SMU’s Annette Caldwell Simmons School of Education and Human Development has maintained its prestigious spot in the U.S. News & World Report 2025 national rankings. Simmons remains in the top 50 out of 255 participating public and private graduate schools of education around the country
Simmons also maintains the #11 spot among all private universities on the list. Simmons is #1 among private universities in the Southwest and is ranked #3 among all colleges in Texas. Statewide, only the University of Texas at Austin and Texas A&M at College Station, both public universities, have a ranking higher than Simmons.
Leon Simmons Endowed Dean Stephanie L. Knight, Ph.D. has led SMU Simmons since 2017. “In the competitive world of higher education, Simmons has maintained its impressive spot in the national rankings. “I remain incredibly grateful to Simmons’ dedicated research faculty members who are the reason for our continued success.”
To rank schools of education, U.S. News & World Report considers many factors including research activity, academic quality, faculty resources, student selectivity, doctoral degrees granted, as well as peer assessment scores. Simmons has 82 active research projects with 73% of tenured professors engaged in research.
Knight noted that SMU professor Leanne Ketterlin-Geller received a $14 million grant to study improving math learning loss nationwide, setting the SMU record for highest single award total. “With work like that being done by our faculty researchers, I believe Simmons will only continue to rise in the rankings and national prominence.”
Leanne Ketterlin-Geller’s grant represents the highest single total dollar amount in SMU’s history, aiming to help students prepare for their future by learning fractions
SMU professor Leanne Ketterlin-Geller was awarded a $14 million grant from the U.S. Department of Education to nationally scale a math intervention designed to help students improve their fraction skills – the highest single total dollar amount in SMU’s history. The five-year project will provide support to 4th and 5th graders in rural settings and out-of-school programs across the United States.
“A limited understanding of fractions is a major problem in schools because fractions are the gatekeeper for future success in algebra,” said Ketterlin-Geller, professor of education policy and leadership in SMU’s Simmons School of Education and Human Development and the Texas Instruments Endowed Chair in Education. An internationally recognized math and special education researcher, Ketterlin-Geller also leads Simmons’ Research in Mathematics Education program.
“Recent data suggests that compared to reading, more students struggle with math, especially for underserved populations,” she said.
As principal investigator of SCALE UP, Ketterlin-Geller’s largest grant to date, the SMU researcher will work with partners at six universities to examine how a fraction intervention program can be used in rural schools and in community-based afterschool settings. This program, called Fraction Face-Off!, was developed by researchers at Vanderbilt University. Students work in small groups with their educator or tutor to learn about fractions during 36 sessions.
“Understanding proportions, ratios, algebra and higher levels of math begins with an understanding of fractions,” Ketterlin-Geller said. “Just memorizing procedures is not enough, students need to understand the ‘why’ of fractions.”
Before beginning the new SCALE UP project, Ketterlin-Geller and partner researchers worked with Fraction Face-Off! In diverse settings through the SCALE project. They found students who completed the program showed measurable improvement in their understanding of fractions. The new project expands the intervention to include more students and educators in additional settings.
“Educator training and coaching is a key part of the program’s effectiveness,” Ketterlin-Geller said. Rural school educators and community-based providers often have limited access to effective interventions and professional training. The program provides them with online training and ongoing coaching, she said.
SMU will lead the SCALE UP project with implementation partners including the University of Missouri and The University of Texas at Austin. Collaboration partners include the University of Virginia, the University of Hawaii, Georgia State University and the University of California, Riverside. WestEd is the independent evaluator.
Simmons Dean Stephanie Knight says the research is much needed. “This history-making grant to develop more effective ways of supporting fraction learning is essential to the ever-growing number of students who struggle with math. I am appreciative that Dr. Ketterlin-Geller’s work is being rewarded and proud that her research at SMU Simmons has the potential to make a significant impact in improving the math trajectories for students across the country.”
