Fall 2016 Newsletter

MD-DC-VA Section of the Mathematical Association of America

Fall 2016 Newsletter

FALL SECTION MEETING AT JOHNS HOPKINS UNIVERSITY

The Fall 2016 Meeting of the MD-DC-VA section of the MAA will be

held at Johns Hopkins University November 4—5, 2016.

Friday: The afternoon w orkshop on Fr iday w ill be run by

Keith Mellinger of the University of Mary Washington on the Magma

computational algebra system. The banquet address, “The MD-DC-VA

Section: The First 100 Years” will given by Caren Diefenderfer of

Hollins University, Betty Mayfield of Hood College, and Jon Scott of

Montgomery College.

Saturday: The m orning address “Extreme Calculus” will be given

by Paul Zorn of St. Olaf College. The afternoon address “Euler in Two

Acts” will be given by William Dunham of Bryn Mawr College.

See pages 4 and 5 for more information.

INSIDE THIS ISSUE

Section Governor’s Report ......2

Section Meeting Highlights .....4

Recent Publications .................6

A New Look at General-Education Mathematics Courses.....................................6

Section News ...........................7

Treasurer’s Report ……………..10

UPCOMING MEETINGS

Joint Mathematics Meetings January 4—7, 2017 in Atlanta, GA

MD-DC-VA Section Spring Meeting To be announced

MAA MathFest July 26—29, 2017 in Chicago, IL

As the MAA starts its second century there

is much discussion and thought about who

we are as an organization. Who are we

and who do we represent? What impact

do we want to have? How do we ensure

that we are a vital organization that con-

tributes to the world around us? At the

Board of Governor’s meeting at MathFest

we discussed both the mission and vision

statements of the MAA and their accurate

portrayal of the organization. Our mission

is stated, “To advance the mathematical

sciences, especially at the collegiate level,

by supporting effective mathematical edu-

cation at all levels, supporting research

and scholarship, providing professional

development, influencing public policy,

and promoting public appreciation and

understanding of mathematics.” Our vi-

sion statement, “MAA is the leading pro-

fessional association in collegiate mathe-

matics, the preeminent publisher of ex-

pository mathematics, the primary source

of professional development programs for

faculty, and the number one provider of

resources for teaching and learn-

ing.” (http://www.maa.org/about-maa)

Do these resonate with you?

As we grow and adapt to the ever present

changing world, we must become more

efficient in the way we achieve our mis-

sion. This includes how we run the organ-

ization and how we communicate to mem-

bers and recruit new members. Amongst

these changes, is a change in our govern-

ance structure to be voted upon by all

members at the business meeting (held on

Saturday) at JMM 2017. The proposed

changes, which are in line with best prac-

tice recommendations for nonprofit or-

ganizations, include a smaller Board of

Directors that will allow the leadership to

act more quickly and nimbly. More infor-

mation on the proposed changes can be

found here: http://www.maa.org/about-

maa/governance/new-bylaws-proposed

and will also appear in the October/

November issue of FOCUS.

The board approved budget for 2016 had

an anticipated deficit of $416,761. Howev-

er, at this point in time it appears that the

deficit will be $911,183 due to higher sala-

ries and less income from journals, devel-

opment, and membership than was antici-

pated. MAA staff are actively seeking a

partnership to ease the financial burden

that stems from publishing and this

change will help reduce the deficit for the

2017 budget which is currently slated at a

little over $1.1 million. Other fiscal chang-

es are also in the works that will help the

MAA run more efficiently.

At the Board of Governors meeting, we

also continued to discuss membership,

and received a bit of good news. The

numbers of core members (non-student,

full-paying members) appear to be stabi-

lizing, after several years of declines.

However, a large fraction of our core

members are over sixty and the number of

junior faculty members in MAA is about 1

in 6 of tenure-stream math faculty. Talk

to your colleagues about the benefits of

belonging to the MAA! Talk to your de-

partment about getting a departmental

membership which entails unlimited stu-

dent memberships.

