51���

PI: Dr. Quentin Sedlacek (51���)
Co-PIs: Dr. Sara Dozier (CSU Long Beach), Dr. Karla Lomelí (Santa Clara University), Dr. Anthony Muro Villa III (UC Riverside); Claudia Solís-Lemus (UW Madison) Senior Personnel: Dr. Michelle Friend (UN Omaha); Dr. Heather Haeger (University of Arizona); Dr. Joel Alex Mejia (UT San Antonio); Dr. Greses Pérez (Tufts University)
October 2024 – September 2029

ADVISE (Amplifying Diverse Voices in STEM Education) is an NSF IUSE and ECR-EDU Core Research project administered through the NSF’s Racial Equity in STEM program. The collaborative research grant funds an 51���-led partnership among nine colleges and universities to study the role invited guest lecturers can play in promoting diversity, inclusivity, and student success in undergraduate STEM education. Over a five-year period, ADVISE will use a randomized controlled trial to study the causal effects of guest lecturers on individual- and classroom-level outcomes such as student belonging and classroom climate as well as student grades and persistence in STEM majors.

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Project Lead: Dr. Candace Walkington (51���), PI
Co-PIs: Neil Heffernan (WPI), Andrew Lan (UMass), Ryan Baker (Penn), Tiffini Pruitt-Britton (AIR)
August 2024 - July 2027

This project aims to explore the impacts and opportunities that emerge when using Generative Artificial Intelligence (GenAI) to construct personalized algebra problems for 7th grade students. The project builds on prior work that established that personalized algebra interventions that connect math to students’ interest in areas like sports or video games could increase both core algebraic knowledge and STEM career interest for students with low academic achievement. Further, this project will gain a better understanding of how to employ AI to support teachers, developing new models for how to make teaching more efficient and effective while still preserving the teachers' agency. This project is funded by the Innovative Technology Experiences for Students and Teachers (ITEST) program, which supports projects that build understandings of practices, program elements, contexts and processes contributing to increasing students' knowledge and interest in science, technology, engineering, and mathematics (STEM) and information and communication technology (ICT) careers. Specifically, the research questions will investigate the impact of AI-generated word problems (with and without AI-generated images) on student math performance, study the tradeoffs for both students and teachers for the two different GenAI personalization strategies, investigate changes in how teachers understand student interests and posing math story problems as a result of using GenAI, and investigate how teachers can use prompt engineering to produce personalized problems. The project will use participatory approaches to engage teachers in iterative cycles of design, increasing the likelihood that the approach will draw upon learners’ funds of knowledge.

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Collaborative Project:
PI: Dr. Lin Lipsmeyer; Co-PI: Dr. Kyle Roberts (51���)
PI: Dr. Prabuddha Chakraborty; Co-PI: Dr. Rosemary Smith (University of Maine)
PI: Xiaoli Yang, Indiana Technology University
June 2024 - May 2028

Semiconductors are essential components of electronic devices, enabling advances in all important applications and systems such as communication, healthcare, and national security. The project aims to help high-school students develop skills and career interests in the semiconductor fields through an innovative game-based learning platform, hands-on activities, and industry field trips. The overarching research question is: To what extent do the designs and integration of AI Educator (a generative AI tool for education), game-based learning, and hands-on experiences provide equitable access and strengthen students’ engagements, awareness, interests, and knowledge in STEM careers? The AI Educator will provide students with suggestions, assistance, and additional insights about the subject. The AI component will tune the output content based on the student’s interests and preferences to make the experience more relatable. Data collection will include students’ attitudes, game activities, and hands-on learning outcomes. Design-based research methods will be used incorporating the NASA Task Load Index, t-test, interviews, and surveys to understand students’ learning and efficacy of the game and workshop curriculum. The Technology, Pedagogy, and Content Knowledge (TPACK) framework will be used and refined throughout the AI and game technology integration into the semiconductor curriculum and education pathways. The project will be designed with a focus on equity, accessibility, engagement, and collaboration, catering to students from diverse backgrounds. For more information:

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PI: Dr. Hyunyi Jung (Univ. of Florida)
Co-PIs: Dr. Corey Brady (51���); Chonika Coleman-King (Univ. of Florida); Mary Bratsch-Hines (Univ. of Florida)
August 2023 - June 2026

EIM2 (Equitable and Interactive Mathematical Modeling) is an NSF DRK-12 project that positions students to use mathematical modeling to analyze and quantify real-world situations through a lens of equity. The project enables collaborations with seventh grade classrooms and a professional learning community of their mathematics teachers. The EIM2 online platform allows students to easily select socially relevant modeling scenarios based on their interests; experience the scenarios with visuals and animations; and compare, synthesize, and refine their mathematical ideas. 51��� received supplemental funding for this project, which will enable DISD and other Dallas area schools to be an implementation site for EIM2.

