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SMU Dark Matter Day celebration culminates in a dark matter rock hunt on Halloween

“In the spirit of science being a pursuit open to all, we are excited to welcome all members of the SMU family to become dark matter hunters for a day.” — SMU physicist Jodi Cooley

This Halloween, people around the world will be celebrating the mysterious cosmic substance that permeates our universe: dark matter.

At SMU, the Department of Physics in Dedman College of Humanities and Sciences is hosting a Dark Matter Day celebration, and students, faculty, staff and DFW residents are invited to join in the educational fun with events open to the public.

To kick off the festivities, two speaking events by scientists in the field of dark matter will familiarize participants with the elusive particles that scientists refer to as dark matter. The first talk is oriented toward the general public, while the second is more technical and will appeal to people familiar with one of the STEM areas of science, technology, engineering or mathematics, particularly physics and astrophysics.

Then throughout Halloween day, everyone is invited to test their skills at finding dark matter — in this case, a series of rocks bearing educational messages related to dark matter, which the Society of Physics Students has painted and then hidden around the campus.

Anyone lucky enough to find one of the 26 rocks can present it at the Physics Department office to receive a prize, says SMU physics professor Jodi Cooley, whose research is focused on the scientific challenge of detecting dark matter.

“In the spirit of science being a pursuit open to all, we are excited to welcome all members of the SMU family to become dark matter hunters for a day,” Cooley said. “Explore your campus in the search for dark matter rocks, just as physicists are exploring the cosmos in the hunt for the nature of dark matter itself.”

Anyone who discovers a dark matter rock on the SMU campus is encouraged to grab their phone and snap a selfie with their rock. Tweet and tag your selfie #SMUDarkMatter so that @SMU, @SMUResearch and @SMUPhysics can retweet photos of the lucky finders.

As SMU’s resident dark matter scientist, Cooley is part of the 100-person international SuperCDMS SNOLAB experiment, which uses ultra pure materials and highly sensitive custom-built detectors to listen for the passage of dark matter.

SuperCDMS, an acronym for Super Cryogenic Dark Matter Search, resides at SNOLAB, an existing underground science laboratory in Ontario, Canada. Located deep underground, SNOLAB allows scientists to use the earth as a shield to block out particles that resemble dark matter, making it easier to see the real thing.

The SuperCDMS SNOLAB experiment, expected to be operational in 2020, has been designed to go deeper below the surface of the earth than earlier generations of the research.

“Dark matter experiments have been a smashing success — they’ve progressed farther than anyone anticipated. The SuperCDMS SNOLAB experiment is quite unique,” Cooley said. “It will allow us to probe models that predict dark matter with the tiniest masses.”

For more on Cooley’s research, go to “Hunt for dark matter takes physicists deep below earth’s surface, where WIMPS can’t hide.“ — Margaret Allen, SMU

Dark Matter Day events at SMU:

  • Sunday, Oct. 29, 4 p.m., McCord Auditorium — Maruša Bradač, Associate Professor at the University of California at Davis, will give a public lecture on dark matter. A reception will follow the lecture from 5 p.m. to 6 p.m. in the Dallas Hall Rotunda with beverages and light snacks. This event is free and open to the public, and is designed to be open to the widest possible audience.
  • Monday, Oct. 30, 4 p.m., Fondren Science Building, Room 158 — SMU Associate Professor Jodi Cooley will present a seminar on the SuperCDMS direct-detection dark matter search experiment. This event is part of the Physics Department Speaker Series. While this event is open to the public, it will be a more technical talk and may appeal more to an audience interested in the STEM areas of science, technology, engineering and mathematics, especially physics and astrophysics.
  • Tuesday, Oct. 31, 9 a.m. – 4 p.m., SMU Main Campus, Dark Matter Rock Hunt — The SMU Department of Physics has hidden “dark matter rocks” all across the SMU main campus. If you discover one of the dark matter rocks, bring it to the main office of the Physics Department, Fondren Science Building, Room 102, and get a special prize. All SMU students, faculty, staff and community members are welcome to join in the search.
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$2.5 million NSF grant gives teachers a math assessment tool to help students

New assessment tool for teachers to measure math reasoning skills can drive effort to intervene early in ongoing struggles of U.S. elementary and high school students

A $2.5 million grant from the National Science Foundation to researchers at Southern Methodist University, Dallas, targets the ongoing struggle of U.S. elementary and high school students with math.

