwhenyouaccessthesite.Duringtheapplicationprocessyouwillbeaskedtoattachone.pdffilethatincludesyourresearchproposal(approximatelyfive pages in length, specifying why the proposed travel would be particularly beneficial), CV, proposed budget and informa-tiononcurrentandpendingfunding,ifapplicable.Inasecondstepyouwillbeaskedtoattachone.pdffilethatincludesthepro-posed mentor’s letter of support (indicating his/her availability at the proposed travel time) and CV. You may contact JenniferLewis at 703-934-0163, ext. 213 for guidance. A final report will be required from each awardee. All awards will be determinedon a competitive basis by a selection panel consisting of distinguished mathematicians appointed by the AWM. The deadlineforreceiptofapplicationsisFebruary 1, 2009.

The turnout suggests that the conference met agenuineneed.Aswithotherundergraduateresearchconfer-ences,itofferedstudentswhohaddoneresearchachancetopresenttheirworkandotherstudentstheopportunitytolearnwhattheirpeershadaccomplished.Graduatestudentshadachancetotalkbeforeanaudienceoutsidetheirfield,ineffect,achancetopracticejobtalks.Universityfacultyhadachancetorecruittalentedseniorstotheirgraduateprogramsinaninformalsetting.Studentsatalllevelsgotachancetoseethehumanmathematicalworldupclose.Everyonecouldenjoytheunusualenergyofamathconferencewithmostlywomenattendees.Whilethereweren’tspecificdiscussionsaboutbeingawomen inmathematics,women studentsbenefited frompeersandrolemodelsatalllevels.Questionsforthegraduatepanelistsfocussedinpartonchoosinggraduateprogramstomatchstudentinterests,makingtheadjustmenttograduatelevelstudy,andworkingsuccessfullywithathesisadvisor.


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TheconferencewasrunthroughtheCenterforWomeninMathematicsatSmith(www.math.smith.edu/center).TheCenterhouses twoprogramsforvisitingstudents tospendtimestudyingmathematicsinthecompanyofotherwomen.Thereisajuniorprogramforstudentsfromco-edschoolsandapostbaccalaureateprogramforwomenwhohavegraduatedandarestronglyconsideringgraduateschoolinmathematics,butwhoseundergraduatepreparationisnotsufficient. TheconferencewasoneoftheMAARegionalUnder-graduate Mathematics Conferences (NSF grantDMS–0536991, www.maa.org/RUMC/). Additional supportcame fromThe Center for Women in Mathematics atSmith (NSF grantDMS–0611020, www.math.smith.edu/

center)andSmithCollege(www.smith.edu). Itrained.Weranoutofcoffee.Butcommunityhappen-ed. Remarkable and soon-to-be-remarkable women gath-eredhere,andwealllearnedalittlemoreaboutthevarietyofwomeninmathematicallifehereinthenortheast.

The rain stopped just long enough for a photo.

The grad students give advice.

Keynote speakers were Ruthy Charney (right) and Jo Ellis-Monaghan.

Smith Post-bac students helped keep things running smoothly.


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Everyone enjoyed talking with others during breaks.

Attendees included undergrads, grads, faculty and Smith alums.

Mathematician and Dean Danielle Ramdath opens the conference.

NIMBioSWIMIN 08 A new institute with a broad mandate to pursue ex-cellence at the interface of the life sciences and mathe-matics has been formed at the University ofTennessee(UT)Knoxville.KnownastheNationalInstituteforMath-ematicalandBiologicalSynthesis,orNIMBioS, thecenterisfundedbya$16millionawardfromtheNationalScienceFoundation(NSF). NIMBioS intends to achieve its mandate by fosteringcollaborative efforts to investigate fundamental and ap-pliedquestionsarisinginbiologyusingappropriatemathe-matical and computational methods. This will be accom-plished through focused research working groups, moreopen-ended investigative workshops, skills- and methods-based tutorials, and an expansive set of education-linked-to-researchendeavors. NIMBioS is led by Director Louis Gross, a math-ematicianandecologistatUT,fourassociatedirectors,andan advisory board made up of a diverse array of mathe-maticalandbiologicalscientists.SuzanneLenhart,aformerpresident of the Association forWomen in Mathematics,serves as the Associate Director for Outreach, Education,andDiversity. Opportunities at NIMBioS include faculty positions,collaborativeworkinggroupsandworkshops,post-doctoralfellowships, sabbatical fellowships, facilities for short-termvisitors,researchexperiencesforundergraduates,andmore.Formore informationonNIMBioSand themanyoppor-tunitiestobecomeinvolved,visitwww.nimbios.org. “We believe this center is poised to be a global hubfor mathematical and biological research,” said Gross. “Bytaking aunique approach to scientific collaboration acrossa variety of disciplines, NIMBioS will have an immedi-ateimpact.” Partners in NIMBioS include NSF, the U.S. Depart-ment of Agriculture and the U.S. Department of Home-land Security. Industry partners include IBM and ESRI.UT and Oak Ridge National Laboratory experts in high-performancecomputingwillworkwithNIMBioSscientiststo apply the power of supercomputing to the difficultquestionsNIMBioSwillanswer.