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PI: Dr. Stephanie Ludi (University of North Texas)
Co-PI: Dr. Lin Lipsmeyer (51���)
Co-PI: Dr. David Keathly (University of North Texas)
May 2023 – April 2026

This three-year project centers on enhancing software accessibility by equipping college instructors and students with both technical and design skills needed to create accessible software. Dr. Lin Lipsmeyer works with Dr. Stephanie Ludi and Dr. David Keathly to explore shifts in skills and attitudes, both short-term and long-term, by integrating instructional materials, facilitating hands-on activities, and fostering interactions with individuals with disabilities. The anticipated outcome is a greater number of graduates who not only understand the unique needs of people with disabilities but also possess skills that promote inclusivity and are well-trained in designing accessible software. For more information:

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PI: Dr. Richard G. Baranjuk (Rice University)
Co-PI: Dr. Candace Walkington (51���)
October 2022 - May 2025

This project seeks to enhance readability and motivation in a grades 7-8 online math learning platform produced by Rice University, RAISE+. We will be conducting studies looking at how textual, symbolic, and visual characteristics of mathematics word problems are associated with student performance, and on motivational scaffolds that personalize learning to students’ out-of-school interests.

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PI: Dr. Jeanna Wieselmann (51���)
Co-PIs: Dr. Deepika Menon (University of Nebraska, Lincoln), Dr. Sarah Haines (Towson University), Dr. Sumreen Asim (Indiana University Southeast)
June 2022 - May 2027

will study the science, technology, engineering, and mathematics (STEM) integration of elementary teachers who experienced ten different teacher preparation programs across the U.S. The project will investigate links between integrated STEM teaching self-efficacy, teacher preparation and development opportunities, teaching effectiveness, and teacher retention. It will also build a community of elementary teachers focused on improving their STEM teaching and support their ongoing professional learning.

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Award Number:
PI: Dr. Candace Walkington (51���)
Co-Pis: Dr. Anthony Petrosino (51���), Dr. Koshi Dhingra (WalkSTEM); Dr. Cathy Ringstaff (WestEd), Elizabeth Stringer (51���)
August 2021 - July 2026

This 5-year project draws on research on informal math learning, problem-posing, and culturally sustaining pedagogies to conduct cycles of participatory design-based research on technology-supported math walks. Dr. Candace Walkington serves as PI and leads the project team that is conducting research on a location-based mobile app for informal mathematics learning. This research takes place at 9 informal learning sites and involves iteratively designing an app () in which learners can view and contribute to an interactive map of math walk “stops” at these sites (Dallas Arboretum, Dallas Museum of Art, Dallas Zoo, Frontiers of Flight Museum, the GEMS Camp, the Girl Scouts STEM Center of Excellence, St. Phillips School and Community Center, Twelve Hills Nature Center and Voice of Hope Ministries). Learners will be able to select locations and watch short videos or view pictures with text that describe how mathematical principles are present in their surroundings. For example, learners could use the app to discover how a painting by a local Latino artist uses ratio and scale, or how a ramp in downtown was designed with a specific slope to accommodate wheelchairs. Research studies will also examine the impact of having learners create their own math walk stops at local informal learning sites, uploading pictures, descriptions, and linking audio they narrate, where they make observations about how math appears in their surroundings and pose interesting questions about STEM ideas and connections they wonder about.

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PI: Dr. Quentin Sedlacek (51���)
July 2021 - December 2024

Racial discrimination is illegal in the United States. However, linguistic discrimination is not similarly prohibited, even though some common beliefs about language are deeply rooted in racism. In recent decades, scholarship that critically examines the relationships between language, race, and racism has had transformative effects on language arts education. However, comparatively little work has explored the effects that critical linguistics can have in science education. This study, funded by a grant from the Spencer Foundation, will explore the influence of critical linguistics in science education by investigating the sensemaking of current and prospective K-12 science teachers as they learn about African American English (AAE) in their teacher education coursework. AAE is a well-documented language variety historically associated with African American communities in the United States. Research on AAE has played a central role in the development of sociolinguistics, and many universities now offer courses which assign readings about AAE. These texts sometimes employ strategic essentialism to debunk racist stereotypes and raise awareness of the ways in which language ideologies reproduce systemic racism. However, some scholars have expressed concerns about strategic essentialism; while it may help to foster critical language awareness, it may also inadvertently reinforce problematic beliefs about racial identity. Essentialist beliefs about race are already a topic of considerable concern in science education. It is therefore crucial to understand how science educators make sense of information about AAE in their teacher education coursework. This study will use repeated-measures surveys and interviews to investigate science teachers’ sensemaking and racial ideologies. Findings will provide practical and theoretical insights to help science teacher educators reap the benefits of critical linguistics while avoiding the pitfall of reifying essentialist ideologies of race.