Some more good news as congratulations

go out to Caren Diefenderfer of Hollins

University, who will be given the Franklin

Tepper Haimo Award for teaching effec-

tiveness that has been shown to have had

influence beyond one's own institution.

She will be presented with the award at

the 2017 Joint Mathematics Meetings in

Atlanta. Caren most recently served as the

Governor of our section.

Social media shapes our world in many

ways and the MAA has established a task

force to help us manage our presence in

the digital world in a way that fits our mis-

sion and vision statements. As our de-

mographics change, we should reflect that

change. With that in mind, the task force

recommends that a variety of voices and

perspectives should be represented in any

social media outlets. Other recommenda-

tions include that the MAA focus its social

media presence on the following services:

Twitter, Facebook, YouTube, and Insta-

SECTION GOVENOR’S REPORT

2

JOHN M. SMITH DISTINGUISHED TEACHING AWARD

Congratulations Mary Nelson of

George Mason University, the

2016 recipient!

Nominations for the 2017 MAA

Section Awards for Distinguished

College or University Teaching of

Mathematics are now being ac-

cepted. The Award Selection

Committee will determine the

recipient of the John M. Smith

Teaching Award and the awardee

will be honored at the Spring

2017 Sectional meeting and will

be widely recognized and

acknowledged within the Section.

The awardee will also be the offi-

cial Section nominee for the 2018

MAA Deborah and Franklin

Tepper Haimo Award for Distin-

guished College or University

Teaching of Mathematics.

Anyone may make a nomination,

but nominations from chairs or

MAA liaisons in departments of

mathematical sciences are espe-

cially solicited. An outline of the

nomination process can be found

on the web site http://

www.maa.org/awards/

teachingawards.htm.

SISTER HELEN CHRISTENSEN SERVICE AWARD

The Sister Helen Christensen

Service Award is given each fall

for outstanding service to the

profession. The award is given at

the MD-DC-VA Fall Sectional

meeting and comes with a certifi-

cate and citation published in

MAA on-line, the section website

and the MD-DC-VA section news-

letter. The award is named after

Sister Helen Christensen, in hon-

or of her lifetime of service to

mathematics education and the

section.

FOUND MATH

gram and that “the MAA create a trust-

ed group of mathematicians and staff

responsible for curating social media

content, and vest that group with the

authority to post mathematical content

that they find interesting; as opposed

to having staff vet all social media con-

tent. See http://www.maa.org/news/

maa-social-media for more infor-

mation. Please note that you can fol-

low the MAA on Google+ or

@MAAnow on Twitter for meeting

updates and fun facts about the MAA.

Go check out our website at

www.maa.org, I think you will be im-

pressed with all the MAA has going on.

I hope you will make plans to attend

JMM in Atlanta this January 4-7.

Laura Taalman is giving one of the

MAA invited addresses and the last

day of JMM will feature Mathemati-

Con, a day of fun and free math events

open to the public. MathFest 2017

will be in Chicago (July 26-29) in the

Chicago Hilton Hotel, which is located

right in the heart of the city on South

Michigan Avenue, across the street

from Grant Park, the lakefront, the Art

Institute of Chicago, as well as several

other museums and attractions. And

please urge all your colleagues to be-

come MAA members.

Jennifer Bergner

MD-DC-VA section governor

jabergner@salisbury.edu

3

The MAA website features math-related phots submitted by members.

203 steps up to the top of Ponce DeLeon Light-house in Ponce Inlet, south of Daytona Beach, Florida.

Submitted by Greg Phelps

Tiles surrounding the Taj Mahal.