When it comes to the STEM fields of science, technology, engineering and math, research shows that U.S. students continue at a disadvantage all the way through high school and entering college.

The four-year NSF grant to the Annette Caldwell Simmons School of Education and Human Development is led by SMU K-12 math education experts Leanne Ketterlin Geller and Lindsey Perry. They will conduct research and develop an assessment system comprised of two universal screening tools to measure mathematical reasoning skills for grades K–2.

“This is an opportunity to develop an assessment system that can help teachers support students at the earliest, and arguably one of the most critical, phases of a child’s mathematical development,” said Ketterlin Geller, a professor in the Simmons School and principal investigator for the grant developing the “Measures of Mathematical Reasoning Skills” system.

Teachers and schools will use the assessment system to screen students and determine who is at risk for difficulty in early mathematics, including students with disabilities. The measures also will help provide important information about the intensity of support needed for a given student.

Few assessments are currently available to measure the critical math concepts taught during those early school years, Ketterlin Geller said.

“Providing teachers with data to understand how a child processes these concepts can have a long-term impact on students’ success not only in advanced math like algebra, but also success in STEM fields, such as chemistry, biology, geology and engineering,” she said.

Early math a better predictor of future learning
A 2015 Mathematics National Assessment of Education Progress report found that only 40 percent of U.S. fourth-grade students were classified as proficient or advanced, and those numbers have not improved between 2009 and 2015. In fact, the geometry scale of the fourth-grade mathematics report was significantly lower in 2015 than in 2009.

Early mathematics is a better and more powerful predictor of future learning, including reading and mathematics achievement, compared to early reading ability or other factors such as attention skills, according to one 2007 study on school readiness.

Research also has found that students’ early mathematics knowledge is a more powerful predictor of their future socioeconomic status at age 42 than their family’s socioeconomic status as children.

Early mathematics comprises numerous skills. However, number sense — the ability to work with numbers flexibly — in addition to spatial sense — the ability to understand the complexity of one’s environment — are consistently identified as two of the main components that should be emphasized in early mathematics standards and instruction, say the SMU researchers.

The Measures of Mathematical Reasoning Skills system will contain tests for both numeric relational reasoning and spatial reasoning.

Universal screening tools focused on these topics do not yet exist
“I’m passionate about this research because students who can reason spatially and relationally with numbers are better equipped for future mathematics courses, STEM degrees and STEM careers,” said Perry, whose doctoral dissertation for her Ph.D. from SMU in 2016 specifically focused on those two mathematical constructs.

“While these are very foundational and predictive constructs, these reasoning skills have typically not been emphasized at these grade levels, and universal screening tools focused on these topics do not yet exist,” said Perry, who is co-principal investigator.

“Since intervention in the early elementary grades can significantly improve mathematics achievement, it is critical that K-2 teachers have access to high-quality screening tools to help them with their intervention efforts,” she said. “We feel that the Measures of Mathematical Reasoning Skills system can really make a difference for K-2 teachers as they prepare the next generation of STEM leaders.”

The four-year project, Measuring Early Mathematical Reasoning Skills: Developing Tests of Numeric Relational Reasoning and Spatial Reasoning, started Sept. 15, 2017. It employs an iterative research design for developing formative assessments, a process that Ketterlin Geller has devoted much of her 20-year career to.

Ketterlin Geller is Texas Instruments Endowed Chair in Education and director of Research in Mathematics Education in SMU’s Annette Caldwell Simmons School of Education and Human Development. She is also a Fellow with the Caruth Institute for Engineering Education in the Lyle School of Engineering.

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Texas Tribune: The Q&A — Paige Ware, SMU Simmons School

In this week’s Q&A, The Texas Tribune interviews Paige Ware, who chairs the Department of Teaching and Learning at the Simmons School of Education and Human Development at Southern Methodist University.

