IAS/Park City Mathematics Institute
PCMI 2024 Applications now open!
The IAS/Park City Mathematics Institute, a three-week residential summer session, will be held July 7-27, 2024 in Park City, Utah.
PCMI 2024 Research Topic: Motivic Homotopy, organized by Benjamin Antieau (Northwestern University), Marc Levine (Universität Duisburg-Essen), Oliver Röndigs (Universität Osnabrück), Alexander Vishik (University of Nottingham), and Kirsten Wickelgren (Duke University).
The Undergraduate Summer School, will consist of a three-week program led by Anna Marie Bohnmann (Vanderbilt University) as well as an interactive Experimental Math Lab (XML).
The Undergraduate Faculty Program will be a three-week program led by Michael Ching (Amherst College).
The Workshop on Rehumanizing Mathematics, led by Rochelle Gutierrez, will be held July 7-20, 2024.
The Teacher Leadership Program is currently on hiatus.
PCMI encourages applications from all those with interest in the program, both from the US and internationally. Our goal is to provide a welcoming community for all participants.
This conference supports the Welcoming Environment Statement of the Association for Women in Mathematics.
If you have questions please contact us at firstname.lastname@example.org.
The IAS/Park City Mathematics Program (PCMI) is an outreach program of the Institute for Advanced Study (IAS). Held in Park City, Utah, IAS/PCMI is an intensive three-week residential conference that includes several parallel sets of activities aimed at different groups of participants across the entire mathematics community. These activities include:
- program for mathematics researchers
- short courses for graduate students
- lecture series for undergraduate students
- undergraduate faculty program
- faculty workshop on rehumanizing mathematics
At the annual Summer Session, all of PCMI's programs meet simultaneously, pursuing individual courses of study designed to enrich participants in mathematical topics appropriate for their level, and participating in cross-program activities based on the principle that each group has something important to teach and to learn from the others. The rich mathematical experience combined with interaction among groups with different backgrounds and professional needs increases each participant's appreciation of the mathematical community as a whole and results in an increased understanding and awareness of the issues confronting mathematics and mathematics education today.
Major funding from:
National Science Foundation (DMS-1915835)
With generous support from:
Clay Mathematics Institute Senior Scholar Program