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PI: Dr. Corey Clark (51���)
Co-PIs: Dr. Anthony Cuevas (51���), Dr. Diane Gifford (51���)
January 2021 - December 2026

In 2015, 51��� joined with Literacy Instruction for Texas (LIFT) to participate in the Barbara Bush Adult Literacy XPRIZE and develop a game-based mobile application that would change the way low literate adults would learn to read. In 2019, our team of literacy experts, instructional designers, artists, programmers, and game designers won the XPRIZE Grand Prize and Achievement Prize for having the highest gains in literacy among English Language Learners (ELL) from the 109 teams from 15 different countries that participated. Our team developed Codex: The Lost Words of Atlantis, a game where the learner is a great adventurer traveling around the world experiencing new cultures and history while uncovering the secrets of Atlantis. The player finds artifacts and relics and then decodes the cryptic Atlantean language into English. The game is an interactive and engaging story that is fun, while grounded in learning science. We built the game to meet the core concerns and requests that were identified by our focus group. Three focal concepts were integrated into the game: (1) Increase the learner’s knowledge about the world while learning to read, (2) Provide a sense of accomplishment throughout the learning experience, and (3) Help remove the self-consciousness learners often feel when engaging with adult literacy curriculum. In the end, Codex was able to produce over a year’s worth of learning within 9 months through a phone-based video game that utilized adaptive cognitive load theory and difficulty analysis to transform an existing literacy curriculum into game-based learning activities that increased players' engagement and learning.

51���s team will use this newest grant to continue the development of the application and launch its newest iteration of the game-based curriculum, Enigma. This game will push literacy skills past Codex’s 1st & 2nd and incorporate a pre-assessment tool to customize the learner’s education path in the game. The assessment will allow for identification of literacy gaps for each learner, thus allowing the game to adapt each learners’ specific needs. The incorporation of pre-assessment and customizable gameplay will allow learners to quickly move past areas where they currently have mastery and thus help keep a high engagement within the game. As part of this study, a user reporting and visualization interface will be created to help track and show participants engagement and literacy gains throughout their game play.

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PI: Dr. Candace Walkington (51���)
August 2020 - July 2025

This project explores collaborative embodiment in the domain of geometric reasoning, leveraging Augmented Reality (AR) technology. AR is a technology that allows the layering of virtual components onto the physical world, such as projecting a three-dimensional hologram of a cylinder atop a real-world desk. Embodiment encompasses the idea that students can learn mathematics using physical motions, gestures, and their perceptions of objects and shapes. Theories of collaborative embodiment, i.e., theories that account for multiple people working together in an embodied way, are needed that take into account the multi-learner nature of mathematics classrooms, and how learners can jointly embody mathematical ideas using different tools and representations. Recent advances in multi-user instructional technology, namely shared holographic AR or shAR, allow for new and important hypotheses about collaborative embodiment to be tested. ShAR is AR technology where multiple learners can view and manipulate the same holograms together at the same time – in our case, holograms of different geometric shapes and solids. We hypothesize that different modalities for math learning (like a hologram, a set of physical manipulatives, a dynamic geometry system (DGS) on a tablet, or a piece of paper) have different affordances, including the degree to which they can represent dynamic transformations, can represent objects and operations in 3 dimensions, can support joint attention, and can provide situational feedback. This project is developing an experimental platform modeled after the Flatland novella, a piece of mathematical fiction from the 1800s about an imaginary world run by geometric shapes, to test our hypotheses. This platform will facilitate data collection from students, situate experimental tasks in an engaging narrative story, and allow for researchers to control key experimental variables. Our overarching research questions are: How do different modalities for collaborative embodiment, particularly shAR, impact student understanding of geometric principles? How are these effects mediated by gesture, language, and actions, and how are they moderated by student and task characteristics? This project is a collaboration between the Department of Teaching and Learning at 51���, the Guildhall at 51���, the Department of Educational Psychology at UW Madison, and a software company GeoGebra who will create the AR geometry environment.