The contents of this announcement were developed under grant S411A240014 from the U.S. Department of Education, Education Innovation and Research (EIR) Program as part of a financial assistance award of $13,990,544 funded by EIR (90% of total project costs) and 10% funded by non-governmental sources. The Department of Education does not mandate or prescribe practices, models, or other activities described or discussed in this document. The contents of this announcement may contain examples of, adaptations of, and links to resources created and maintained by another public or private organization. The Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information. The content of this announcement does not necessarily represent the policy of the Department of Education. This publication is not intended to represent the views or policy of, or be an endorsement of any views expressed or materials provided by, any Federal agency.
Dr. Alexandra Pavlakis, an associate professor in Simmons Education Policy and Leadership Department, has been named a 2025 recipient of the Altschuler Distinguished Teaching Professor Award.
Pavlakis teaches leadership and qualitative methods courses on the doctoral and master’s level. Besides her work in the classroom, Pavlakis is also a successful researcher. She and colleague Meredith Richards created a comic book that helps educators see homelessness through the eyes of students. Uprooted: Voices of Student Homelessness is the result of years studying how homelessness affects students and the best ways to help them succeed in school. Thousands of copies of the graphic novel were requested and sent to school districts, shelters, non-profit organizations, universities, hospitals and even juvenile probation centers throughout the country.
The Center for Teaching Excellence (CTE) award’s selection committee said Dr. Pavlakis’ application stood out as a testament to her dedication to high-quality instruction and her commitment to fostering meaningful student learning experiences. The award honors her outstanding work both in the classroom and for her unwavering support of her students. Pavlakis was selected out of a field of SMU’s most outstanding professors.
As part of receiving the Altshuler Award, Dr. Pavlakis will now join the Review and Selection Committee for SMU’s Teaching Awards; will serve as an Advisory Member to the CTE and participate in two Board meetings per year to discuss initiatives, programs, and how the CTE can improve teaching and learning across the university.
She will also present at least once during your two-year tenure as an Advisory Member at CTE events, such as the Teaching Effectiveness Symposium, the Spring Kickoff, the Spring Pedagogical Institute, and/or other CTE events.
Award recipients receive a one-time $10,000 grant and become members of SMU’s Academy of Distinguished Teachers. Pavlakis received the award from President Gerald Turner at the Spring 2025 General Faculty Meeting on January 22 and was honored by Simmons EPL with a reception attended by Dean Stephanie Knight prior to the ceremony
President Joe Biden has selected the local nonprofit, The GEMS Camp (Girls in Engineering, Math, and Science), as a recipient of the prestigious Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM). The award recognizes individuals and organizations who have made significant contributions to mentoring and have enhanced the participation of individuals including persons with disabilities who might not otherwise have considered or had access to opportunities in STEM disciplines and professions.
Established by current SMU Simmons Ph.D. candidate and Graduate Research Assistant Saki Milton in 2010 when she was a classroom teacher, The GEMS Camp empowers underrepresented and underserved middle school girls through immersive informal STEM education opportunities, leadership development, and mentorship. The organization’s innovative programs integrate culturally affirming, real-world applications of STEM and career mentorship to inspire confidence and foster academic success. The GEMS Camp has empowered more than 1,300 underrepresented girls through year-round programming and summer camps hosted at major universities with the next one planned for SMU this summer.
GEMS has achieved an impressive 85% retention rate since 2015. Its first cohort of 7th graders has now graduated from high school, and 80% of them became STEM majors or pursued careers in STEM. This success aligns with the PAESMEM program’s goal of highlighting exemplary mentoring efforts that broaden participation in STEM fields.
Milton says her direct work with girls in the Dallas community led her to SMU to pursue a Ph.D. in STEM education to apply theory to practice. She says her faculty advisor, Dr. Candace Walkington’s research projects aligned well with her interest in informal STEM learning, especially informal mathematics. “Since I’ve been at Simmons, my knowledge base has expanded tremendously giving me an in-depth understanding of educational equity, particularly for Black and Latina girls who have been historically marginalized in STEM subjects. I have been able to incorporate my work with The GEMS Camp into my research interest, while learning qualitative and quantitative methods to study interventions like The GEMS Camp.”