Texas Tribune reporter Cassandra Pollock interviewed SMU education expert Paige Ware in the Annette Caldwell Simmons School of Education and Human Development for a Q&A about preparing the teachers who teach English language learners by instructing them on-site at their schools and helping them work with families in community centers.

Ware’s research focuses both on the use of multimedia technologies for fostering language and literacy growth among adolescents, as well as on the use of Internet-based communication for promoting intercultural awareness through international and domestic online language and culture partnerships.

Her research has been funded by a National Academy of Education/Spencer Post-Doctoral Fellowship, by the International Research Foundation for English Language Education, and by the Ford Scholars program at SMU.

Ware was the principal investigator of a Department of Education Office of English Language Acquisition professional development grant supporting secondary school educators in obtaining their ESL supplemental certification.

She is co-author of a technology standards book for Teachers of English to Speakers of Other Languages and has written or co-written dozens of peer-reviewed articles and book chapters. She is a frequent speaker on technology as an acquisition tool for language and culture and on writing development in adolescent learners.

The Texas Tribune article, “The Q&A: Paige Ware,” published Aug. 31, 2017.

Read the full story.

EXCERPT:

By Cassandra Pollock
Texas Tribune
Paige Ware chairs the Department of Teaching and Learning at Southern Methodist University’s Simmons School of Education and Human Development. She recently received a $2 million grant from the U.S. Department of Education to prepare ELL (English language learners) teachers by instructing them on-site at their schools and helping them work with families in community centers.

Tasbo+Edu: Can you expand on the U.S. Department of Education grant you recently received?

Paige Ware: Yes — I co-wrote it with two of my colleagues. The Department of Education can offer these grants every five years; traditionally, they’re called professional development grants, and it’s basically money that flows into tuition to provide teacher training. However, this particular grant required an embedded strong research design into the teacher training components. That’s never been the case with these grants — it’s been exclusively just teacher training.

There were over 300 applications, and only 55 were funded. For our particular grant, we think we got funded for two reasons. First, we partnered really well with Dallas Independent School District. There’s a real desire right now for higher education and teacher training programs to do more partnering and work with districts to be more purposeful about the kind of professional development teachers need. We also partnered with the community; there’s a place in Dallas called the School Zone, which is a consortium of nonprofit groups that are there to help impact West Dallas.

The second reason we think we got the grant is our teachers will be deeply embedded in these community settings. They’ll be learning not just how to teach English better to those learners, but also learning the context. There are also multiple opportunities to work with parents.

Tasbo+Edu: The question your team is trying to tackle is whether it makes a difference for teachers to be practicing in community settings. How are you planning to move forward on it?

Ware: The question came about because most of the time in higher ed for master-level courses, we deliver instruction on university campuses; it’s divorced from actual practice in the field. Or we deliver our instruction on university campuses and then assign teachers to work on their own with English learners. There’s not engagement in the community at the graduate level. What do teachers learn differently when they’re not isolated, but when they’re actually out there in the field? We’re interested in knowing what advantages are there, and what you gain by placing teachers in the community.

There are six reasons why we think it will be advantageous for teaching in the community. First, professional development typically focuses on instruction. Second, our teachers will have more opportunities to engage with families, which isn’t always possible in a school setting. A third reason is our teachers will be able to learn from one another. Fourth, they’ll get to know the children really well because they’re only working with two children for an entire academic year. Fifth, there are a lot of opportunities for feedback, since our instructors will be with teachers in the field, giving them feedback on a weekly basis. Finally, we think this approach will help cultivate a mindset such that when teachers think about English learners, they’re seeing the education of new immigrants as a larger web of bringing people into the community.

Read the full story.

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Class of 2017: SMU professor named outstanding teacher by UT Regents

The jaw of a 20 million-year-old cane rat was discovered by scientists at a hominoid locality in northern Uganda. The specimen is at the Uganda National Museum, Kampala.

Alisa Winkler is an SMU adjunct faculty member and research assistant professor of paleontology in the SMU Roy M. Huffington Department of Earth Sciences.

The University of Texas System has recognized SMU Research Assistant Professor Alisa J. Winkler for extraordinary classroom performance and innovation in undergraduate instruction.