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Workshop Mentors and Discussion Group Leaders Needed Are you looking for an opportunity to be more active in AWM? Have you considered being a mentor at one of our work-shops?We’re looking for volunteers to serve as mentors and discussion group leaders at the July AWM workshop, to be held July6–10, 2009, in conjunction with the SIAM Annual Meeting in Denver, CO. Being a mentor for a graduate student or recentPh.D.isincrediblyrewarding.Ifyou’dliketohelp,contactourExecutiveDirector,[email protected].

Family and CareerDo Dust Bunnies Multiply According to the Fibonacci Sequence?

Jennifer Hooper, Idaho State University

KnowingthestorythatrabbitsmultiplyaccordingtotheFibonaccisequence,IwascontemplatingthequestioninthetitleasIstaredatthedustbunniesthatneverseemedtogoawayunderthecoffeetable.Itseemstherearenotenoughhours in the week to teach my classes, go to committeemeetings, coach my kids’ math team, drive carpool, helpwithhomework,andkeepmyhouseclean. Asanothertermwasjustabouttostart,Ireflectedonhowmymotherwasabletodoitall.Shehasbeenamath-ematicsprofessormywholelife,andourhousewasalwaysmarkedlycleanerthananyofmyfriendswithstay-at-homemoms.Mywholechildhood,wheneverIwouldlamentoverthefact thatourhouseneededcleaningtomyfriends, theinevitableresponsewas,“Whatneedstobecleaned?Thisiswhatmyhouselookslikeafterwecleanit.” IrememberhelpingtocleanearlyWednesdaymorn-ings, dusting and wiping the door stoop as my teacherswerearrivingattheelementaryschoolacrossthestreet.AndeverySaturdaymorningwhilemybrother and Ihad timeto watch cartoons, play outside, or bake cookies, Momwould spend themorningworking inher study, andDadworkedintheyard.Someofmyfondestmemoriesarethecold mornings my brother and I enjoyed watching RoadRunnerandWileE.Coyotewhilehuddledunderourblanketsonthecouchinourfamilyroom.

I no longer wish to watch cartoons, but I do wantSaturdaystobealittlelesshecticandIreallywanttohaveacleanerhouse.Afterfurtherreflection,hereishowItranslat-ed thesememoriesandmygrown-updesires intopractice.I started with a list of all the weekly chores that go intomakingourhouseclean:moppingfloors,vacuumingrugs,dustingfurniture,cleaningmirrors,countertops,microwaveovens, etc. I first broke the list into five subsets of dailychores.Then,keepinginmindmymother’sdoctrineoftop-downcleaningandtheneedforchildren’schoresandadult’schores, I listed the chores for each member of the family.MyhusbandandIagreedtowakeupthechildren(ages9and11)15minutes earlier thanusual everyweekday, andwewouldallworktogethertocleanthehouse.Someofthosefirstdaystookabitlongerthan15minutesaswehadtotrainthekidsinthefinerpointsofhowtoscrubthebathtub,orpolishcabinets,ordoa“good”jobmoppingthefloor. Wearenowfourweeksintotheexperiment.Thefirstthingourboysaskeachmorningis,“Whataremychores,Mom?” Then, while we are still too groggy to care aboutwhatwearedoing,thehouse isgettingclean!Amostsur-prising added benefit has been finding out how well myhusband can polish the kitchen appliances. I would neverhavethoughtofusingTurtleWaxtopolishstainlesssteel—andtheresultisstunning.Mykitchenreallygleams! Anotherunexpectedbonus is thateveryone seems tobemoreintentonkeepingtheirownthingsinorder,sothetimespent“pickingup”beforecleaningisalmostzero. Thehouseisthecleanestithaseverbeen.Dustbunnieshavebeenbanished.Inowcanrelaxknowingthatnospoton a mirror or fingerprint on a glass door will stay formorethansevendays.Imustadmit,Idomissthesparkleof