Milton went on to say, “We are honored to be part of the national movement aimed at expanding access to high-demand, high-paying STEM careers and inspiring the next generation of women leaders in STEM.” Simmons Dean Stephanie Knight offered her congratulations. “We at Simmons are so proud of Saki and honored to help her continue to elevate the GEMS program through research and learning.”
Administered by the National Science Foundation on behalf of the White House Office of Science and Technology Policy, the Presidential Award celebrates mentors who provide critical guidance outside of traditional classrooms, shaping the future of the STEM workforce. Each Presidential Awardee receives a certificate signed by the President of the United States and a $10,000 award from the National Science Foundation. Milton plans to attend the award ceremony in Washington, D.C. later this year.
Dr. Mai Zaru, a postdoctoral researcher in Simmons Teaching and Learning Department, has been named to the International Literacy Association’s 2025 list of 30 under 30. The prestigious recognition highlights emerging leaders who are transforming literacy education and promoting equity in classrooms, communities, and beyond.
The 2025 cohort includes change-makers from 12 countries, all under the age of 30, who are driving innovations and advocating for accessible, inclusive learning experiences. Dr. Zaru noted “This honor is both humbling and deeply meaningful, as it reflects not only my individual efforts but the collective work of many who are committed to advancing literacy and educational equity. Our shared mission is to break down the barriers to access and opportunity that persist in classrooms and communities.”
Dr. Zaru is a Palestinian postdoctoral researcher, educator, and poet, actively challenging the paradigm of the ‘Orient World’ (Said, 1978) through narratives and counter-narratives rooted in liberatory education. Her research harnesses qualitative methodologies to document refugee literacy practices, creating spaces for marginalized stories to flourish within the transformative dynamics of dialogue and translanguaging practices. Committed to advancing interdisciplinary discourse with and for immigrant families, she aims to drive qualitative methodologies that decisively decolonize literacy practices.
Dr. Stephanie Al Otaiba, Patsy and Ray Caldwell Centennial Chair in Teaching & Learning, nominated Dr. Zaru for this honor. “What makes her “one to watch” is her commitment to promoting literacy as a fundamental human right and her focus on amplifying the voices of immigrants while telling their stories through a lens of inclusion.”
Simmons is proud of the many outstanding students studying in the six departments that make up the School of Education and Human Development. But one of these students has been honored as a bona fide hero.
Magdeline Pike is studying for her doctorate in Learning Sciences in Simmons Human Centered Interdisciplinary Studies Department. Today she was awarded the SMU Police Department’s Citizens Commendation Award for helping save the life of a man outside Ford Stadium on Nov. 30. SMU Police Chief Jim Walters presented the award at a special ceremony. Donzeal Curry, an SMU security guard who called 911, also received the award.
Pike was on the boulevard tailgating when she saw a man who was unresponsive. The Air Force veteran sprang into action, and along with an unidentified man worked together to administer CPR until EMS arrived. Pike said it was a stressful couple of days until she learned that he survived.
Chris Anderson, his wife Elaine and their two little girls attended the awards ceremony and were able to thank their heroes in person.
Pike says she is grateful that she, the unidentified man, and Curry were able to work together to administer lifesaving aid. She says she is humbled by the recognition and is happy she was in the right place at the right time to help.
The holiday season is a time of celebration, joy, and connecting with what truly matters. But let’s face it – it’s easy for stress to overshadow the magic of the season.
By embracing simple, intentional practices, you can create a holiday season that feels calmer, more meaningful, and true to your values. Psychotherapist Farnoosh Nouri in the Department of Counseling at SMU suggests these five ways to bring quiet into your holidays and nurture your mental well-being:
Stay Focused on What Matters
The holidays can devolve into a whirlwind of events, gift shopping, and family obligations that leave you drained. Take a step back and ask yourself: What truly matters to me? Whether it’s meaningful connections, honoring your spiritual values, or simply slowing down, channel your energy into what aligns with your priorities. For example, instead of stressing over extravagant gifts, consider heartfelt gestures that bring connection and peace.
