SMU partners with Dallas County Promise to broaden scholarship eligibility

 

Dallas County Promise logoSMU is working to provide more students in the Dallas area with the opportunity for an SMU education by expanding eligibility for an existing scholarship program and by partnering with Dallas County Promise to provide five new scholarships.

The University will expand the opportunity to apply for 10 scholarships previously available only to Dallas Independent School District (Dallas ISD) graduates. The expanded program, the Dallas County Mustang Scholarship, will award up to 10 four-year combined scholarship packages worth more than $225,000 each to cover full tuition and fees for eligible students who will graduate from any high school located in Dallas County.

The new program will award up to five two-year scholarships annually to eligible high school seniors who have successfully completed the Dallas County Promise Program and plan to transfer to SMU after earning a qualifying associate degree from the Dallas County Community College District.

To be eligible for the Dallas County Promise Scholarship, high school seniors at Promise-eligible high schools must complete the Dallas County Promise Pledge by Wednesday, Jan. 31, 2018; and apply for the fall semester at a Dallas County Community College and complete a FAFSA/TASFA by Thursday, March 15, 2018.

> Find full information for students at dallascountypromise.org

“There are future Dallas County leaders among the students attending high school in our community who may not get their best chance to lead because financial means is a barrier to an undergraduate college degree,” said Wes Waggoner, SMU associate vice president for enrollment management. “Expanding eligibility for some of our existing scholarships, and joining the Dallas County Promise Program, is going to be a great way to help identify these students as high school seniors and give them an opportunity to attend and graduate from SMU.”

Waggoner added that students who apply for the two-year SMU Mustang Promise Scholarship also would be considered for other scholarships and financial aid available to SMU undergraduates. More than $90 million in academic and need-based aid is awarded to SMU undergraduates each year.

Students selected to receive the Dallas County Promise scholarships will be eligible for free tuition for up to three years toward completing a degree at any DCCCD college. Each two-year SMU Mustang Promise Scholarship will then contribute to a full tuition and fees scholarship – an award worth more than $110,000 over the two-year period, allowing the students completing an associate degree from a DCCCD college to then complete their undergraduate degree at SMU.

High school seniors interested in the Dallas County Mustang Scholarship should complete the SMU admission application, the Mustang Scholars essay, the FAFSA and CSS Profile or TASFA by Thursday, Feb. 1, 2018.

> Learn more at smu.edu/mustangscholars

— Written by Kimberly Cobb

 

Texas Instruments grant will fund SMU training for DISD middle-school STEM teachers

Texas Instruments logoSMU will receive $1.7 million to train as many as 216 Dallas Independent School District middle school science teachers. The program will begin in summer 2017 and run for four years.

Texas Instruments and the Texas Instruments Foundation have committed $5.4 million total to advance public school education in science, technology, engineering and math. Most of the funds will be distributed in North Texas, and the rest will be earmarked for programs in the San Francisco Bay Area and southern Maine, where the company operates design and manufacturing facilities.

Dubbed Power of STEM Education, the initiative supports primary and secondary school programs with a special emphasis on opportunities for girls and minorities, who are underrepresented in science and engineering professions.

“Our focus is on collaborative strategies to improve teaching effectiveness and student success in STEM education,” said Andy Smith, executive director of the TI Foundation and TI director of corporate philanthropy. “We seek out effective partners who share our goals, make strategic investments and develop long-term relationships with educators and their organizations to support proven, successful programs that can be scaled and replicated. Working together, we believe all students can move forward and experience greater success in STEM.”

> Read the full story from The Dallas Morning News

Research: Learning algebra from Instagram

Stock photo of a student working a math problem on a blackboardCan students learn algebra from Instagram and video games?

SMU teaching researcher Candace Walkington thinks so. And her new study, funded by the National Academy of Education, will test the idea.

“In previous work, I found that students draw upon rich algebraic ways of reasoning when pursuing their out-of-school interests in areas like sports, social networking and video games,” says Walkington, an assistant professor in the Department of Teaching and Learning in the Annette Caldwell Simmons School of Education and Human Development. “Making connections to these topics in algebra class can improve long-term understanding of algebraic ideas.”

The new study asks pre-algebra middle school students in the Dallas Independent School District to author their own algebra stories based on their personal interests. They will describe how linear relationships approximate what they encounter in their everyday lives, such as how they accumulate followers on Instagram or score points in a video game over time, says Walkington, whose research focus is evidence-based effective teaching. About 200 pre-algebra students in eight classrooms at DISD schools are participating in the study.

Based on results from earlier research, Walkington hypothesizes that authoring the stories will elicit students’ interest in the content to be learned by drawing on their knowledge about home and community.

Algebra is a gatekeeper to many careers and to higher-level mathematics, making it critical for students to master, Walkington says – but students struggle to understand the abstract representations.

“Students often can’t see the connection between their world and algebra,” she says. “Exploring ways to connect math to their lives, experiences and knowledge is critical for making it accessible and captivating. That’s especially true when considering students from diverse backgrounds.”

A pilot version of the study begins in spring 2015. The full study starts in fall 2015.

Walkington was awarded the grant as part of the Spencer Postdoctoral Fellowship Program of the National Academy of Education. The $55,000 grant supports early career scholars working in critical areas of education research.

Written by Margaret Allen

> Read the full story at the SMU Research blog