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In this article, we describe, from personal experience, the different aspects of developing and teaching an honors calculus course in our community college. More specifically, we address the following issues: • What distinguishes an honors calculus course from a standard one? • Which high impact practices are applied in the course? • What are some of the obstacles to a successful implementation of an honors calculus course at a community college such as ours, and how they may be overcome? • What are the benefits of making such a course available to our students? • Why are honors course offerings, in general, important at a community college? In this work, we will describe our individual educational journeys as instructors of this specific course and relate our experiences to other mathematics courses we teach as well as to honors course offerings in other disciplines at our college. Upon reflection, we hope to provide some helpful suggestions, both practical and pedagogical, to those faculty members who intend to design and offer an honors course at our college as well as other community colleges across the nation. [ABSTRACT FROM AUTHOR]

We consider numbers with a very special property and showed that there are only a very few of them or none in a fixed number of digits. This can be given as a classroom activity or as a project to middle and/or high school students promoting number sense and reasoning skills. This article can be extended in many directions among which a few of them are described toward the end. [ABSTRACT FROM AUTHOR]

The 21st Century ushered in a new era of globalization with accelerated rate of technological developments demanding a work force highly trained in STEM (Science, Technology, Engineering and Mathematics) fields. The current US administration has recognized this challenge by making education a priority and focusing particularly on the restoration of America's leadership in Higher Education with special emphasis on the role played by Community Colleges. We have been charged with preparing a well-trained student population in the STEM fields to meet these challenges and stay competitive in the global markets. Consequently, innovative educational programs must begin at an early stage of students' education with the theoretical and practical applications needed to become front-runners in this competitive world. There is an imperative to introduce students to a research environment where students can experience career relevance motivating them to continue pursuing these fields. By conducting research through internships with faculty members, students will be empowered to develop skills and will be motivated to succeed within STEM areas. Therefore, the Summer Internship Initiative will narrow the gap between theory and application by making the theory relevant to existing research projects and making the learning process exciting and interactive for students, thus increasing retention in the STEM areas. Hostos Community College of CUNY has partnered with senior colleges in CUNY and the Goddard Institute of Space Studies ("GISS") in New York City to expand the educational horizon of our students, enabling them to compete and win in global markets. The latter is possible through collaborative research initiatives that develop and improve critical thinking and creativity skills, hands-on, team oriented, and interdisciplinary learning via collaborative research projects. [ABSTRACT FROM AUTHOR]