Category: Teaching and Learning

Toyota, SMU and Dallas ISD transform West Dallas through STEM school program

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"Elementary-aged girl in classroom holds VR equipment and smiles for the camera"
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.

Two schoolgirls work on crafting a project at a craft table.
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.

Virtual environment teaches classroom strategies in turbulent times for future educators

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Mursion Simulation Environment at SMU
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

SMU is 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.

 

Shape the Future with SMU’s M.S. in the Learning Sciences

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Young smiling female data analyst in casualwear sitting by workplace with computer monitor and graphic data on screen.

Learning sciences is a fast-growing interdisciplinary field that embraces cognitive science, data science, and technologically enriched learning. Learning scientists are revolutionizing how knowledge is crafted and communicated, propelling educational practices into the future.

The online Master of Science in the Learning Sciences (MSLS) program at the Simmons School of Education and Human Development prepares students to excel in this rapidly expanding field through a 30-credit program featuring small class sizes and personalized instruction from award-winning educators and leading researchers—all delivered through a convenient online format that supports working professionals.

Students and instructor discusssion.What are the Learning Sciences?

The learning sciences discipline is a multifaceted study of how people learn, drawing from domains like cognitive science, computer science, educational psychology and more. This field examines education’s psychological, social and cultural aspects, combining theoretical foundations with the practical design of learning environments.

Students in the online MSLS program begin by developing a deep understanding of learning processes, from memory and problem-solving to the impact of educational technology and policy in the core courses that anchor the program.

Who Is This Program Designed For?

This fully online program caters to innovative educators, corporate trainers, instructional designers and professionals who seek to deepen their expertise in data science, instructional design and immersive learning technologies. Some roles for which the MSLS prepares you include:

  • Instructional Designer
  • Learning Experience Designer
  • Educational Technologist
  • Data Analyst in Education
  • Learning and Development Manager
  • Corporate Trainer
  • E-Learning Developer
  • Learning Analytics Specialist

The learning sciences offer great potential for career growth in the knowledge economy. Learning science professionals are leading innovation in educational design and assessment in settings ranging from traditional classrooms to corporate and government training departments, cultural institutions and digital platforms.

How SMU Prepares You for Success

SMU’s MSLS program offers a dynamic curriculum with core requirements accounting for 15 credits, including a robust 6-credit research methodologies course and a practical capstone project. Students can tailor their educational journey through 15-credit specializations in Learning and Technology Design, Learning Analytics, or a custom path combining elective courses.

In addition to the research methodologies course, core courses include Introduction to the Learning Sciences and Theories and Trends in the Learning Sciences.

The Learning Analytics specialization focuses on data modeling and analysis in the educational context, including examination of the consequences of using learning analytics. The Learning and Technology Design specialization immerses students in innovative design with AR, VR, and AI applications in education.

The 3-credit Applied LS Capstone Project, part of the program’s core requirements, challenges students to integrate learning by addressing a significant issue within the learning sciences field. The project encompasses a thorough needs analysis and a strategic solution design, accompanied by a detailed discussion of the theoretical foundations of the design.

Students in the MSLS can also customize their degree by combining courses from both tracks. Online program delivery supports work-life balance, with the program leading to careers in instructional design, learning analytics, and beyond.

Frequently Asked Questions

What are the Admissions Requirements for This Program?

Admissions requirements include an accredited bachelor’s degree, or proof of equivalent training at a foreign university. A minimum 3.0 GPA, a current resume, two letters of recommendation, and an essay response to a writing prompt are required, as are official transcripts and a $75 application fee. Exceptions to the GPA requirement may be made based on expertise or GRE scores.

Do I Need Prior Experience in Education?

While prior experience is helpful, an educational background is not strictly necessary to succeed in this program. As a student in the online MSLS program, you are paired with a student success coordinator who can help navigate the online learning environment, find successful study strategies, connect you with additional resources and assist you in many other ways.

What Makes the M.S. in Learning Sciences Different From Other Programs?

The SMU M.S. in Learning Sciences stands apart as a fully online program integrating cognitive and data sciences with immersive learning technology, geared towards fostering leadership across diverse educational and professional settings. An admissions outreach advisor can answer any additional questions you may have.

