Simmons 2025 Outstanding Alumni Honored at Awards Ceremony

Left to right: Julie Sorrels, Sarah Guthery, Cynthia Barajas, Blanca Oliver.
Left to right: Julie Sorrels, Sarah Guthery, Cynthia Barajas, Blanca Oliver.

Seven distinguished alumni were honored during the annual Simmons Outstanding Alumni and Student Awards Ceremony on May 15. Simmons School of Education and Human Development is proud to celebrate and acknowledge the past and current accomplishments of the honorees who serve to better their communities both locally and across the country. Dean Stephanie Knight and Simmons Department Chairs presented the awards.

Canyon Kyle is a distinguished Sport Performance Leadership graduate from the Department of Applied Physiology and Sport Management. He graduated Cum Laude from SMU with a BS SPL and a minor in Sport Management in 2021 and advanced his academic and professional journey by earning a master’s degree in Sport Management from Columbia University.

He now serves as Assistant Baseball Coach and Associate Director of Intercollegiate Athletics and Physical Education at Columbia, where he leads athletic recruitment, manages prospective athlete development, and teaches senior-level undergraduate courses. Canyon’s unwavering commitment to student-athlete growth and leadership through sport directly reflects the values he cultivated at SMU.

Julie Sorrels graduated with a Master of Science in Counseling from SMU in August of 2020. She currently serves as the Mental Healthcare Clinical Manager at Resource Center in Dallas where she provides counseling services to the LGBTQIA+ community. She is  fully licensed both as a Professional Counselor and  Marriage and Family Therapist and is certified by the American Board of Sexology as a Clinical Sexologist.

At Resource Center Dallas, she serves as an internship site supervisor and mentor for current SMU students and is also a member of the SMU Counseling Department Advisory Board. Her service and community impact are the reason she is the recipient of the 2025 Department of Counseling Alumnus of the Year award.

Dr. Greses Perez had an established career as a civil and environmental engineer in her native Puerto Rico before graduating from  the SMU Accelerated School Leadership Master’s Program in 2014.  Greses met the challenge of producing a 30 plus page capstone project, working diligently with supportive faculty to improve her academic writing. She did this while teaching science to elementary school bilingual students.

Greses went on to Stanford where she would graduate in 2021 with a PhD in Engineering and Science Education and Learning Sciences. She is now the McDonnel Family Assistant Professor in Engineering Education at Tufts University. The Education Policy & Leadership Department is proud to have Greses as its 2025 Alumni of the Year.

Blanca Oliver, a migrant from Mexico, developed persistence and a can-do attitude in her childhood that carried her forward into a career as a successful paralegal.

Blanca received a Master’s in Dispute Resolution and Conflict Management in the Department of Human Centered Interdisciplinary Studies in 2021, where she excelled in the experiential learning environment. After graduation, Blanca entered her first political race and won. She is now a Justice of the Peace in Denton County. Blanca believes her time at SMU helped shape her as an effective communicator and leader which benefits her greatly in her position today.

Dr. Sarah Guthery, a PhD in Education, Class of 2017, is an Associate Professor of Educational Administration, Curriculum and Supervision at the University of Oklahoma. A former teacher and school leader, she uses econometric methods to study teacher and leadership pipelines. She has published numerous peer-reviewed articles and has received grant funding in excess of $200,000.

According to her PhD advisors, what most distinguishes Sarah is her inventive teaching and her dedication to mentoring emerging scholars. For example, she uses a statistics escape room and gamification of statistics to help students unlock their passion for research.

Dr. Dawn Woods received her PhD in Education in 2018 from SMU and is now an assistant professor in the School of Education and Human Services at Oakland University. She recently received a five-year, $781,196 CAREER award from the National Science Foundation in support of her research, entitled Sparking Number Talks to Strengthen Mathematical Identities.

Dr. Woods’ research focuses on cultivating and strengthening productive mathematical identities so that students will believe the effort in learning mathematics pays off. Her project has the potential to improve kindergarten to third grade mathematics education for students from persistently marginalized groups. Her research has been published in a variety of prestigious math education and STEM education journals.

Cynthia Barajas,  B.A. in Psychology Class of 2012, is the recipient of this year’s Outstanding Alumni Award from the Teaching and Learning Department. The award recognizes her leadership and impact through SMU’s Alternative Teacher Preparation Program in partnership with Teach for America (TFA). She currently serves as Senior Managing Director of Partnerships for TFA Dallas-Fort Worth.

She has overseen the certification and onboarding of hundreds of TFA corps members, improved certification rates for underrepresented groups, and strengthened district partnerships. Her leadership has helped expand SMU’s partnership with Teach for America across Texas, supporting thousands of aspiring teachers and addressing the state’s teacher shortage.

Simmons 2025 Outstanding Student Awards

Exceptional scholar leaders were celebrated at the annual Simmons Outstanding Alumni and Student Awards Ceremony on May 15.

The exemplary students were honored at a reception and dinner in Annette Caldwell Simmons Hall. They were each presented with their awards by Dean Stephanie Knight and their Department Chairs.

Ellie LewisEllie Lewis received a Bachelor of Science degree in Applied Physiology and Health Management from Applied Physiology and Sport Management. She is described by faculty as a driven scholar, dedicated SMU rowing athlete, and natural leader. As president of the Applied Physiology Club and a multi-semester Anatomy Teaching Assistant, she became a trusted mentor to her peers. Ellie has also completed prestigious internships at Children’s Health and UT Southwestern Medical School demonstrating her strong commitment to academic excellence and professional growth.