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havingitallreallycleanforfifteenminutes.Buttherewardof having everyone helping to keep the house cleaner alsomeansthatwehavemoreweekenddowntime,andthisisworthmuchmorethanfifteenminutesoffirstclassambiance. Now,IcangobacktowatchingSaturdaymorningcar-toons.Ohwait!I’mthegrownup,sobacktothestudytowork,tograde,tothink,andtoprepareclasses.Butnow,althoughIstartmySaturdaywithofficework,Iknowthatbeforethedayisover,I’llhavetimetodosomethingfun,liketakingahikewiththefamily. ReturningtotheoriginalquestionaboutdustbunniesandFibonaccinumbers,IcanhappilysaythatnowthedustbunniesinmyhousedomultiplyaccordingtoaFibonacci-likesequencethatisdefinedby

Fn+2=Fn+1+Fn forn ≥0withF0=0and F1=0.

All we’ve done is change the traditional initial values andwhatadifferenceitmakes! Thanks,Mom,forteachingmemorethanjustmathe-matics.

Ed.Note:ThisisthethirdarticleinourseriesonFamilyandCareer.Weinvitefurthersubmissions.

Attheheartoftheprogramaretwodemanding,intensecourses under the supervision of female faculty who areaccomplishedresearchersandextraordinaryteachers.Besidesthecoursework,participantstakepartinavarietyofmathemat-icalevents:paneldiscussionsongraduateschoolsandcareers,colloquiaonavarietyoftopics,recreationalproblem-solving,andvisitsfromatleastoneREUorganizerandtheorganizeroftheBudapestSemester.Themathematicalpartofthepro-gramisbalancedwithweekendevents includingcanoeing,hiking,picnics,andtubing. Pastparticipants(throughprogramevaluationsandthelistserversetupfortheircorrespondence)reportincreasedfacilitywithmathematics,bolsteredself-confidence,andneworrenewedexcitementtowardmathematics. First-orsecond-yearwomenstudentsseekinganinvigo-rating month-long exposure to mathematics next summer(June21–July19)shouldconsult thewebpagewww.math.

carleton.edu/smporcontactDeannaHaunsperger,Depart-ment of Mathematics and Computer Science, CarletonCollege, Northfield, MN55057 ([email protected]).TheapplicationdeadlineisFebruary 19, 2009.

Models in Developing Mathematics Education

TheMathematicsEducationintothe21stCenturyproj-ect, inpartnershipwiththeDresdenUniversityofAppliedSciences,warmlyinvitesyoutoattendthe10thInternationalConferenceon“ModelsinDevelopingMathematicsEduca-tion,”September11–17,2009,inthehistoricandbeautifulcity of Dresden. The conferences are renowned for theirfriendlyandproductiveworkingatmosphereandareattendedby innovativeteachersandmathematicseducators fromallovertheworld. TheMathematicsEducationintothe21stCenturyProjectisaninternationaleducationalinitiativewhosecoordinatorsareDr.AlanRogerson (Poland) andProfessorFayezMina(Egypt). The project is dedicated to the improvement ofmathematicseducationworldwidethroughthepublicationanddisseminationofinnovativeideasandmaterials.Infor-mationabouttheprojectandfutureworkmaybefoundathttp://math.unipa.it/~grim/21project. The Program Committees for the Conference invitesmathematics, statistics, informatics and science teachers,universityfacultymembers,nationalandregionalcoordina-

OpportunitiesCarleton Summer Mathematics Program for Women

ThemathematicsdepartmentofCarletonCollegewillof-feritsmonth-longsummermathematicsprogramtoeighteenmathematicallytalentedfirst-andsecond-yearundergraduatewomenin2009.Byintroducingthesestudentstonewandexcitingareasofmathematics that theywouldnotsee inastandardundergraduatecurriculum,andbyhoningtheirskillsinwriting and speakingmathematics, theprogram leadersendeavortoexcitethesewomenontoadvanceddegreesinthemathematicalsciencesand,moreimportantly,toincreaseeachwoman’s confidence inherownabilities and connectthemallintoasupportivenetworktocarrythemthroughtheremainderoftheirundergraduateandgraduateeducations.