Submitted by Ivars Peterson

The Magma computational algebra

system is a software package designed

for computations in algebra, number

theory, algebraic geometry and alge-

braic combinatorics. It provides a

mathematically rigorous environment

for defining and working with struc-

tures such as groups, fields, algebras,

graphs, codes and many others. In

graduate school I used the system to

aid my research, using the package to

construct “small” examples that could

be analyzed and, with any hope, gen-

eralized into families or in other ways

that allowed me to write structural

theorems. Later I learned to integrate

Magma into my undergraduate re-

search projects. In the workshop, we

will use Magma to explore topics in

abstract algebra and discrete mathe-

matics just as we use similar tools in

calculus and numerical analysis.

Please bring your laptop or iPad to the

workshop.

Keith E. Mellinger is Professor

of Mathematics and Director of UM-

W's First-Year Seminar Program. He

earned his graduate degrees in dis-

crete mathematics from the Universi-

ty of Delaware. Mellinger is passion-

ate about innovative teaching in the

undergraduate curriculum, having

recently branched out to inquiry-

based learning adapted to online

teaching. He has been a supporter of

undergraduate research since his

days as a post-doc at the University

of Illinois. Keith is also a musician,

performing on guitar and mandolin

regularly with a local bluegrass

band. He lives in downtown Freder-

icksburg with his wife and three chil-

dren.

FRIDAY WORKSHOP: MAGMA

FRIDAY BANQUET ADDRESS: THE MD-DC-VA SECTION: THE FIRST 100

Founded in 1916, the Maryland-

District of Columbia-Virginia Section

was one of the earliest of the Mathe-

matical Association of America. Thirty

-eight people attended our first meet-

ing on March 3, 1917 at Johns Hop-

kins University. As we return to the

site of that first meeting, we celebrate

the Centennial of our Section by re-

membering its history. Join us for a

trip down Memory Lane as members

of the Section History Committee de-

scribe what we have learned from the

newsletters, meeting programs and

abstracts, minutes and financial re-

ports, annual reports, and corre-

spondence collected by our officers

over the years and stored in base-

ments and garages all over the mid-

Atlantic. Discover the famous people

who have given talks at our meetings,

and trends in topics of contributed

papers. Track the participation of

women, of HBCUs, of undergraduate

students. From the Summer Work-

shops to Section NExT, our Section

has a rich and fascinating history.

Come learn about our past, present –

and future!

Caren Diefenderfer

(Hollins University),

Betty Mayfield (Hood

College), and Jon Scott

(emeritus, Montgomery

College) are all former

Governors of the MD-DC

-VA Section. Scott and

Mayfield are recipients

of the Section's Meritori-

ous Service Award; Die-

fenderfer is a recipient of the Sec-

tion's John M. Smith Award for out-

standing teaching and will be pre-

sented with the MAA's Deborah and

Franklin W. Haimo Award at the

2017 Joint Mathematics Meetings. All

three have served on the Section His-

tory Committee and have given talks

on the subject at two Joint Meetings.

They have enjoyed learning about

our Section's founding, meetings,

summer workshops, activities, and

most of all its people.

4

Fall 2016 Section Meeting Highlights

There is much more to differential

and integral calculus than may first

meet the eye, especially to those of us

who teach it again and again. Well-

worn calculus techniques and

topics—polynomials, optimization,

root-finding, methods of integration,

rationality and irrationality, and

more—often point to deeper, more

general, more interesting, and some-

times surprising mathematical ideas

and techniques. I'll illustrate my the-

sis with figures, examples, and calcu-

lation, and give references to MAA

publications and resources that can

support taking elementary calculus to

its extremes.

Born and raised in India, Paul Zorn

is a professor of mathematics at St.

Olaf College. His professional inter-

ests include complex analysis, math-

ematical exposition, textbook writ-

ing, and the role of mathematics

among the liberal arts. His 1986

paper “The Bieberbach Conjec-

ture” was awarded the 1987 Carl B.

Allendoerfer Award for mathemati-

cal exposition. He has co-authored

several calculus textbooks with his

St. Olaf colleague, Arnold Ostebee.

His most recent book is Understand-

ing Real Analysis (AK Peters, 2010).