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PI: Dr. Jill Allor (51���)
Co-PI: Dr. Stephanie Al Otaiba (51���)
July 2020 - June 2025

The purpose of Project Intensity is to conduct a randomized control trial (RCT) in schools in Alabama and Texas to evaluate the initial efficacy of Friends On The Block () a comprehensive text‐based early literacy intervention written by professors Dr. Jill Allor, Dr. Stephanie Al Otaiba, and Dr. Jennifer Cheatham, to enhance the reading and language outcomes of participating students with intellectual and developmental disabilities (IDD). Specifically, 240 students with IDD will be randomly assigned to a literacy intervention treatment condition (Friends on the Block (FOTB)) or a business‐as‐usual (BAU) control condition. Students in the treatment condition will receive the intervention from Project Teachers across two academic years. In addition to examining treatment effects on reading and language outcomes, we will explore moderators (e.g., IQ, SES) of the treatment. Friends on the Block is a comprehensive early literacy intervention designed to be inclusive and address the specific challenges and strengths of students with IDD; it includes a range of customizable and motivating materials comprised of: (1) a researcher‐developed book series, (2) explicit lessons that provide extensive opportunities for students to integrate skills and apply them in a meaningful context, and (3) multiple learning games to support practice and review. The books include narrative stories about the main character, Sam, and his friends on the block and related expository texts. The FOTB program is flexible and customizable, so teachers can adjust the pacing and instructional activities to meet the needs of various learners, particularly those with intensive needs, such as students with IDD.

Primary Research Questions

1. Do students who participate in FOTB demonstrate greater reading outcomes compared to students who participate in BAU reading instruction?

2. Do students who participate in FOTB demonstrate greater language outcomes compared to students who participate in BAU reading instruction?

For any questions please contact Dr. Miriam Ortiz the coordinator for Project Intensity.

Dr. Jill Allor and Dr. Stephanie Al Otaiba acknowledge a financial interest in the Friends on the Block books and curriculum. Any inquiries should be directed to the Office of Research Compliance at 51���.

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PI: Dr. Stephanie Al Otaiba (51���)
Co-PIs: Dr. Brenna Rivas (July 2020 – December 2022); Dr. Kyle Roberts (September 2023 – present)
July 2020 – June 2025

Simmons faculty members Stephanie Al Otaiba, Ph.D. and Brenna Rivas, Ph.D. received a development grant from the Institute for Education Sciences ($1,399,721). The purpose of the grant is to design a read-aloud intervention to improve kindergartners’ social and emotional vocabulary and their listening comprehension. The team will develop and field test 16 book units featuring multi-cultural characters and settings. They plan a mixed methods approach to ascertain the feasibility and promise of the intervention for kindergarteners in low-income schools.

Al Otaiba holds the Patsy and Ray Caldwell Centennial Chair in Teaching and Learning. She and Rivas have collaborated over the past eight years on several projects related to literacy interventions and response to intervention funded by IES and the National Institutes of Health. They are joined by post-doctoral researcher Jennifer Stewart, Ph.D., a recent Simmons graduate, to support the project.

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PI: Dr. Scott Norris (51��� Dedman College)
Co-PIs: Dr. Annie Wilhelm, Dr. Candace Walkington (51��� Simmons School)
July 2020 - June 2026

The Dallas Noyce Scholars Program is a partnership between 51��� (51���) and the Dallas College School of Education to create a community-focused pathway for mathematics teacher preparation in the Dallas community. The intent of this program is to allow qualified students with a sincere desire to teach in high-need schools to benefit from an exceptional learning opportunity at 51��� with $30,000 in scholarship funding from the National Science Foundation, and possible additional scholarship funding from 51���. While the primary thrust of the grant is scholarship funding, we are simultaneously studying how different features of the program impact teacher preparation and retention.

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PI: Dr. Amy Richardson (51���)
Co-PI: Dr. Annie Wilhelm (51���)
September 2017 – August 2025

This grant will provide scholarships of $8,000 to 10,000 to a unique cohort of up to 10 pre-service teachers undergraduate and graduate teacher preparation programs in the Department of Teaching and Learning each year for a four-year period. As part of the grant, the graduate students (pre-service teachers) and program director in the department will participate in all of the working group meetings sponsored (and underwritten) by the Raise Your Hand Texas Foundation. Teachers will be recruited into this program from the 51��� undergraduate community and from the Dallas area. The project is aligned with the vision and mission of the department in strengthening its teacher preparation pipeline and in building a state-wide network for 51��� Simmons among other Institutes of Higher Education.

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PI: Dr. Eric Bing (51���)
Co-PI: Dr. Tony Cuevas (51���)
April 2017 - Ongoing

The project aims to reduce the time and cost required to train surgeons by using an innovative virtual reality simulation designed to run on off-the-shelf video gaming equipment. The immersive surgery simulator is designed to help trainees acquire the psychomotor skills, sensory acuity, and cognitive planning required to perform complex surgical tasks. When combined with clinical training, this technology has the potential to significantly reduce the time and cost of achieving surgical proficiency in resource-constrained settings.

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