Associated Press Includes SMU Simmons in List of Teacher Prep Programs Managing Changes Due to COVID-19

In a survey of teacher preparation programs around the country, the Associated Press asked how COVID-19 is impacting the way new teachers are being trained. SMU Simmons responded by saying professors are training students to use Google Classroom and also to evaluate education technology. Read the article here.

 

KRLD Radio Interviews Les Black on Impact of COVID in Holding Back Students

On KRLD Radio, Clinical Professor Les Black, Department of Education Policy and Leadership, talked about COVID’s impact on parents and taking steps to hold children back. Professor Black’s specialty is education policy and law.

He said holding back students would not be advisable, but ultimately it would be up to the parents. In most cases, parents and school administrators work together to determine what would be best for the student. The new Texas law, HB4545, which allows for accelerated instruction, would be important to consider. To hear his interview, click here.

How To Replace College Admissions Tests? WSJ Looks at Baker’s Research on Admissions Lotteries

Dominique Baker, Ph.D., assistant professor, Department of Education Policy and Leadership, SMU Simmons School of Education and Human Development

Assistant Professor Dominique Baker, Dept. of Education Policy and Leadership, provided her expertise on admissions lotteries for a Wall Street Journal story on ways to replace admissions tests for colleges and universities.

Baker, who has run lottery simulations with Michael Bastedo at the University of Michigan, says lotteries don’t necessarily create more diverse classes. Read the article here.

 

 

An Olympian Moment: NYT Features Locomotor Performance Lab and Weyand’s Work to Show Differences in Running Fast and Running Far

Three elite runners came to SMU’s Locomotor Performance Lab to show what differentiates running fast and running far for the New York Times. Dr. Peter Weyand, who directs the lab and research, informs what actually happens with the athletes as they hit the ground. The visually compelling piece can be seen here. 

The information enhances knowledge about how races –Olympian or otherwise–unfold.

 

The American Society of Biomechanics Honors Peter Weyand with Hay Award

Simmons Professor Peter Weyand will receive the Jim Hay Memorial Award for Research in Sports and Exercise from the American Society of Biomechanics during its annual conference in August. The award recognizes “originality, quality, and depth of biomechanics research that addresses fundamental research questions relevant to extraordinary demands imposed in sport and exercise.”

His scholarly work focuses on mechanics, metabolism, and performance at the whole-body level. His work is well-known to academics and professionals in various fields. Because of his expertise,  he has served as a lead investigator in several high-profile projects. These include “Michael Johnson, Wired Athlete,” “Physics of Basketball Flopping,” and the Olympic eligibility cases of amputee sprinters Oscar Pistorius and Blake Leeper considered by the International Court of Arbitration for Sport in Switzerland.

Weyand holds the Glenn Simmons Endowed Professorship of Applied Physiology and Biomechanics in the Department of Applied Physiology and Wellness.

To see the Hay Award symposium, watch the YouTube video below.

Big Drop in Math Scores Lead Walkington and Wilhelm to Call for New Ways of Teaching Math

Associate Professor Candace Walkington, Simmons School

Mathematics education professors Candace Walkington and Annie Wilhelm weigh in on the substantial drop in math STAAR scores during the pandemic. Both point out that the loss of math knowledge creates an opportunity to teach mathematics in new ways –and it has to be a systemic change.

Wilhelm tells The Dallas Morning News that prioritizing what students learn is key, explaining that educators should focus on the lessons that students must understand to be successful in their next grade level and future careers so they can “dig deep” rather than cover everything superficially.”

Walkington says that having students in virtual instruction makes it harder for teachers to engage with them.“That really points to a problem with mathematics instruction itself and the way we’re teaching it, not with the kids and not with the teachers.” Read more.

 

For a CBS11 broadcast story with Associate Professor Annie Wilhelm, click here.