From 1996 to 2000, he was editor

of Mathematics Magazine, and also

served a hitch (2011-12) as President

of the Mathematical Association of

America.

Leonhard Euler (1707 – 1783) is

one of the towering figures from

the history of mathematics. Here

we look at two results that show

how he acquired his lofty reputa-

tion. In 1737, Euler considered the

infinite series 1/2 + 1/3 + 1/5 + 1/7

+ 1/11 + … – i.e., the sum of recip-

rocals of the primes – and estab-

lished that the sum “is infinite.”

The proof rested upon his famous

product-sum formula and required

a host of analytic manipulations so

typical of Euler's work. The other

result addressed 1 + 1/4 + 1/9 +

1/16 … – i.e., the sum of recipro-

cals of the squares. Euler first eval-

uated this in 1734, and revisited it

in 1741, but here we examine his

1755 argument that used l'Hospi-

tal's rule not once, not twice,

but thrice! Euler has been de-

scribed as “analysis incarnate.”

These two theorems, it is hoped,

will leave no doubt that such a

characterization is apt.

William Dunham is a h istori-

an of mathematics who has writ-

ten four books on the sub-

ject: Journey Through Genius, The

Mathematical Universe, Euler: The

Master of Us All, and The Calculus

Gallery. He is featured in the

Teaching Company's DVD course,

“Great Thinkers, Great Theorems”

and most recently was a co-editor

of an anthology from Cambridge

University Press titled The G. H.

Hardy Reader.

Dunham retired as the Truman

Koehler Professor of Mathematics

at Muhlenberg College (emeritus,

2014). Since then, he has held vis-

iting positions at Harvard,

Princeton, Cornell, and the

University of Pennsylvania, and

he now is a Research Associate in

Mathematics at Bryn Mawr

College.

SATURDAY MORNING ADDRESS: EXTREME CALCULUS

SATURDAY AFTERNOON ADDRESS: EULER IN TWO ACTS

5

RECENT PUBLICATIONS

The Mathematics of Games: An

Introduction to Probability

by David Taylor (CRC Press,

2015)

Leonhard Euler: Mathematical

Genius in the Enlightenment

by Ronald Calinger (Princeton

University Press, 2016)

Rays, Waves and Scattering:

Topics in Classical

Mathematical Physics

by John Adam (Princeton

University Press, to be released

fall 2016)

Knots, Molecules, and the

Universe: An Introduction to

Topology

with contributions from David

Clark (AMS, 2016)

Sports Math: An Introductory

Course in Mathematics of

Sports Science and Sports

Analytics

by Roland Minton (CRC Press,

2016)

Seeking Sudoku by David

Clark (Math Horizons, Novem-

ber 2016)

Augustus De Morgan’s

anonymous reviews for The

Athenæum: A mirror of a

Victorian mathematician

by Adrian Rice and Sloan

Despeaux (Historia Mathemati-

ca, Vol. 43, Issue 2, May 2016)

Commutativity and

collinearity: A historical case

study of the interconnection of

mathematical ideas

by Adrain Rice and Bud Brown

(BSHM Bulletin: Journal of the

British Society for the History

of Mathematics, Vol. 31 No. 1 &

2, 2016)

A NEW LOOK AT GENERAL-EDUCATION MATHEMATICS COURSES

6

Amy Shell-Gellasch, Montgomery College

J.B. Thoo, Yuba College

Until recently, the vast majority of undergraduate students had to take college

algebra, even if they were never going to take another mathematics course. To

us, that is like requiring all students to take at least one semester of a foreign

language (which is not a bad idea in itself), but making that first course be only

on conjugating verbs. Luckily, many post-secondary institutions have moved

past this limited approach to the one-mathematics-course minimum require-

ment. These institutions now offer one or more quantitative-literacy or general-

education mathematics courses from a long list that has been developed in the

last decade or two. We suggest another alternative: an introductory course that

uses history as the vehicle for exploring topics in elementary mathematics.

