Print Page   |   Contact Us   |   Report Abuse   |   Sign In   |   Join AMATYC
Sadie Bragg Interview
Share |
An interview with Sadie Bragg:
  1. What is your professional background?  How long have you taught in a 2-year college full-time?  How long have you taught in a 2-year college part time?
    My professional background is in Mathematics as an educator and a textbook
    author. I have taught full time for twenty one years and part time for about three years when I first began as a professor. I have also served as a dean, a provost and senior vice president in the Office of Academic Affairs.
  2. How has the teaching of mathematics changed over the course of your career?
    Things that have changed over the course of my career include the use of
    technology in and outside of the classroom, e-Learning courses, more emphasis on developmental mathematics reform involving gaming, flip classes, quantitative reasoning, and the integration of developmental mathematics with other disciplines.
  3. In what year did you join AMATYC?  How did you first learn about it? What was your first conference?
    I joined in 1974.
    I learned about AMATYC through NYSMATYC and my first conference was also in 1974 in New York City.
  4.    Are you a member of professional organizations other than AMATYC?  If so, which ones?
    I am also a member of MAA, Benjamin Banneker, NCTM and NYSMATYC.
  5. What roles have you played in AMATYC?
    My monumental roles include:

     Member of Nominating Committee, 1991

     Strategic Planning Committee, 1992

     Chair-Equal Opportunity Committee, 1991-1993

    Vice President, 1993-1995
    • President-elect, 1996-1997

    • President, 1997-1998

    • Past President, 1998-1999

    • Co-director, Project ACCCESS

    • Co-director, Beyond Crossroads

    • Member of the Delegate Assembly
  6. What were the key issues for AMATYC during your presidency (or membership in  AMATYC)?
    Key issues during my presidency included: seeking funding from foundations, e.g.
    Exxon Mobil Foundation for programs, such as the joint program with AMATYC/MAA for Project ACCCESS.  Working on Strategic Planning so as to ensure the stability of AMATYC for the future.
  7. What were the accomplishments during your presidency (or membership in AMATYC)?
    Accomplishments during my presidency included the completion of the Crossroad
    documents; the completion of AMATYC’s Strategic Plan, and the founding of Project ACCCESS with other AMATYC members.
  8. How is the two year college mathematics professor perceived in the mathematics teaching community by high school teachers? By four-year college professors?  By themselves?
    I do not work with high school teachers on a regular basis, but when I do I am
    perceived as a mathematics professor.  Note that in the City University of New York (CUNY) all professors in the two- or four-year college must have earned doctorates.
  9. To what extent is the voice of the two-year college mathematics professional heard on the national level?  How has this changed and how has AMATYC had a role in changing it?
    This depends somewhat on their degree  If they have an Ed.D. or Ph.D. they are
    very acceptable  AMATYC has been very active players in the professional arena with NSF, NACCTEP, USNCMI- United Stated National Commission at the Math Institution, MAA, NCTM and AACC, just to name a few.
  10. What are the key issue and challenges facing AMATYC in 2012 and beyond? 
    As with most professional societies, the key issues and challenges are more likely
    to be: new and sustained membership, leadership and a solid financial basis.
Association Management Software Powered by YourMembership  ::  Legal