Sonja Mugnier is the Counseling Department’s outstanding student. Sonja is currently pursuing her Master of Science in Counseling with concentration in children and adolescents. She is the President of the SMU Department of Counseling Play Therapy Association, Co-Chair of the Mentorship Committee and Secretary for Chi Sigma Iota, Sigma Mu, and is also active in the state and national professional counseling organizations. Her internship involved providing counseling and play therapy services at the Children’s Advocacy Center of Collin County. Upon graduation she plans to pursue the Licensed Professional Counselor and Registered Play Therapist credentials, and her long-term career goals are to pursue a doctorate in counselor education.

Tim LinleyTim Linley received his Doctor of Education in Educational Leadership. His professors in Education Policy & Leadership describe him as an outstanding scholar and educational leader. They say his intellectual curiosity and thoughtful insights set him apart and make him an exceptional student. Beyond the classroom, Tim took a bold step in founding a company, Cadenza Strategy Group, to provide strategic data management services tailored specifically to fine arts educators. He hopes that with what he has learned at SMU and through his company he will make a strong impact, both locally and at state-wide levels.

Isaac PearsonIsaac Pearson, a member of the SMU Mustangs football team, received his Master of Liberal Studies with a concentration in Organizational Dynamics in the Department of Human Centered Interdisciplinary Studies. A talented athlete, Isaac came to SMU Football from Australia. His faculty advisors say he brings a human-centered perspective to even the most difficult class discussions on complex societal issues. They describe him as a model student-athlete with a thoughtful and balanced countenance. Isaac received his coaching certificate and has been nominated to the Association of Graduate Liberal Studies Programs National Honor Society.

Maricela LeónMaricela León  was named the outstanding student in the  Simmons Ph.D. program and graduates with a Doctor of Philosophy. Her faculty advisors say her research speaks for itself in that she already has five publications, including one first-authored journal article and four co-authored pieces. Aside from that impressive publication record, she authored three dissertation papers she just defended. Maricela is described as an amazing researcher, collaborator, a talented and hardworking educator, a role model to her peers, and a rising star in bilingual education. She will join the University of Texas at Arlington in the Fall as an Assistant Professor of Bilingual STEM Education.

Hannah GalbreathHannah Galbreath was named the Outstanding Student of the Year in the Department of Teaching & Learning. Faculty advisors say Hannah consistently demonstrated leadership, intellectual curiosity, and a commitment to excellence by submitting high-quality work ahead of deadlines, always engaging, and posing  thought-provoking questions in class. Hannah’s dedication to implementing research-based science teaching practices and her thoughtful approach to understanding teacher education pathways have made a significant impact on her peers and instructors alike. Hannah now prepares to begin her Ph.D. at SMU and hopes to continue to make meaningful contributions to the field of science education.

 

Celebrating the SMU-Simmons partnership, students and faculty gather for the Simmons Outstanding Alumni and Student Awards ceremony. Left to right: Isaac Pearson, Maricela León, Sonja Mugnier, Hannah Galbreath, Tim Linley.
Left to right: Isaac Pearson, Maricela León, Sonja Mugnier, Hannah Galbreath, Tim Linley.

International Symposium Offers Spirited and Valuable Exchange of Ideas

A diverse group of scholars attentively watching a presentation during the symposiumScholars from universities in South Korea and Taiwan joined SMU Simmons faculty at the 2025 International Visiting Scholars Symposium hosted by Simmons. The event, spearheaded by Dr. Jiun-Yu “Jerry” Wu, included a number of thought-provoking discussions of research projects done by the educators.

The event featured interdisciplinary talks from 12 distinguished scholars from National Yang Ming Chiao Tung University in Taiwan and Sookmyung in Korea. Topics included exploring education, medical humanities, digital learning, AI, and disability studies. The talks touched on the popularity of Care Robots in South Korea, Exploring Why adolescents Experience Loneliness, Dialogic Reading Training to support Social and Emotional Communication, and Social Solidarity with People with Mental Illness and more.

Dr. Stephanie Al Otaiba presents at the 2025 IMHRC International Symposium, discussing interdisciplinary research topicsThe purpose of the symposium was to bring together leading scholars across disciplines to foster global academic collaboration. The event highlighted Simmons’ and SMU’s commitment to interdisciplinary research, international partnerships, and community engagement.

Dean Stephanie Knight expressed gratitude to the visiting scholars who traveled thousands of miles to participate in the symposium. The participants said it gave them a valuable opportunity to engage in conversations about important global issues and research innovation.

 

2025 IMHRC International Symposium group picture

Program Created by SMU Simmons PhD Candidate Awarded Presidential Award for Excellence

Logo for Girls In Engineering Math Science (GEMS)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.

Saki MiltonEstablished 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.

For more information visit www.thegemscamp.org.

Simmons Post Doctoral Fellow Named to International Literacy Association’s 2025 30 Under 30

30 under 30 2025. ILA's 30 under 30. See the new class of honorees at literacywordwide.org/30under30Dr. 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 and Dr. Mai ZaruDr. 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.”

Profiles of the 2025 honorees are featured in Literacy Today, ILA’s member magazine at literacyworldwide.org/30under30.

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

"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

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

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

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

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