Put Your Health First
Don’t let self-care fall to the bottom of your list. Your mental, emotional, and physical well-being are the foundation of a peaceful holiday season. Carve out time to recharge – whether it’s a mindful walk, a warm bath, journaling, or getting enough sleep. Staying active and eating balanced meals (with room for holiday treats, of course) can help you maintain your energy and mood. Remember, caring for yourself is the best gift you can give to others.
Embrace Healthy Connections
Holidays are a time to foster bonds with people who lift you up. Spend time with friends and family who bring positivity into your life. Simple actions like sharing a laugh, giving or receiving a hug, or enjoying a moment of gratitude together can do wonders for your mental well-being. Activities like exercising together, playing a game, or even completing a small task as a team can boost those “feel-good” chemicals in your brain and create lasting memories.
Create Quiet Moments
Amid the noise and activity, prioritize moments of stillness. Quiet reflection – whether through meditation, a cup of tea by the window, or simply sitting in silence – can calm your mind and unlock new perspectives. These moments aren’t just a “break from busy”; they’re a chance to feel grounded and open to the beauty of the season.
Don’t Forget to Have Fun!
Laughter, playfulness, and joy are the ultimate stress-busters. Use this time to try something new—whether it’s tasting a dish you’ve never made, visiting a new place, or starting a playful family tradition. Positive emotions like joy and excitement aren’t just fleeting—they energize and uplift you, helping you step into the new year refreshed and ready.
SMU’s Dr. Tony Cuevas, Ph.D., assists West Dallas STEM School students with VR technology in the classroom. Students at WDSS are exposed to a variety of innovative learning techniques thanks to the public-private partnership through Toyota USA Foundation, SMU and Dallas ISD.(Courtesy Toyota)
The program is part of Toyota USA Foundation’s Driving Possibilities initiative, which seeks to provide for the interconnected needs of students through investment in educational programming.
By Meg Townsend, Dallas Morning News
When Toyota Motor North America, Inc. (TMNA) moved into its new headquarters in Plano in 2017, it did so with a plan to do more than simply create jobs in North Texas — being a responsible corporate partner and creating a positive impact within the D-FW community has always been the goal.
For evidence of the company’s impact, look no further than the Dr. Elba and Domingo Garcia West Dallas STEM School. Planning for the school began in 2018 with a public-private partnership between the Toyota USA Foundation, Southern Methodist University, Dallas Independent School District and the West Dallas community. Together, they’ve engineered a transformational school in an area where students have long experienced poverty, injustice and lack of resources.
What began as an educational initiative has expanded into a comprehensive community partnership that addresses both the learning and essential needs of children. It’s all a part of Toyota USA Foundation’s Driving Possibilities initiative that brings together educators, local and national nonprofits, industries and communities to prepare youth for the careers of tomorrow.
“Every program, every intervention that we are doing on this project, across the board, is intentional,” says Karen Pierce, an SMU Simmons School of Education and Human Development staff member who serves as the project manager for the West Dallas STEM School and has experienced firsthand the impact of the public-private partnership.
The West Dallas STEM School opened in 2021 and was designed to serve Pre-K through eighth grade, though grades will be added progressively. For the 2024-2025 school year, grades PK3, PK4, kindergarten, and first, second and third grades are available. The school will be fully expanded to eighth grade by the 2029-2030 school year. Programs provided by Dallas ISD and The Budd Center at SMU have transformed education and introduced students to STEM in new, effective ways. The partnership between Toyota USA Foundation, SMU and the public education system has yielded on-site support, innovative educational programming and teacher development that help improve student outcomes.
Replication as the ultimate goal
What makes this program unique is the goal of replication, Pierce says. Providing students with improved educational experiences is an immediate outcome but the long-term outcome of the program is to create a model that can be transferred to other local schools in the West Dallas community — and many more beyond. “We recognize the need to pilot programs and develop processes but then share that in a way that is transferable,” says Pierce.