Simmons Researchers Author Book on Cutting Edge Teaching Approach to STEM

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A new book that focuses on integrated project-based instruction in STEM should  help teachers make Science, Technology, Engineering and Math curriculum more understandable for their students. That is the hope of the authors, Simmons Associate Dean Anthony Petrosino, Ph.D., Annette and Harold Simmons Centennial Chair Candace Walkington, Ph.D., and their colleague Denise Ekberg.

The new book, Frameworks for Integrated Project-Based Instruction in STEM Disciplines, takes a deep dive into a teaching method that has grown in popularity. According to Petrosino, “Project-based instruction has probably never been as popular as it is today. But with that popularity comes many different interpretations of what is meant by this type of instruction. We hope this book will help interested teachers, administrators, and researchers navigate the challenges and enjoy the benefits of project-based instruction.”

The book features deep coverage of multiple topics in PBI including supportive structures to make PBI easier to implement, student-driven inquiry, driving questions, and development of lessons based on national and state standards. There are also chapters dedicated to the history of PBI, implementation of PBI at scale, and future directions of PBI.

Walkington says project-based instruction is  an important way to make STEM learning relevant to students. “Kids ask the question, ‘When am I ever going to use this?’ It was important to write this book to give teachers more tools to bring this relevance into their classrooms. When kids confront real-world problems that  matter in their lives and communities, motivation and deeper learning can be fostered.”

The book brings together more than 25 years of applied research and instruction with preservice and in-service teachers from across the country. The authors also relied on the work they and their colleagues conducted in the STEM disciplines and the learning sciences. They say they are confident readers of the book will know it was written by people who have “walked the walk” when it comes to project-based instruction.

The hope is that the book will help give more STEM teachers, especially math teachers, the tools they need to try PBI in their classrooms. And while teachers might at first find the approach a bit intimidating to implement, the authors know from experience that it can be incredibly rewarding for students and teachers. For more visit https://bit.ly/IPBinSTEMDisciplines

 

Article co-authored by Simmons Researcher honored with Editor’s Choice in The Journal of Educational Psychology

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Dr. Stephanie Al Otaiba, the Patsy and Ray Caldwell Centennial Chair in Simmons Teaching and Learning, has co-authored an article published in The Journal of Educational Psychology that was selected as the Editor’s Choice. According to the Journal, the article titled: The relations of kindergarten early literacy skill trajectories on common progress monitoring measures to subsequent word reading skills for students at risk for reading difficulties, was chosen for this honor  for “reflecting science that is incredibly important, impactful, and deserves additional visibility for the whole field.”

The study, published in the Journal of Educational Psychology (Clemens et al., 2023), addressed the need for reliable and efficient assessment data to inform early and preventative literacy interventions for students at risk of developing reading disabilities. Researchers asked two primary questions: Does growth on certain brief curriculum-based measures predict word reading skills at the end of kindergarten and first grade and which measures are better at predicting which students would have weak word reading skill profiles at the end of first grade?

According to Al Otaiba, “We learned that in fall of kindergarten it was important to monitor letter sound fluency (LSF), or the number of sounds that students name correctly in a minute. During this instructional period, LSF growth was best able to predict students who later struggled to read. However, by spring of kindergarten, as instruction starts to focus on reading words and texts, it was important to monitor word reading fluency (WRF), or the number of words read correctly.”  WRF includes short words (2-6 letters); some that are decodable and some that are irregular. Al Otaiba says she and her collaborators hope educators will take away from the study the importance of identifying problems earlier. “Instead of waiting to identify students formally as having dyslexia or a reading disability, typically at grade 3, kindergarten is an important time when schools and teachers can use reliable data from brief curriculum-based measures (LSF and WRF) across the year to adjust instruction and provide more intensive support and resources to prevent word reading difficulties.”  She says schools can also use this growth data to confirm their literacy programs are helping most students develop reading skills. By contrast, data for those few students with limited growth despite good instruction (i.e., those who have not responded as well) could be part of a comprehensive evaluation to determine whether students need special education. In other words, the data can be used to ensure children don’t have to wait to fail before supporting their instructional needs.

