Franklin D. Demana received his master's degree in mathematics and his Ph.D. from Michigan State University. Currently, he is Professor Emeritus of Mathematics at The Ohio State University. As an active supporter of the use of technology to teach and learn mathematics, he is cofounder of the national Teachers Teaching with Technology (T3) professional development program. He has been the director and codirector of more that $10 million of National Science Foundation (NSF) and foundational grant activities over the past 15 years. Along with frequent presentations at professional meetings, he has published a variety of articles in the areas of computer and calculator-enhanced mathematics instruction. Dr. Demana is also the cofounder (with Bert Waits) of the annual International Conference on Technology in Collegiate Mathematics (ICTCM). He is corecipient of the 1997 Glenn Gilbert National Leadership Award presented by the National Council of Supervisors of Mathematics.
Bert K. Waits received his Ph.D. from The Ohio State University and is currently Professor Emeritus there. Dr. Waits is cofounder of the national Teachers Teaching with Technology (T3) professional development program, and has been co-director or principal investigator on several large NSF projects. Dr. Waits has published articles in more that 50 nationally recognized professional journals. He frequently gives invited lectures, workshops, and minicourses at the national meetings of the MAA and the National Council of Teacher of Mathematics (NCTM) on how to use computer technology to enhance the teaching and learning of mathematics. He has given invited presentations at the International Congress on Mathematical Education (ICME 6, 7, and 8) in Budapest, Quebec, and Seville. Dr. Waits is corecipient of the 1997 Glenn Gilbert National Leadership Award presented by the National Council of Supervisors of Mathematics, and is the cofounder (with Frank Demana) of the ICTCM. Dr. Waits was elected to be a member of the National Council of Teachers of Mathematics Board of Directors 2000-2002.
Gregory D. Foley is Distinguished Professor of Mathematics Education in the Department of Mathematical Sciences at Appalachian State University in Boone, North Carolina. He obtained B.A. and M.A. degrees in mathematics and a Ph.D. in mathematics education from The University of Texas at Austin. Dr. Foley has held faculty positions at North Harris County College, Austin Community College, The Ohio State University, and Sam Houston State University. He is a member of the Academic Coordinator Council for the Teachers Teaching with Technology (T3) program, and the Committee on Research in Undergraduate Mathematics Education of the American Mathematical Society (AMS) and the Mathematical Association of America (MAA). Dr. Foley has presented numerous talks internationally and has directed projects for high school mathematics teachers. In 1998, Dr. Foley received the biennial American Mathematical Association of Two-Year Colleges (AMATYC) Award for Mathematics Excellence for his lifetime achievements.
Dan Kennedy received his undergraduate degree from the College of the Holy Cross and his master's and Ph.D. in mathematics from the University of North Carolina at Chapel Hill. Since 1973 he has taught mathematics at the Baylor School in Chattanooga, Tennessee, where he holds the Carter Lupton Distinguished professorship. Dr. Kennedy became an Advanced Placement Calculus reader in 1978, which led to an increasing level of involvement with the program as workshop consultant, table leader, and exam leader. He joined the Advanced Placement Calculus Test Development Committee in 1986, and then in 1990 became the first high school teacher in 35 years to chair that committee. It was during his tenure as chair that the program moved to require graphing calculators and laid the early groundwork for the recent reform of the Advanced Placement Calculus curriculum. Dr. Kennedy has conducted more that 50 workshops and institutes for high school calculus teachers. His articles on mathematics teaching have appeared in the Mathematics Teacher and the American Mathematical Monthly, and he is a frequent speaker on calculus curriculum reform at professional and civic meetings.