General-education mathematics courses usually have high school algebra as

their prerequisite. They are general in nature, focusing on a few topics that

could be useful in students’ further college programs or their day-to-day lives.

The most common general-education mathematics course is often referred to as

“survey of college mathematics” or “discrete mathematics”, and it includes top-

ics such as matrices and linear programming. Other general-education courses

present mathematics that could be useful beyond college, including topics such

as introductory statistics and probability. A third type of course offers non-

standard but appealing topics: graph theory, the mathematics of sports, and

game theory. All of these courses have the common goal of increasing the stu-

dents’ proficiency in mathematical reasoning while avoiding losing them in the

details of mathematics they will most likely never use again.

Continued on page 8

7

NEWS FROM AROUND THE SECTION

At its meeting at MathFest in Columbus, the MAA

Board of Governors voted to give former Section

Governor Caren Diefenderfer a Deborah and

Franklin Tepper Haimo Award for teaching effec-

tiveness that has been shown to have had influence

beyond one's own institution. The award will be

formally presented at the Joint Mathematics

Meetings in Atlanta in January 2017, where Caren

will also give a talk. She was the recipient of the

2015 John M. Smith Award for Distinguished

College or University Teaching of our Section.

Bruce and Eve Torrence of Randolph-Macon

College served as Program Co-chairs and Proceed-

ings Editors for the 2016 Bridges conference held in

Jyvaskyla Finland. Bridges is an international

organization that celebrates connection between

mathematics and the arts.

Frostburg State University welcomes Sarah

Dumnich as an Assistant Professor in the

Department of Mathematics. Sarah received her

PhD in Mathematics from the Lehigh University in

2016. Her thesis, “A Measure Theoretic Approach

to the construction of Scaling Functions for Wave-

lets,” was directed by Vladimir Dobric and Robert

Neel. Her research interests include wavelet theo-

ry, functional analysis, and measure theory. Sarah

is also a 2016-17 Project NExT Fellow.

JoAnne Growney of Silver Spring, MD — and

professor emerita of mathematics at Bloomsburg

(PA) University — loves and writes poetry and has

for many years collected poems that relate, in struc-

ture or content, to mathematics. While teaching,

Growney used mathy poems as enrichment

readings and topics for student essays. Now she is

collecting them and presenting them in a blog,

“Intersections – Poetry with Mathematics,” found

at http://poetrywithmathematics.blogspot.com.

Teachers and students – and other curious persons

– are invited to visit the blog and explore. And to

contact Growney (japoet@msn.com) with questions

or suggestions.

We invite anyone in the MD-DC-VA Section who is

interested in using inquiry in their classrooms to

sign up for the MD-DC-VA IBL Consortium. This

group is intended to be a resource for anyone in or

near our section who wants to employ or already

employs IBL, POGIL, or other inquiry-oriented

methods. For more information about who we are,

what we do, and how to contact us, please visit our

website:

http://educ.jmu.edu/~willi5cl/MDDCVAIBL.html.

FALL NUMBER PUZZLE Fill in the circles so that each row, column and chain contain each of the digits 1 through 6 exactly once. Puzzle from innoludic.com

Since the audience for all of these

courses consists of students who are

not entering the STEM fields

(Science, Technology, Engineering

and Mathematics), and who are often

math-phobic, the idea of giving them

at least one engaging (and maybe

even “fun”) experience in mathemat-

ics before they sail away from the

subject forever is laudable. We often

see students who steered away from

mathematics for as long as possible

leave these courses grudgingly

admitting that they did see some

interesting things and that may be

mathematics is not so bad after all.

But we also see many students who

still struggle in these courses because

their mathematical preparation is so

limited or their aversion to the sub-

First and foremost, the framework

allows them to revisit the material

outside of a remedial setting. Sec-

ond, looking at the original context in

which the mathematics was devel-

oped is often a much more holistic

and intuitive approach than the pol-

ished and formulaic presentation of

modern texts. An example of such

mathematics is the method of false

SAVE THE DATE

MAA meetings provide opportu-

nities to keep up with the latest

developments in mathematics,

catch up with friends and

colleagues, and forge new

professional relationships.