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tors and administrators from all countries to submit pro-posals for inclusion intheConferenceProgramandpubli-cation in the Conference Proceedings. Proposals may dealwith any aspects of innovative models in mathematics,statistics, science andcomputer education, especially thosehelping to make these subjects more alive, more realisticandmoreaccessibletostudentsinthefuture.Seethewebsiteforfurtherdetails.

NSF CBMS RegionalResearch Conferences TheNational ScienceFoundationhas announced sup-port for four NSF-CBMS Regional Research Conferencestobeheldduring2009.These fourbring to320 the totalnumberofsuchconferencessincetheNSF-CBMSRegionalResearchConferenceSeriesbeganin1969. Theseconferencesareintendedtostimulateinterestandactivityinmathematicalresearch.Eachfivedayconferencefeatures a distinguished lecturer who delivers ten lecturesonatopicofimportantcurrentresearchinonesharplyfo-cusedareaofthemathematicalsciences.Thelecturersubse-quentlypreparesanexpositorymonographbasedupontheselectures,whichisnormallypublishedasapartofaregionalconference series. Depending upon the conference topic,themonographispublishedbytheAmericanMathematicalSociety,theSocietyforIndustrialandAppliedMathematics,or jointly by the American Statistical Association and theInstituteofMathematicalStatistics. Support forabout30participants isprovided,andtheconferenceorganizerinvitesbothestablishedresearchersandinterested newcomers, including postdoctoral fellows andgraduatestudents,toattend. Information about individual conferences may be ob-tained by contacting the conference organizers. Informa-tion about the series and guidelines for submitting pro-posalsforfutureconferencesarefoundintheCallforPro-posalsforthe2010NSF-CBMSRegionalResearchConfer-ences.Proposalsaredue April 24, 2009.Seewww.cbmsweb.

orgforfurtherinformation.

The four conferences to be held in 2009 are listedbelow:

Topology, C*-Algebras, and String DualityJonathanRosenberg,lecturerMay18–22,atTexasChristianUniversityGregFriedmanandRobertDoran,organizers817-257-6343,[email protected]

817-257-7335,[email protected]

facuulty.tcu.edu/gfriedman/CBMS

Adaptive Finite Element Methods for Partial Differential EquationsRolfRannacher,lecturerMay18–22,atTexasA&MUniversityGuidoKanschatandWolfgangBangerth,organizers979-845-7632,[email protected]


www.math.tamu.edu~kanschat/cbms/

Families of Riemann Surfaces and Weil-Petersson GeometryScottA.Wolpert,lecturerJuly20–24,atCentralConnecticutStateUniversityJeffreyK.McGowanandEranMakover,organizers860-832-2850,[email protected]


www.math.ccsu.edu/CBMS.html

Algebraic Topology in Applied MathematicsRobertGhrist,lecturerAugust3–7,atClevelandStateUniversityPeterBubenikandJohnOprea,organizers216-687-4688,[email protected]


academic.csuohio.edu/bubenik_p/cbms2009/


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AWM Workshop for Women Graduate Students and Recent Ph.D.’s

SupportedbytheDepartmentofEnergy,theOfficeofNavalResearch,andtheAssociationforWomeninMathematics

For many years, the Association for Women in Mathematics has held a series of workshops for women graduate students and recent Ph.D.’s in conjunction with major mathematics meetings.

WHEN: An AWM Workshop is scheduled to be held in conjunction with the SIAM Annual Meeting, Denver, CO, July 6–10, 2009.

FORMAT: The workshop will consist of a poster session by graduate students and two or three minisymposia featuringselected recent Ph.D.’s, plus an informational minisymposium directed at starting a career. The graduate student postersessionswillincludeallareasofresearch,buteachresearchminisymposiumwillhaveadefinitefocusselectedfromtheareasofMathematicalBiology,Modeling,Control,Optimization,ScientificComputing,andPDEsandApplications.AWMwilloffer funding for travel and two days subsistence for as many as twenty participants. Departments are urged to helpgraduate studentsandrecentPh.D.’sobtain supplementary institutional support toattend theworkshoppresentationsandtheassociatedmeetings.Allmathematicians(femaleandmale)areinvitedtoattendtheprogram.

MENTORS: Wealsoseekvolunteers to leaddiscussiongroupsandtoactasmentors forworkshopparticipants.Ifyouareinterestedinvolunteering,pleasecontacttheAWMoffice.