The article stems from federally funded research in which Al Otaiba served as Co-Principal Investigator with Dr. Nathan Clemens, who was the Principal Investigator. This was a 1.6-million-dollar measurement grant from the Institute of Educational Sciences at U.S. Department of Education titled:(R324A130214) Investigating the Technical Adequacy of Progress Monitoring Measures for Kindergarten Students At-Risk for Reading Disabilities.

The purpose of this grant  was to learn more about early assessments of risk for reading difficulties. The grant period was 2013-2017 during which Al Otaiba says she and her SMU Simmons team collaborated closely with Dr. Clemens and his team, first at Texas A&M and later at the University of Texas at Austin. The teams continue to publish several articles and present findings from the study.

The article on the study findings published in the November 2023 issue of  the Journal of Educational Psychology  was co-authored by Al Otaiba, Clemens, Kejin Lee, Ziao Liu, Alexis Boucher, and Leslie Simmons and can be found at https://psycnet.apa.org/fulltext/2024-12677-001.html?fbclid=IwAR31XYj2bbLRzLdrR5RGtoTiIPdXcMr_FcYuBEpbAUjY1UNxviUZmQiMZvY

 

Dr. Corey Brady to Speak at International Conference

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Dr. Corey Brady, Simmons Assistant Professor and one of the newest members of SMU’s Technology Enhanced Immersive Learning (TEIL) research cluster, will speak at the National Autonomous University of Mexico (UNAM)’s Institute of Applied Sciences and Technology, in their speaker series, Experiences from the Classroom of the Future.

Dr. Brady, who is fluent in Spanish, will deliver his talk, A vision of STEAM: Constructing powerful ideas through participatory activities, in Spanish.

The UNAM is the largest public university in Latin America, and a center for STEM and STEM Education research.  The prestigious invitation to speak at the Experiences in the Classroom of the Future 2023 seminar came from the Continuing Education Network of the UNAM and the Network of Classrooms of the Future.

Brady will present in a live webinar on August 25 at 11 a.m. CST which will be transmitted on the Aula del Futura channel on YouTube.

Toyota, SMU Simmons, and Dallas ISD partnership named a finalist in D CEO’s Nonprofit and Corporate Citizenship Awards for 2023

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Toyota Motor North America (TMNA) and partners SMU Simmons and Dallas Independent School District are nominated in the Corporate Citizenship Category for  developing a Pre-K – 8th grade  West Dallas STEM School in the 75212 zip code.

As part of the partnership, Simmons has designed a STEM curriculum, offers professional development for faculty, coordination of community-based services, and comprehensive research and evaluation.

Toyota USA Foundation and TMNA provide ongoing contributions of volunteer time and industry partner collaboration on project components including sizeable grants to the Simmons school in support of the project. Dallas ISD supplies operational needs including the building, renovations and staffing at the school which is located in the former Pinkston High School.

The ultimate goal of the partnership is that West Dallas STEM School will prepare students for college and the workforce while establishing a model that can be replicated in other schools and communities both locally and around the country.

Simmons Dean Stephanie Knight responded to the nomination. “We are honored to be nominated for this recognition along with our incredible partners, Toyota Motor North America, and Dallas ISD. We are humbled to be one of the five nominees in the Collaboration of the Year category and hope we can be an example of what is possible when community organizations work together for positive change.”

The full story and complete list of categories and nominees are found at https://tinyurl.com/2vcktpda

The winners in each category will be announced in July. The D CEO’s sixth annual Nonprofit and Corporate Citizenship Awards are presented in partnership with Communities Foundation of Texas and sponsored by Capital One.

SMU Center on Research and Evaluation (CORE) at the Simmons School of Education & Human Development chosen to take part in study funded by the LEGO Foundation

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DALLAS (SMU) – SMU Simmons’ Center on Research and Evaluation (CORE) will join Temple University in conducting a “Learning through Play” national study. The LEGO Foundation has awarded a $19.98 million grant to fund the longitudinal study. SMU’s Center on Research and Evaluation (CORE) at Simmons will be the Dallas site lead for the national study and will receive $2.8 million over 5 years to conduct the work locally.

