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

 

 

 

 

 

 

 

 

 

 

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.

 

 

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.

New West Dallas PreK-8 STEM School To Open In August

West Dallas parents and students talk about how they envision the new STEM School.

DALLAS (SMU) May, 4, 2021 – In West Dallas a new Pre K-8 STEM school is set to open this August beginning with students in the 7th and 8th grades.  The West Dallas STEM School, a Dallas Independent School District 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.

“We strongly believe that all children should have equal access to opportunities and a pathway to great careers,” said Sean Suggs, director, Toyota USA Foundation and group vice president, Toyota Social Innovation. “Together with the community, we have worked on everything from building design, teacher development, curriculum and before and after school care.  This extends also to addressing broader community needs, including access to transportation.”

To support the school as it opens and its new Master Principal Marion Jackson, the Toyota USA Foundation approved an additional grant of $3 million to SMU, adding to the $2 million grant the foundation awarded in September 2018.  This is in addition to Toyota’s teacher and community grants, West Dallas scholarship and mentorship programs, and the recently launched transportation circulator in the area.

“We know that there many related issues – from access to healthy food to before and after school care – that all tie into academic success. This is something we need to collectively address, and we encourage additional partners to come alongside the effort,” added Suggs.

To further support the school, business leader Carter Creech, an SMU alumnus with a passion for education philanthropy, has pledged an additional $3.5 million, following his initial gift of $1.5 million to the project.  Creech’s contribution will go toward a new middle school career and college readiness pilot program at the school, as well as efforts to replicate the West Dallas STEM school.

“As we move from planning to implementation, we have deepened our commitment to the school, to the model, and to each other,” said Simmons School Dean Stephanie Knight. “SMU is grateful for this unique partnership, and thanks both the Toyota Foundation USA and Carter Creech for continued investment in our community’s children – the problem solvers of the future.”

The West Dallas STEM School Program at Pinkston

The West Dallas STEM School Program at Pinkston is a neighborhood school that will begin by serving the 7th and 8th grade.  PreK – 1st grade is scheduled to begin enrollment in 2023.

The school brings together four integral components to create an innovative PK – 8 school model:

  • A project-based, industry-informed STEM curriculum
  • Professional development for educators
  • “Wraparound” services delivered directly to the students by community nonprofit organizations to help with issues such as literacy, nutrition, transportation and after-school care
  • Evaluation and measurement to support a model of continuous improvement

“This is an opportunity of a lifetime for the students and community of West Dallas,” principal Jackson said. “This partnership has afforded us the space to realize what’s possible when we focus our collective efforts on changing how we meet the needs of our students and families. We are committed to equipping our students to succeed in an evolving global society.”

SMU’s Simmons School is providing faculty expertise to develop project-based learning, which means that students will learn by working in groups to solve open-ended problems using design, engineering, math, science and technology. The approach prepares students to take on new challenges as they occur – and to understand how to build new knowledge on existing concepts.  The Simmons School will provide professional development for teachers, and Simmons researchers will monitor and evaluate the program as it evolves, developing a model to create other STEM-focused schools.

Partnering with the West Dallas Community  

Since the onset, the West Dallas community has been engaged in the creation of the school, advising on everything from design to input on services offered at the school.

Parents, such as José Alas, who sits on the school’s advisory council, have been engaged from the beginning. “This school really will help bridge the gap in opportunities when it comes to education,” he says. “Every child has the potential to do great things if we can provide them what they need, and I think the school is going to do just that. We always juggle where to send our children and now we are going to have one of the best schools in our backyard.”

Organizations such as West Dallas One and the West Dallas Community Coalition also have been active in the partnership, participating in the school’s design teams and focus groups with residents. Additionally, six long-established West Dallas nonprofit groups have been working on plans to expand their services within the school to help students and their families gain quick access to resources they need.

For more information, please visit https://www.dallasisd.org/westdallasstem

Ed.D. Student Valerio Parrot Publishes Washington Post Op-ed on Reforming College Athletics

Teresa Valerio Parrot, a higher education doctoral student in Simmons, offers a good historical perspective in a Washington Post Op-ed on efforts to reform college athletics for a century. Despite these, nothing has really happened, she says. “Real change and reform will occur only when leaders are willing to rethink this prioritization of profits and turn down the endorsement and media dollars associated with competition.”  Read the article here.