ELIGIBILITY: Tobeeligibleforselectionandfunding,agraduatestudentmusthavebegunworkonherthesisproblem,andarecentPh.D.musthavereceivedherdegreewithinapproximatelythelastfiveyears,whetherornotshecurrentlyholdsapostdoctoralorotheracademicornon-academicposition.Allnon-UScitizensmusthaveacurrentUSaddress.Allselectedand fundedparticipants are invited and strongly encouraged to attend the fullAWMtwo-dayprogram.Those individualsselectedwillbenotifiedbytheAWMOfficeandwillneedtosubmitafinaltitleandabstractwithname,affiliation,address,etc. by mid-February to SIAM for the meeting program; AWM will provide instructions with the notification. For someadviceontheapplicationprocessfromsomeoftheconferenceorganizersseetheAWMwebsite.

Allapplicationsshouldinclude:

• acoverletter• atitleandabriefabstract(75wordsorless)oftheproposedposterortalk• aconcisedescriptionofresearch(oneortwopages)• acurricultumvitae• atleastoneletterofrecommendationfromafacultymemberorresearchmathematicianwhoknowstheapplicant’s

workisrequiredforgraduatestudentsandrecommendedbutnotrequiredforrecentPh.D.s.Inparticular,agraduatestudentshouldincludealetterofrecommendationfromherthesisadvisor.

Applications must be completed electronically by January12,2009.

See http://www.awm-math.org/workshop_application/application.html.

2� Newsletter Volume 39, Number 1 • January–February 2009

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2008–2009 Membership: Sponsors and Institutions

Sponsor Dues Schedule

Friend ............................................ $1000+

Patron ............................................ $2500+

Benefactor ...................................... $5000+

Program Sponsor ........................ $10,000+

Institutional Dues ScheduleCATEGORY 1 (includes 10 student memberships; 1 free ad; 25% off additional Newsletter & online ads) $300

CATEGORY 2a (includes 3 student memberships; 1 free ad; 10% off additional Newsletter & online ads) $175

CATEGORY 2b (includes 6 student membership; 10% off Newsletter & online ads) $150

For further information or to join at these levels, see www.awm-math.org.


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ADVERTISEMENTS

ENHANCING DIVERSITY IN GRADUATE EDUCATION (EDGE) —The2009EDGESummerProgramwillbeheldJune8-July3onthecampusofSpelmanCollege,Atlanta,GA,withlocalcoordinatorFredBowersandnationalco-directorsSylviaBozemanandRhondaHughes.Itsgoalistostrengthentheabilityofwomenstudentstosuc-cessfullycompletegraduateprogramsinthemathematicalsciences,withparticularinclusionofwomenfromunderrepresentedgroups.TheEDGEProgramprovidescoursesinanalysisandalgebra,atopicalminicourse,guestlecturers,andadvancedgraduatestudentmentorsduringthesummeraswellasfollow-upmentoringandnetworkingop-portunitiesthroughouttheacademicyear.ApplicantstotheEDGEProgrammustbewomenwhohaveappliedtograduateprogramsinthemathematicalsciencesforFall2009andtheymustbeacceptedpriortotheirentryintoEDGE.Allapplicantsshouldhavecompletedstandardjunior/senior-levelundergraduatecoursesinanalysisandabstractalgebraandexpecttoearnaPh.D.inthemathematicalsciences.Participantsareprovidedtravel,roomandboard,astipendof$2,000,andasmallresearchfund.Applicationsshouldinclude:(1)acompletedapplicationform;(2)apersonalstatement;(3)twolettersofrecommendationfrommathematicsfaculty;(4)atranscript;(5)acurrentresume;and(6)arankedlistofgraduateprogramstowhichtheapplicanthasapplied.Forapplicationmaterialsandadditionaldetails,visitthewebsiteathttp://www.edgeforwomen.org/.ThedeadlineforapplicationsisMarch 6, 2009.

INSTITUTE FOR ADVANCED STUDY — NowacceptingapplicationsfortheIASWomenandMathematicsProgram“GeometricPDE”tobeheldJune8-19,2009.Seehttp://www.math.ias.edu/wam/2009fordetailsonhowtoapply.DeadlineforapplicationsisFebruary 20.

