An airline's operational disruptions can lead to flight delays that in turn impact passengers, not only through the delay itself but also through possible missed connections. Much research has been done on crew recovery (rescheduling crews after a flight delay or cancellation), but little research has been done on passenger reaccommodation. Our goal is to design ways that passenger reaccommodation can be improved so that passengers can spend less time delayed and miss fewer connections. Since the length of a delay is often not known in advance, we consider preemptive rerouting of airline passengers before the length of the delay is known. Our goal is to reaccommodate passengers proactively as soon as it is known that a flight will be delayed instead of waiting until passengers have missed connections and to use known probabilities for the length of delay. In addition, we consider all of the affected passengers together so that we can effectively handle passengers' competition for available seats. We can give certain seats to people with short connections or those connecting to international flights. When there is one delayed flight, we model the problem as a two-stage stochastic programming problem, with first-stage decisions that assign passengers initial xi itineraries and second-stage decisions that reassign any passengers who are subsequently disrupted by the delay. We present a Benders decomposition approach to solving this problem. Computational results for this model are given, showing its effectiveness for reducing the length of passenger delays. When there is more than one delayed flight, we define a portfolio model which assigns passengers to portfolios that define their itineraries under all possible disruption outcomes. We focus on computational methods for solving this model. xii

The goal of our study is to take what previous research has reported as the benefit of pairing mathematics courses with writing across the curriculum initiatives and the inclusion of writing to learn activities, specifically journaling in calculus courses, and expand upon notions of student perceptions of the benefits of writing in math. Thus, the students in one of our Calculus 1 courses completed ten reflective journal entries, specifically summarizing topics learned and asking questions. Based on feedback in the last journal entry, we present results showing that student response to the journaling project was quite positive, with most the students indicating it helped them to learn calculus better, and about half indicating it made them enjoy the class more and/or have less anxiety. Last, journaling greatly increased communication between students and the professor, improving instruction and learning.

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