(Belin Tsinnajinnie, PhD)

2) TMWYF: Enriching Divisibility: Multiple Proofs and Generalizations 

(Benjamin Dickman, PhD)

(Nicole Joseph, PhD, Ashli-Ann Douglas, PhD, and Mariah Harmon, PhD)

5) TMWYF: The Situation with Specification 

(Noelle Sawyer, PhD)

6) TMWYF: Mathematical Outreach: Explorations in Social Justice around the Globe 

(Hector Rosario, PhD)

7) TMWYF: FUNctional analysis! Optimal approximants and orthogonal polynomials 

(Meredith Sargent, PhD)

8) TMWYF: Proto-pies: when is a pie chart not a pie chart? 

(Lucy Rycroft-Smith & Darren Macey)

9) TMWYF: Falling (back) in Love with Math: Period 3 implies chaos
(Michelle Manes, PhD)

10) TMWYF - Surfaces: BIG and Small 

(Marissa Loving, PhD)

11) TMWYF: Can global mathematics be saved? Should it be 

(Michael Barany, PhD)

• The goal is solidarity and support, not uniformity.
• Speak from your own experiences and avoid generalizations. Don't expect others to speak for more than themselves, and don't demand that others share beyond their comfort.

• The goal of discussion should be to learn about others and their perspectives. 
• This is in contrast with listening to respond or to evaluate. These will be elements of our work, but we want to listen deeply enough to be changed by what we hear. (https://sustaineddialogue.org/)

• In a brave space, people expect to be vulnerable and to have their ideas challenged, but they also expect to be respected as people. 
• This is in contrast with a “safe space” in which people expect to feel comfortable all the time.

• No one is articulate all the time.
• Resolution of ambiguity or even tension is not the goal of every discussion.
• Live in not knowing, as we ask our students to do.

• We need the rich diversity of ideas from all participants in order to do our best work together.
• If you are often quiet, step up your speaking. If you speak often, step up your listening.
• Sharing of the space interacts with aspects of power and privilege in many ways, and we must be mindful of these aspects when making space.

• Just as we ask students to choose to engage in our classrooms, we ask each other to engage in these sessions without external distractions. Staying above a critical threshold of engagement is important for these sessions to be meaningful.
• It is completely appropriate to need to take a break or to need to manage something personal. Please do this in ways that respect others’ engagement.
• Different people manage their concentration differently for reasons that include neurodiversity and personal strategies.