INDIANA UNIVERSITY BLOOMINGTON — ZornResearchPostdoctoralFellowships—TheDepartmentofMathematics seeks applications for twoZornResearchPostdoctoralFellowshipsbeginningintheFallof2009.Thesearethree-year,non-tenuretrackpositionswithreducedteachingloads.OutstandingcandidateswitharecentPh.D.inanyareaofpureorappliedmathematicsareencouragedtoapply.Zornfellowsarepairedwithmentorswithwhomtheyhavecompatibleresearchinterests.TheDepartmentmaintainsstrongresearchgroupsinalloftheprincipalfieldsofmathematics.BloomingtonislocatedintheforestedhillsofsouthernIndianaandoffersarichvarietyofmusicalandculturalattractions.ApplicantsshouldsubmitanAMScoversheet,acurriculumvitae,aresearchstatement,andateachingstatementusingtheonlineserviceprovidedbytheAMSathttp://www.mathjobs.org.Applicantsshouldarrangeforfourlettersofrecommendation,includingoneevaluatingteachingexperience.Pleaseaskreferencewriterstosubmittheirletterselectronicallythroughhttp://www.mathjobs.org.Iftheyareunabletodoso,theymaysendtheirletterstothefollowingaddress:ZornPostdoctoralFel-lowshipsSearchCommittee,DepartmentofMathematics,IndianaUniversity,831East3rdStreet,RawlesHall,Bloomington,IN47405-7106.ApplicationsshouldbereceivedbyDecember 15, 2008.IndianaUniversityisanequalopportunity/affirmativeactionemployer.

INDIANA UNIVERSITY OF PENNSYLVANIA — Tenure-trackAssistantProfessorpositions—CollegeofNaturalSciencesandMathematics—IndianaUniversityofPennsylvaniainvitesapplicationsfortwotenure-trackAssistantProfessorpositionsinmathematicsorstatisticsbeginningFall2009.Ph.D.inmathematicsorstatisticsisre-quiredbydateofappointment.ReviewofcompletedapplicationsbeginsDecember15,2008,andcontinuesuntilthepositionsarefilledorthesearchisclosed.Seewww.iup.edu/employmentforfulljobannouncementandhowtoapply.Formoreinformation,pleasevisithttp://www.math.iup.edu,e-mailwisloski@iup.eduorcall724-357-2608.IUPisanequalopportunityemployerM/F/H/V.

OHIO WESLEYAN UNIVERSITY —Department of Mathematics and Computer Science —Applications are invited for a tenure-track assistant professor position inmathematicstobegininAugust2009.APh.D.inmathematicsisrequiredwithastrongpreferenceforspecializationindiscretemathematicsoralgebra.Weseekanewstaffmemberwishingtoteachabroadrangeofundergraduatemathematicscoursesandtoworkcloselywithundergraduatesinandoutoftheclassroom.Alsoimportantisinterestindirect-ingstudentresearchprojectsanddevelopingnewcoursesandactivitiestoenhancethemathematicsprogram.Professionalactivityanddepartmentalserviceareexpected.Theteachingloadisthreecourseseachsemester.OhioWesleyanUniversityisaselective,undergraduate-onlyliberalartsandsciencesinstitutionof1850studentslocatedinDelaware,OH,acommunityof21,000located20milesnorthofColumbus,OH(thestatecapital,havingapopulationofover1,000,000).Pleasesendaletterofapplica-tion,astatementofteachingandresearchinterests,CV,transcripts(bothgraduateandundergraduate),andthreelettersofrecommendationto:ProfessorJeffreyNunemacher,DepartmentofMathematics andComputerScience,OhioWesleyanUniversity, 61S. SanduskyStreet,Delaware,OH43015. To ensure full consideration, applicationsshouldbe receivedbyJanuary 26, 2009.Further informationcanbe foundathttp://math.owu.edu.Theuniversity is stronglycommitted todiversity andencourages allinterestedparties,includingwomenandminorities,toapply.

PURDUE UNIVERSITY —FacultypositioninStatisticsandProbability—TheDepartmentofStatisticsatPurdueUniversityinvitesapplicationsinallareasofstatisticsandprobabilityforafacultypositionbeginningAugust2009.ThispositionisavailableattheAssistantProfessorlevel;theAssociatelevelwillbeconsideredforhighlyqualifiedapplicants.Applicantsincoreareasofstatisticsandprobability,aswellasinterdisciplinaryareasareencouragedtoapply.TheDepartmentofStatisticsoffersastimulatingandnurturingacademicenvironment.Morethanthirty-fivetenuredandtenure-trackfacultymembersdirectresearchprogramsinabroadrangeofareas.Furtherinformationaboutthedepartmentisavailableat:http://www.stat.purdue.edu.AllapplicantsshouldholdaPhDinStatistics,orarelatedfield,becommittedtoexcellenceinteaching,anddemon-stratestrongpotentialforexcellenceinresearch.Salaryandbenefitsarehighlycompetitive.ReviewofapplicationswillbeginonDecember1,2008,andwillcontinueuntilthepositionisfilled.Toapply,ortoseeallpositionsinStatistics,pleasevisithttp://www.stat.purdue.edu/hiring/PurdueUniversityisanEqualOpportunity/EqualAccess/AffirmativeActionemployerfullycommittedtoachievingadiverseworkforce.