Winkler, who is an SMU adjunct faculty member in the SMU Roy M. Huffington Department of Earth Sciences, was named to the Class of 2017 for the Regent’s Outstanding Teaching Awards of The University of Texas. It is the Board of Regents’ highest honor. It recognizes faculty for the highest quality of instruction in the classroom, laboratory, field and online.

Winkler earned her Ph.D. in geology from SMU in 1990, specializing in mammalian vertebrate paleontology.

“To be honest, when I was young I never thought about being a teacher. Later in life it just came with the territory of being in academia,” Winkler said. “What I discovered as a teacher, however, is how much I enjoy, learn from, and am inspired by my students. Their passion for knowledge is both a challenge and a stimulus for me to continue learning myself.”

She is an associate professor at U.T. Southwestern Medical Center in the Department of Cell Biology, Graduate School of Biomedical Sciences.

In addition to her teaching commitments and some contributions to the higher education literature, Winkler maintains an active research program in vertebrate paleontology as a research professor in SMU’s Roy M. Huffington Department of Earth Sciences in Dedman College of Humanities and Sciences.

In recent work, she analyzed research literature for “Fossil Rodents of Africa,” the first comprehensive summary and distribution analysis of Africa’s fossil rodents since 1978, according to SMU professor of geological sciences and vertebrate paleontologist Louis Jacobs, a world-renowned dinosaur expert and president of SMU’s Institute for the Study of Earth and Man.

“Alisa has been recognized for her teaching skills at U.T. Southwestern, but she is also globally recognized for her research on East African fossil mammals, which constrains the age and paleo-environments of human evolution,” Jacobs said. “Working from her research office in the Huffington Department of Earth Sciences, and in the field in Kenya and Uganda, she is a great asset to our students and adds depth to our program.”

Winkler received a B.A. in Biology from the University of Virginia, Charlottesville in 1978. She then earned an M.A. from the University of Texas at Austin in 1982.

She has been teaching anatomy at U.T. Southwestern since 1990. Winkler is currently co-director of the Human Structure course (anatomy, embryology and radiology) for first year medical students, and director of the Anatomy course for health professions students. Both courses focus on a cadaver-based dissection laboratory, and require extensive administrative, organizational and teaching commitments.

Winkler is the recipient of numerous teaching awards from the medical students, including seven pre-clinical teaching awards and a Katherine Howe Muntz Award for Teaching in Anatomy (2010). The Human Structure course was awarded the best course award for first year courses in 2016. She was awarded an outstanding educator award in health care sciences from the health professions students in 2014.

The Regent’s Outstanding Teacher Award was established in 2008 and is offered annually in recognition of faculty members at the The University of Texas System’s eight academic and six health institutions. With a monetary award of $25,000, the Regents’ Outstanding Teaching Awards are among the largest and most competitive in the nation for rewarding outstanding faculty performance.

Faculty members undergo a series of rigorous evaluations by students, peer faculty and external reviewers. The review panels consider a range of activities and criteria in their evaluations of a candidate’s teaching performance, including classroom expertise, curricula quality, innovative course development and student learning outcomes.

Winkler is one of 56 faculty members from across U.T.’s 14 academic and health institutions honored with the award by the Regents Aug. 23 in Austin. — SMU, U.T. System

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Sapiens: Can Medical Anthropology Solve the Diabetes Dilemma?

As the number of sufferers continues to rise, some researchers are moving in new directions to figure out how culture and lifestyle shape disease outcomes.

Sapiens reporter Kate Ruder covered the research of SMU anthropologist Carolyn Smith-Morris, who has studied diabetes among Arizona’s Pima Indians for more than 15 years.

Smith-Morris wrote about what she learned from her research in her 2006 book, “Diabetes Among the Pima: Stories of Survival.”

The Pima have the highest prevalence of diabetes ever recorded, although the disease is alarmingly on the increase throughout the United States. In an effort to understand the rise of the disease, the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK) from 1965 to 2007 focused on the Pima to carry out the largest continuous study of diabetes in Native Americans. Researchers examined the environmental and genetic triggers of the disorder, management of the disease, and the treatment of thousands of Pimas.