Though the school is still in its third year of operation, impact is already measurable. Improving family and community involvement at the school, and in the children’s education, was one of the primary goals. Only a small number of parents attended activities like the Family Learning Hub, PTA meetings and STEM nights at the time the school was launched, but now that number has doubled to 33%. In the 2023-2024 school year, 86 students improved academic performance, and 234 students improved school attendance, according to The Budd Center at SMU.
“We’re able to take our discoveries and share those abroad and even go and implement some of our programming that’s being piloted at West Dallas STEM School with other Pinkston feeder pattern schools,” says Toni Harrison-Kelly, the executive director of The Budd Center at SMU. Through this initiative, more than 900 program resources have already been developed or enhanced to serve hundreds of additional students throughout the area.
Providing for a student’s whole experience
Nonprofit and after-school program community partners are other critical components of students’ success. Brother Bill’s Helping Hand runs a food pantry onsite where families can shop, plus a learning garden that’s used to teach students about growing food.
“Almost anything that we’ve asked to do for the people of West Dallas, Toyota’s been right there to support us,” says Blane Rogers, site director of the Brother Bill’s Helping Hand onsite food pantry at West Dallas STEM School. The food pantry is structured to provide a shopping experience, giving clients a self-serve option that enables them to support their families. “This partnership is just another way that we can ensure that anyone in the community that’s coming to us or coming to the school for help can do so in a dignified way,” Rogers says.
Girl Scouts work on creating a model for their egg drop project, a popular STEM learning activity that teaches students about gravity and the science behind impact.(Courtesy Toyota)
Girl Scouts of Northeast Texas is another community partner that provides after-school programming for students. Destinee Merida, community youth development manager for the organization, says the school’s work primes the girls to explore STEM at a deeper level in their extracurricular programs because they can build on what was learned in school.
Early data shows that these programs are reaching students. Pierce says that all students at the West Dallas STEM School participated in sci-tech learning labs offered, as well as enrichment activities at the learning garden. This ecosystem of community support makes the impact sustainable because each organization fills gaps and meets needs. “Being able to be part of this wraparound service has really been beneficial because [if girls come to us with] needs that are far bigger than what we can actually do, we’re able to then refer them to those other community partners,” Merida says.
Partnership with Toyota also gives students in the program exposure to careers in STEM fields and potential future opportunities. Toyota is a unique collaborator in this regard, Pierce says, because the organization has a view of workforce readiness, and the skills youth need to develop to prepare for careers in the coming decades. This, in turn, helps educators like those from SMU and those working in Dallas ISD refine programs to ensure that students are prepared for the workforce. “We want to make sure that when we graduate a kid […], they are equipped to accomplish whatever that career trajectory was for them,” Pierce says.
Cross-industry collaboration continues to address key indicators of student success like providing field trips, creating a place for social belonging and other industry-informed learning opportunities. Now that the school is established, the work is to expand its impact, document the model, adjust as needed, and track the impact on students across their educational careers. Supporting students remains the program’s primary goal and children in the program get an all-encompassing learning experience that prepares them for their future.
Practicing on avatars in mixed reality, teachers use unique SMU lab to learn how to navigate complex classroom conversations.
What happens when you bring together a class of student teacher and early-career teachers, a self-proclaimed puppeteer and five teen avatars? You create an effective practice environment for educators to work on de-escalating classroom disagreements and facilitating classroom discourse of controversial topics.
Every day, teachers lead classrooms filled with pupils of different backgrounds and beliefs. When tempers flare, the learning environment can suffer. In SMU’s Mursion Simulation Environment, located in the Simmons School of Education and Human Development, undergraduate and graduate students learn to manage those conflicts and advance student understanding by interacting with teen avatars.