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ADVERTISEMENTS

PURDUE UNIVERSITY CALUMET —AssistantProfessorofMathematicsEducation—TheDepartmentofMathematics,ComputerScienceandStatistics,whichisintheSchoolofEngineering,MathematicsandScience,andtheDepartmentofTeacherPreparationlocatedintheSchoolofEducationatPurdueUniversityCalumet,HammondIndianaareacceptingapplicationsforajointtenure-trackassistantprofessorpositioninK-6MathematicsEducationtobeginonAugust24,2009.Requirements:APh.D.orequivalentadvanceddegreeinmathematics,mathematicseducation,orinanotherappropriatefieldbyAugust2009,three(3)academicyearsofsuccessfulteachingofmathemat-icsinelementaryormiddleschool(K-6),K-6ProfessionalDevelopmentExperience,andevidenceofabilitytoestablishaprogramofresearch.Responsibilities:DutiesandresponsibilitiesincludeteachingundergraduateandgraduatelevelmathematicscontentandmathematicsmethodscoursesforprospectiveK-6teachers,conductingresearchinfieldofexpertise,participatinginserviceforbothuniversitydepartments,andworkingwithin-serviceteachers.ScreeningofapplicantswillbeginDecember15,2008andcon-tinueuntilasuitablecandidateisfound.Applicantsshouldforwardaletterofapplication,curriculumvitaeandcopyofgraduatetranscript.Finalistswillberequiredtoprovidestatementsofteachingphilosophyandresearchplan,alistof3referenceswithcontactinformationandofficialtranscripts.ProfessorDianaUnderwoodGregg,DepartmentofMathematics,ComputerScience,andStatistics,PurdueUniversityCalumet,Hammond,IN46323FAX:(219)989-2165PHONE:(219)989-2274E-mail:[email protected],EqualEmploymentOpportunity,AffirmativeActionemployerthatiscommittedtoadiverseworkplace.

SOUTHERN CONNECTICUT STATE UNIVERSITY —FacultyPosition—SouthernConnecticutStateUniversityinvitesapplicationsfortheanticipatedvacancyofatenure-trackpositioninMathematicsattherankofAssistant/AssociateProfessorbeginningAugust2009.Forfulldescriptionoftheposition,applicationrequirements,andsubmissionprocess,pleasevisitourwebsiteat:http://www.southernct.edu/employment/Job_Openings/SCSUisanEqualOpportunityAffirmativeActionEmployer.Womenandminoritiesarestronglyencouragedtoapply.