Join us for the Joint Mathemat-

ics Meetings, the largest

annual mathematics meeting in

the world. More than 6,500

attendees are expected in

Atlanta, Georgia January 4 –7,

2017.

This year features Mathemati-

Con, a day of fun and free events

open to the public.

A NEW LOOK AT GENERAL-EDUCATION MATHEMATICS COURSES (continued from page 6)

ject is so severe that they cannot see

the important trees through the dark

forest that is “MATH 100.” So, there

is still work to be done.

The alternative we offer is a 100-level

mathematics course that specifically

leverages these students’ often much

stronger backgrounds and interests

in language arts and the humanities.

The course covers much of the math-

ematics to which they may have been

exposed in high school, but it does so

from an historical perspective. It is

not a low-level history-of-

mathematics course. Rather, it

presents elementary mathematics

and intermediate algebra as they

were practiced historically. Like a

special topic or theme in other gen-

eral-education courses, history is the

vehicle that moves the mathematics

forward. Because much of the mate-

rial is at a level applicable to many K-

12 classrooms, this course is also

appropriate for pre-service and in-

service teachers.

Students benefit in several ways from

encountering mathematics that they

likely have seen before through a

perspective that is new to them.

position and double false position.

In this problem-solving technique

from the late Middle Ages, a “guess”

is used that works easily with the

problem, and then proportional rea-

soning is used to scale the guess up

or down to arrive at the correct

answer. We have found over the

years that students who are not com-

fortable with algebra often intuitively

use ad hoc methods that are very

similar to this. If students are shown

this holistic approach first, they can

transition to the algebraic reasoning,

and then more readily extend their

understanding to the algebraic solu-

tion found in modern texts. The stu-

dents not only are then able to solve

the problem algebraically, they also

have a much stronger sense of how

one solves problems in general, as

well as an affirmation that their intu-

itive approach is valid. In addition to

the historical methods mentioned

above, hands-on projects can be used

in class, such as making or using an

abacus while discussing the different

types of abaci, or making and using

Napier’s Bones to showcase the lat-

tice method of multiplication. Bring-

ing such objects or models into the

classroom adds to the historical as 8

Join us for MathFest, the annual

summer meeting of the MAA,

July 26—29, 2017 in Chicago,

Illinois.

The annual summertime

meeting features numerous

sessions devoted to all aspects of

mathematical education and the

latest in mathematical research.

“Like a special topic or theme in other general education courses, history is the vehicle that moves the mathematics forward.”

well as the mathematical experience

for the students.

As we mentioned earlier, an histori-

cal approach also leverages students’

humanities and writing skills. This is

possible through the use of assign-

ments that fit naturally into these

non-STEM courses: discussions,

readings, papers, presentations,

projects, videos, performances, essay

exams, and so on. Of course, mathe-

matical homework and exam prob-

lems would still be assigned, but they

can comprise a much smaller part of

the course.

An historical approach can fulfill

mathematical or quantitative-literacy

mathematical and scientific advanc-

es. This allows students to see the

wider context of the mathematics

and the cultural influences involved,

which is now a requirement of many

college curricula.

A general-education course whose

vehicle is the historical development

of mathematics gives non-

mathematical students a solid under-

standing of the subject’s role, devel-

opment, and uses in society, in a

form that is intrinsically interesting

to them. A new general-education

mathematics text, Algebra in Con-

text: Introductory Algebra from

Origins to Applications, published

requirements while letting the stu-

dents engage the bulk of the material

in a manner with which they are

more comfortable. We have seen

students leave the course excited that

they actually learned mathematics.

They also leave realizing that they do

understand “basic” mathematics,

and possibly know something about

the subject that its “majors” might

not.