Associate Professor Annie Wilhelm, Simmons School

 

 

 

 

 

 

 

 

 

 

NCII Honors Alain Mota for Data-based Individualization Work in Project STAIR

Alain Mota, Research in Mathematics Education (RME), SMU Simmons

The National Center for Intensive Intervention (NCII) names Research in Mathematics Education’s Alain Mota this year’s Data-based Individualization Champion for his contributions to Project STAIR, a shared effort with the University of Texas at Austin, the University of Missouri, and SMU. The work supports algebra readiness in middle school for students with learning disabilities and is funded by the U.S. Department of Education Office of Special Education Programs.

Mota is the STEM development and implementation coordinator for RME. In his Project STAIR role, he has co-facilitated webinars, collected data, and coauthored reports and guides based on the “virtual year” of implementation. Researchers at the University of Missouri nominated him for the recognition.

He was honored recently during NCII’s ten-year anniversary celebration. Congratulations to him!

 

Upcoming West Dallas STEM School Uses Virtual Space to Break Ground

As classes in the Dallas Independent School District conclude June 18, a new school in West Dallas gets ready to start. The Pre-K to 8 STEM School breaks ground virtually to celebrate its opening in mid-August.

In this video, the convener is Principal Marion Jackson, who highlights what students and their families can expect. The first group of students to study at the school will be seventh and eighth-graders.

The West Dallas STEM School, a Dallas ISD Transformation and Innovation School, is the result of more than three years of collaboration between the District, the Toyota USA Foundation, SMU’s Simmons School of Education and Human Development, and the West Dallas community.

 

 

NSF-funded STEM Projects By Simmons Researchers Win Recognition in 2021 STEM For All Video Showcase

Several Simmons researchers and their co-investigators at other universities were recognized for their STEM projects by the 2021 STEM For All Video Showcase, funded by National Science Foundation.

Associate Professor Annie Wilhelm, Beth Adams, STEM evaluation researcher, Tiffini Pruitt Britton, math education researcher (co-principal investigators), and their team received a Presenter’s Choice award for their video, Supporting Equitable Participation and Access.   Led by Principal Investigator Jonee Wilson, assistant professor at North Carolina State, the video shows that aiming for equity involves identifying and outlining specific practices that support and empower students who have historically been underserved specifically in mathematics classrooms. This video also was noted for being one of the projects that registered the most discussion.

Associate Professor Candace Walker and her team received a Facilitators’ Choice award for their video, Stories of Algebra for the Workplace. The project examines how practitioners in STEM and STEM-related careers use algebra to do their jobs and then uses this information to build classroom activities for students enrolled in algebra courses.  The team includes Simmons Ph.D. students Brooke Istas, Jonathan Hunnuicut, and Min Wang, and fellow researchers from UNC-Chapel Hill, Worcester Polytechnic University, and Texas A&M created

The 2021 National Science Foundation (NSF) STEM for All Video Showcase is an annual online event. Each year, it hosts between 100-200 three-minute video presentations from federally funded projects that aim to improve STEM (Science, Math, Engineering, and Mathematics) and computer science education. During the seven days of this online event, Principal Investigators, practitioners, administrators, researchers, policymakers, industry, and the public at large are encouraged to participate.

Bridging the COVID Learning Gaps: DMN Shows How Quick Testing Methods Used by Simmons Can Help

 

Kindergarten teacher Michelle Davis gives a fist bump to Angelique Luciano, 6, after administering a quick literacy diagnostic test to her at F.P. Caillet Elementary in Dallas on Wednesday, May 5, 2021. These bimonthly, quick diagnostic assessments give her the info she needs to plot out how to get her students on track amid the pandemic. (Lynda M. González/The Dallas Morning News)(Lynda M. González / Staff Photographer)

The Dallas Morning News gives a thorough look at how a teacher can administer quick literacy tests to assess how students are progressing, as they build up their knowledge after staying at home during the pandemic.

Featured is Kindergarten teacher Michelle Davis, who is getting a graduate degree in education from the Simmons School. One of her professors, Diane Gifford, Ph.D., explains why this approach is effective in getting students up to speed. For a full version of the story, read more.