TEXAS A&M UNIVERSITY — QATAR —SeveralOpenPositions—TheDepartmentofMathematicsanticipatestheavailabilityofseveralopenpositionsatTexasA&MUniversity’saffiliatecampusinDoha,StateofQatar(whichisintheMiddleEast).Anylevelofappointmentwillbeconsidereddependingonthequalificationsofthesuccessfulcandidates.Itisanticipatedthatappointmentswillbenon-tenureaccruing,withaninitialappointmentperiodofoneyear,whichisrenewableforadditionalyears,subjecttosatisfactoryperformance.APh.D.degreeisrequiredforallprofessorial-levelappointments(theequivalentofanassistantprofessororhigher).Applicantswithamaster’sdegreeandteachingexperiencewillbeconsideredfornon-professorialpositions(e.g.lecturer)formoreelementaryinstruction(andahigherteachingload).Salaryratesarecompetitiveand,ingeneral,average30%higherthancomparablesalaryratesofsimilarpositionsintheU.S.Inaddition,summerfundingisguaranteed.LiberalallowancesforprofessionaltravelandforrelocationtoQatarareprovided.Fringebenefitsincludefreefurnishedhousinginoneofseveralgatedcommunities,K-12educationfordependents,grouphealthinsurance,annualleaveallowance,andacarallowance.TexasA&MUniversityatQatarisapartnershipwiththeQatarFoundation.Nowenteringitssixthyearofoperation,TAMUQoffersBachelorofSciencedegreesinChemical,Electrical,Mechanical,andPetroleumEngineering.ThedegreeprogramsareidenticaltothoseofthemaincampusatCollegeStation,Texas.ATexasA&MUniversitydiplomaisawardedtograduates.Anew,state-of-the-artengineeringbuildingforteachingandresearchhasrecentlyopened.GeneralinformationaboutTAMUQisavailableattheirwebsitehttp://www.qatar.tamu.edu/.TheMathematicsfacultyprovidesclassesincalculus,differentialequations,linearalgebra,numericalmethods,mathematicalmodelingandotherrelatedcoursework,allofwhichformanintegralpartoftheengineeringcurricula.Teachingloadsarekeptlow(approximatelythreesmallclassesperacademicyearforallprofessorial-levelappointments)topromoteteacher-studentmentoringandtoallowtimeforfacultytopursueresearch.Applicantsshouldsendthecompleted“AMSApplicationCoverSheet”andavitaandarrangetohaveatleastthreelettersofrecommendationsentto:TAMU-Qatar-FacultyHiring,DepartmentofMathematics,TexasA&MUniversity,CollegeStation,Texas77843-3368.Furtherinformationandalinktoouron-lineapplicationformareavailableathttp://www.math.tamu.edu.Atleastonerecommendationshouldaddressteachingqualifications.CompletedossiersshouldbereceivedbyFebruary 15, 2009.Earlyapplica-tionsareencouragedsinceapplicationswillbereviewedastheyarereceived.TexasA&MUniversityisanequalopportunityemployer.TheUniversityisdedicatedtothegoalofbuildingaculturallydiverseandpluralisticfacultyandstaffcommittedtoteachingandworkinginamulticulturalenvironmentandstronglyencouragesapplicationsfromwomen,minorities,individualswithdisabilities,andveterans.TheUniversityisresponsivetotheneedsofdualcareercouples.

UNIVERSITY OF CONNECTICUT — Postdoctoral Fellows — Subject to budgetary approval, the Department of Mathematics anticipates openings for several Post-doctoralFellowpositionsbeginningintheFallof2009.Candidateswillbeexpectedtocontributetotheresearchandteachingmissionofthedepartment.CandidatesmusthavereceivedaPh.D.withinthelastfouryearsanddemonstrateevidenceofexcellentteachingabilityandoutstandingresearchpotential.Theseenddatepositionsarerenewableforamaximumofthreeyears.Preferencewillbegiventocandidateswhoseresearchinterestsintersectthoseofthepermanentfaculty.Additionalinformationaboutthedepartmentmaybefoundathttp://www.math.uconn.edu.ApplicationsmustbereceivedbyMarch 31, 2009,butreviewoftheapplicationswillbeginJanuary1,2009.Itisstronglypreferredthatcandidatessubmitacoverletter,resume,andthreeletterofrecommendationonlineathttp://www.mathjobs.org/jobs,butmaterialsmayalsobesentviaregularmailto:PostdoctoralHiringCommittee,UniversityofConnecticutDepartmentofMathematics,U-3009,196AuditoriumRoad,Storrs,CT06269.TheUniversityofConnecticutisanEqualOpportunityandAffirmativeActionEmployer.Weencourageapplicationsfromunderrepresentedgroups,includingminorities,womenandpeoplewithdisabilities.

UNIVERSITY OF SOUTH CAROLINA SUMTER — Asst.Prof.ofMath,tenure-track,beginFall2009—Ph.D.inMath.12hrs./sem.allundergrad.;expectationsincl.excellenceinteaching&commitmenttoresearch/scholarship.Abilitytoteachintro.stats.Submitvita,3currentltrs.ofrec.,copiesofallundergrad.&grad.transcripts,&sum.ofteachingevals.,orotherevidenceofexcellenceinteaching.App.ltr.shouldincl.phil.ofteaching&prof.goals&interests.Sendmaterialsto:Dr.JamesPrivett,Div.ofSci.,Math,&Engr.,USCSumter,200MillerRoad,SumterSC29150-2498.Reviewofcredentialswillbeginimmed.&cont.untilpositionfilled.ForeignnationalsindicatecurrentUSimmigrationstatus.AA/EOE.

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