Topics in a mathematics course in

which history is the main thread can

include number systems and number

bases, leading up to the decimal

place value system; mathematical

notation; methods from various how

times and cultures for arithmetic

calculations (for instance, Greek,

Babylonian, Chinese, European);

solutions of polynomial equations up

to the cubic; exponentiation and

logarithms; Greek number theory;

and set theory, to name a few possi-

bilities. Including a fair amount of

traditional history and discussion

also showcases the interplay of tradi-

tion, religion, and societal beliefs

that shape and often guide

by the Johns Hopkins University

Press in 2015, covers the mathemat-

ics with the historical and contextual

focus described above. A website for

Algebra in Context, with further ide-

as for how to develop such a course,

can be found at jhup-

books.press.jhu.edu/additional-

resources-algebra-context.

Amy Shell-Gellasch is an Associate

Professor of Mathematics at Montgom-

ery College in Rockville, Maryland. She

also does research on historical mathe-

matical devices at the Smithsonian

National Museum of American History.

She is co-founder and chair of the

History of Mathematics Special Interest

Group of the Mathematical Association

of America.

John Thoo is a Professor of Mathematics

at Yuba College in Marysville,

California, where he has been since 1995.

John’s interest in the history of mathe-

matics has grown over the last decade.

In fact, he knows just enough to be

dangerous to himself. Now John

encourages everyone to explore the

history of mathematics.

9

SECTION OFFICERS

Chair: John Hamman

Montgomery College, Germantown

john.hamman@montgomerycollege.edu

Governor: Jennifer Berger

Salisbury University

jabergner@salisbury.edu

Chair Elect: David Taylor

Roanoke College

taylor@roanoke.edu

Program Chair: Minah Oh

James Madison University

ohmx@jmu.edu

Secretary: Edwin O’Shea

James Madison University

osheam@jmu.edu

Treasurer: Brian Lins

Hampden-Sydney College

blins@hsc.edu

Newsletter Editor: Karin Saoub

Roanoke College

saoub@roanoke.edu

Director of Member Communication:

Amy Shell-Gellasch

Montgomery College, Rockville

amy.shell-gellash@montgomerycollege.edu

Student Activities Coordinator:

Gwyenth Whieldon

Hood College

whieldon@hood.edu

New Faculty Coordinator (Section

NExT): Dina Yagodich

Frederick Community College

dyagodich@frederick.edu

At Large Executive Committee Member:

Phillip Poplin

Longwood University

poplinpl@longwood.edu

At Large Executive Committee Member:

Ethan Duckworth

Loyola University Maryland

educkworth@loyola.edu

Webmaster: Brian Heinold

Mount St. Mary’s University

heinold@msmary.edu

TREASURER’S REPORT

General Fund

Balance April 12, 2106 $4501.55

Balance October 4, 2016 $3913.61

John G. Milcetich Student Achievement Fund

Balance April 12, 2016 $1280.51

Balance October 4, 2016 $995.94

Project NExT Fund

Balance April 12, 2016 $615.00

Balance October 4, 2016 $0.00

Section NExT Fund

Balance April 12, 2016 $1681.86

Balance October 4, 2016 $2517.86

Receipts Expenses

Spring 2016 6467.00 Non Section NExT Meals 3772.26

Registrations Transfer to Project NExT 1750.00

Transfer to Section NExT 1130.00

JS Teaching Award 200.00

PayPal Processing Fees 164.56

Supplies 38.12

Total Receipts 6467.00 Total Expenses 7054.94

Receipts Expenses

Contributions to JGM 90.00 Student Talk Awards 225.00

Interest 0.43 Student Poster Awards 150.00

Total Receipts 90.43 Total Expenses 375.00

Receipts Expenses

Transfer from

General Fund

1130.00 Section NExT meals 294.00

Receipts Expenses

Transfer from

General Fund

1750.00 Project NExt Fellowship 2500.00

Contributions to

Project NExT

135.00

Total Receipts 1885.00 Total Expenses 2500.00