Their names? Ava, Dev, Ethan, Jasmine and Savannah. But the secret behind the avatars’ distinctive personalities is not merely clever programming – it’s assistant director of the Simmons Center for VR Learning Innovation and simulation specialist Stacy Ann Strang. Before coming to SMU, this “digital puppeteer” and simulation designer worked as both an actress and voiceover artist.
Avatars as unpredictable as their human counterparts
When early-career teachers enter the mixed reality simulation environment, they are introduced to the five on-screen avatars in a classroom setting. The simulation can see the teachers and, more importantly, their facial expressions and body language as they interact with the avatars.
It’s Strang, combined with artificial intelligence, designing how the avatars’ engage in the educator’s lesson – meaning the simulation can be adjusted and respond in real-time. And these digital teens are just as unpredictable as their human counterparts. They fall asleep, sneak looks at their cell phones or suddenly become overwhelmed when one of their avatar classmates says something they perceive as offensive.
“In feedback, teachers often cite classroom management as a big challenge, but it’s a skillset difficult to develop using real kids,” said Strang. “Practicing in the simulation environment gives future and current teachers opportunities to develop their interpersonal skills to keep kids on track for learning. Having to address a misbehaving or upset avatar pushes educators out of their comfort zone and they can see how well their chosen strategy works.”
Learning classroom management without the intimidation factor
Prior to using the Mursion Simulation Environment, student teachers could only practice conflict resolution or classroom management through role playing with peers. The eventual transition to real classrooms can feel extremely intimidating for first-timers. Strang collaborates with several faculty members across the SMU campus, including assistant professor Jeanna Wieselmann, at various stages of simulation planning and execution.
“I like to bring sections of my class into the lab to observe a peer teaching the avatars so we can then pause the simulation at different times for reflective discussions” said Wieselmann. “We look at which responses worked well, those that fell short and ways to improve. Even my faculty peers and I use the simulation from time to time so we can model research-based educator moves for successful teaching. Each classroom situation is unique, but this practice responding to students can help build teacher’ skills for when they are confronted with new challenges.”
In addition to classroom management, the Mursion Simulation Environment is used for other areas of academic training, leadership, counseling, and more.
About SMU
SMUis the nationally ranked global research university in the dynamic city of Dallas. SMU’s alumni, faculty and more than 12,000 students in eight degree-granting schools demonstrate an entrepreneurial spirit as they lead change in their professions, communities and the world.
Simmons School of Education and Human Development has produced outstanding leaders who are making a mark in the field of education. The following are just a few of the individuals who have taken what they learned in Simmons graduate programs to go on to lead and shape the schools and learners where they serve.
Dr. Susana Cordova received her EdD in Educational Leadership last May 2024. She now serves as Commissioner of Education for the State of Colorado. In that role, she is the chief state school officer and executive officer of the Colorado Department of Education.
Dr. Greses Pérez received her MEd from Simmons in 2014 in Educational Leadership and Administration. Today she is the McDonnell Family Assistant Professor in Engineering Education Research in the Civil and Environmental Engineering Department at Tufts University and holds secondary appointments in Mechanical Engineering and Education.
Dr. Janine Fields, a 2022 EdD graduate, serves as the Deputy Superintendent of Mesquite Independent School District where she oversees a number of high-level areas including: Accreditation, Accountability, Research and Evaluation, and the District Improvement Plan.
Dr. Stephanie Jimenez is Principal of Newman Smith High School, a large public school in the Carrollton-Farmers Branch ISD. Stephanie received her EdD from Simmons in 2018 and has said that “going through the program changed her life.” She strongly believes in the program which has led her to hire Simmons graduates to serve in leadership at the school. She also comes back to speak to classes.
SMU’s Annette Caldwell Simmons School of Education and Human Development has maintained its prestigious spot in the U.S. News & World Report 2025 national rankings. Simmons remains in the top 50 out of 255 participating public and private graduate schools of education around the country
Thousands of copies of the graphic novel were requested and sent to school districts, shelters, non-profit organizations, universities, hospitals and even juvenile probation centers throughout the country.