In partnership with Dallas Independent School District, a one-year pilot study is being implemented with Pre-K through 1st graders. CORE Executive Director, Dr. Annie Wright will serve as the Principal Investigator, with CORE Assistant Director Dylan Farmer and Dr. Toni Harrison-Kelly, Executive Director at the SMU Budd Center, serving as Co-PIs. The researchers will study how creating active, engaged, socially interactive classrooms can bring about deeper learning and joyful teaching.

A pilot study will take place in the 2023-2024 academic year with the full study beginning in the 2024-2025 school year. According to Wright, SMU CORE will coordinate all research activities for the project and will consult the national team on school partnerships, parent engagement and community engagement. “We are honored to be selected to be part of this important work; we believe it will strengthen our research-practice partnerships with Dallas ISD.” The study will hire a local research coordinator as well as coaches to work with the national Active Playful Learning team.

Leon Simmons Endowed Dean Stephanie Knight says, “SMU CORE’s involvement in this study speaks to the caliber of work being done by Annie Wright and her staff. Their reputation in education research and evaluation is well-earned. I know they will add valuable data to this equation that could ultimately lead to a way to re-imagine education in and out of the classroom.”

Wright adds, “Partnership projects like APL do not emerge overnight. The collaborative work with Dallas ISD to implement APL coaching stems from other ongoing collaborations, including the West Dallas STEM School, CORE’s long-term partnership with Dallas ISD’s Early Learning Department to observe classrooms using the CLASS™ tool for coaching and observation, and the Consortium on Educational Research and Improvement (CERI) between SMU and Dallas ISD have all laid important groundwork.”

The project is led by Temple University Professor Kathy Hirsh-Pasek who is a New York Times Bestselling author on Early Childhood Education. Six other universities from around the country including University of California Irvine and University of Virginia, will join SMU Simmons in conducting the study. SMU Simmons is the #1 ranked private graduate school of education in the southwest and in the top 50 among public and private graduate schools of education in the 2023-2024 U.S. News & World Report rankings.

 

Volunteers to plant 30 fruit trees Monday at West Dallas Stem School, Launching Learning Garden

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DALLAS (SMU) – Volunteers will plant a fruit tree orchard between 9 a.m. and noon Monday, Dec. 12 at Dallas ISD’s West Dallas STEM School — the first step of the school’s planned learning garden.

When the trees mature in three years, students will harvest as many apples, pears, peaches, figs and paw paws as they can eat. Other produce will be distributed through the campus general store, or shared with West Dallas nonprofit, Brother Bill’s Helping Hand.

School volunteers and partners from SMU, Toyota USA Foundation and the West Dallas community will prepare the site for each tree, then plant and stake them. Grow North Texas, the Dallas affiliate of the Giving Grove, a national nonprofit serving communities experiencing food insecurity, is providing the trees and will oversee the planting process. To ensure a healthy and productive orchard, Grow North Texas has trained two tree stewards from Brother Bill’s Helping Hand to oversee continuing care.

The West Dallas STEM School orchard is the 11th Dallas-area orchard planted by GROW North Texas’ Giving Grove program this fall, with more scheduled by the end of February. A grant from Domino’s Pizza is funding the project through One Tree Planted, a global reforestation organization.

The mature orchard is expected to produce more than 20,000 servings of healthy fruit each year, with a typical tree lifespan of 20-30 years or more. The orchard will preserve urban greenspace, increase tree canopy and offer important environmental benefits, including carbon sequestration, improved soil biology and stormwater absorption.

In addition, the orchard will be an outdoor laboratory that will strengthen the unique project-based STEM curriculum at the West Dallas STEM School, opened in 2021 as a collaboration between Dallas ISD, SMU, the Toyota USA Foundation and the West Dallas community.

Details

What: An urban orchard of 30 fruit trees will be planted at Dallas ISD’s West Dallas STEM School

When: 9 a.m. remarks and groundbreaking. Planting to follow.

Where: West Dallas STEM School, 2200 Dennison St., Dallas. Orchard entrance off Hampton Road, south of Texas Quality Remodeling