Smith-Morris is a medical anthropologist and associate professor in the SMU Anthropology Department in Dedman College. Her research addresses chronic disease, particularly diabetes, through ethnographic and mixed methodologies. She has conducted ethnographic research among the Gila River (Akimel O’odham) Indian Community of Southern Arizona, Mexicans and Mexican immigrants to the U.S. and veterans with spinal cord injuries.

The Sapiens article, “Can Medical Anthropology Solve the Diabetes Dilemma?” published Aug. 22, 2017.

Read the full story.

EXCERPT:

By Kate Ruder
Sapiens
Mary (a pseudonym) was 18 years old and halfway through her second pregnancy when anthropologist Carolyn Smith-Morris met her 10 years ago. Mary, a Pima Indian, was living with her boyfriend, brother, parents, and 9-month-old baby in southern Arizona. She had been diagnosed with gestational diabetes during both of her pregnancies, but she didn’t consider herself diabetic because her diabetes had gone away after her first birth. Perhaps her diagnosis was even a mistake, she felt. Mary often missed her prenatal appointments, because she didn’t have a ride to the hospital from her remote home on the reservation. She considered diabetes testing a “personal thing,” so she didn’t discuss it with her family.

As Smith-Morris’ research revealed, Mary’s story was not unique among Pima women. Many had diabetes, but they didn’t understand the risks. These women’s narratives have helped to explain, in part, why diabetes has been so prevalent in this corner of the world. An astonishing half of all adult Pimas have diabetes.

Medical anthropologists like Smith-Morris are helping the biomedical community untangle the social roots of diabetes and understand how and why the disease is exploding in the United States. Smith-Morris, based out of Southern Methodist University in Dallas, Texas, has been working on this cause for over 15 years—from a decade spent among the Pimas, to a new study sponsored by Google aiming to prevent diabetes-related blindness. Anthropology, she says, provides the most holistic perspective of this complex problem: “Anthropology seems to me the only discipline that allows you to look both closely at disease … and from the bird’s eye perspective.”

More than 30 million people in the United States are estimated to have diabetes, and it’s on the rise. If trends continue, 1 out of every 3 American adults could have diabetes by 2050, according to the Centers for Disease Control and Prevention.

The condition involves insulin, a hormone that regulates the way the body uses food for energy. In type 1 diabetes, the body stops making insulin entirely; those affected need daily insulin injections to survive. In type 2 diabetes, which accounts for the vast majority of cases, change is more gradual.The body slowly makes less insulin and becomes less sensitive to it over the years. Gestational diabetes, which strikes during pregnancy, can give mothers a dangerous condition called preeclampsia, which is related to high blood pressure and can harm both mothers and babies. Women with gestational diabetes are more than seven times likelier to later develop type 2 diabetes than women who do not have the condition in pregnancy, and their children are at higher risk of obesity and diabetes. If left untreated, diabetes can cause heart disease, kidney failure, foot problems that can lead to amputation, and blindness.

The preventative measures for type 2 and gestational diabetes are seemingly straightforward: eat healthy foods, lose weight, and exercise. Treatment for both can include taking medications. Yet prevention, lifestyle, and treatment cannot entirely solve the problem; family history, ethnicity, and other factors play a critical role in a person’s susceptibility to type 2 and gestational diabetes. Both forms of diabetes continue to plague Americans, particularly certain groups, including Native Americans. “My interest in diabetes grew out of an interest in Indigenous groups,” says Smith-Morris. “I took on diabetes because it was important to them.”

From 1965 to 2007, the Pimas of Arizona were the focus of the largest continuous study of diabetes in Native Americans. Conducted by researchers from the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK), it examined the environmental and genetic triggers of the disorder, management of the disease, and the treatment of thousands of Pimas. It also documented that they had the highest prevalence of diabetes ever recorded. The pivotal work told researchers much of what they know about diabetes today, including that obesity is a significant risk factor, and that a mother’s diabetes during pregnancy can pass risk along to her children.

The political and economic contributors to the Pima people’s health problems have long been well-known: Their traditional farming practices collapsed during the late 1800s and early 1900s when non-Native settlers upstream diverted essential water resources, contributing to poverty, sedentariness, and a lack of fresh food. Yet Smith-Morris felt something integral was missing from this picture: the Pimas’ stories.

Read the full story.