Dr. David Dimmett on Leading the Way with Project Lead the Way

What would an economy look like that centered justice, regenerativity and collaboration? Want to play a role? Find out more about the Next Economy MBA from LIFT Economy. 

On this episode of the Getting Smart Podcast Tom Vander Ark is joined by Dr. David Dimmett, President and CEO of Project Lead the Way. Prior to Project Lead the Way he served for over a decade at the Evansville Vanderburgh school district in a variety of roles.

Tom Vander Ark: David, what’s the hope for the Project Lead The Way learner experience?

David Dimmett: Well, yeah, it’s interesting. I think about this through a couple of lenses—one as a former district leader, school leader, working closely with Project Lead The Way in the schools that I helped support, and also as a parent. All three of my children have been in Project Lead The Way, so I’ve seen it from that side as well. And, obviously, now, for the last twelve years working as part of the leadership team at Project Lead The Way, we’re really looking for a highly engaged, student-driven experience supported by amazing educators.

When I visit Project Lead The Way programs across almost every state, there are certain things you just expect to see. You see students working together as part of a team, asking interesting questions, challenging each other, and challenging themselves. They’re doing a lot of just-in-time learning, where they deepen their understanding of math and find technical applications to solve problems that are right in front of them. That’s really what we see in Project Lead The Way classrooms: high levels of student engagement, teamwork, and becoming more self-directed, curious learners.

Tom Vander Ark: You’re listening to the Getting Smart Podcast. I’m Tom Vander Ark, and I’m joined today by Dr. David Dimmett. He’s the President and CEO of Project Lead The Way, also known widely as PLTW. PLTW.org. David, welcome to the podcast. Project Lead The Way has been the leading STEM pathway curriculum provider for more than two decades. Is this your twenty-fifth year?

David Dimmett: Thanks, Tom, it’s great to be with you today. We’re actually into our twenty-sixth year now. We’re still celebrating the twenty-fifth, but we’re officially in our twenty-sixth year—two and a half decades of service to students and educators all across the U.S.

Tom Vander Ark: I don’t really remember the origin story. How did PLTW get started?

David Dimmett: It’s an amazing story, not just in education but also as an entrepreneurial and business story. It started with one teacher in upstate New York who saw success with his students and, because of that, received support to expand through philanthropy. Today, we have 89,000 active PLTW teachers across the country, working in over 16,000 programs. We’re a nonprofit organization led by educators, constantly improved by the educators we serve, but all stemming from one teacher’s vision.

Tom Vander Ark: How many schools are you working with these days?

David Dimmett: We’re in approximately 13,000 schools across 3,500 school districts nationwide, serving around 2.3 million Pre-K to Twelfth grade students.

Tom Vander Ark: Wow. Are most of those high schools, or is there a growing number of elementary and middle schools?

David Dimmett: That’s a good question. We started as a high school engineering program, but over time we expanded into middle and elementary schools, starting as early as Pre-K in some cases. We also expanded beyond engineering to include biomedical science and computer science. Our elementary programs are particularly exciting because they reach students at an age when they’re just beginning to decide what they like and whether they’re “good” at math and science.

Tom Vander Ark: Let’s dive into the high school pathways. You mentioned three of them—computer science, engineering, and biomedical. What’s included in a pathway?

David Dimmett: Right. In computer science and biomedical science, we have four courses each. Engineering is a bit more extensive with nine courses, covering everything from computer-integrated manufacturing to digital electronics and principles of engineering. Schools typically build their own pathways based on local needs. For example, in Wichita or other areas with a focus on aerospace, schools might offer our aerospace engineering course. Research shows that when students engage with these pathways, there’s a strong correlation with positive outcomes.

Tom Vander Ark: Does your curriculum include math and English, or is it strictly STEM subjects?

David Dimmett: It’s a great question. While there’s a lot of math and science in our curriculum, some states also count our high school courses for elective math and science credit. I love that students aren’t just learning biomedical innovations, human body systems, or computer science—they’re also applying real math and science in relevant ways, which makes for “sticky” learning that feels meaningful to them.

Tom Vander Ark: Are these courses typically taken in sequence, or are they more like elective courses that students can pick and choose?

David Dimmett: Many schools adopt them in a progression or course sequence, and we support schools in building a plan that works for them. However, some students jump into the sequence in year two or three and still succeed. Ideally, students start earlier, perhaps in middle or elementary school, to build on their knowledge as they go.

Tom Vander Ark: Do you prefer these courses to be part of a wall-to-wall academy or career academy? Is that the best scenario?

David Dimmett: Project Lead The Way works well in various settings. It can fit seamlessly within NAF academies, as well as in schools where it’s offered as an elective among other pathways. Our curriculum is adaptable to local context, and I love that we’re effective in urban, rural, suburban, public, private, and charter schools. It’s designed to work well in a variety of settings.

Tom Vander Ark: Let’s pick an engineering class. How would a Project Lead The Way course compare to a traditional textbook-based program?

David Dimmett: Great question. If you’re walking down the hall and see a Project Lead The Way class on one side and a traditional class on the other, you’d likely hear more energy from the Project Lead The Way class. You might not even see the teacher because they could be on the floor working with a student group. In our classes, students are up, moving, doing things, and tackling projects at different stages. The teacher is more of a facilitator and, in some cases, a co-learner. It’s powerful when a student asks a question, and the teacher can say, “I don’t know. Let’s find out together.” It changes the dynamic of the classroom in an impactful way.

Tom Vander Ark: How teacher-dependent is a great Project Lead The Way class, and how much flexibility does a teacher have to shape the learning experience?

David Dimmett: The teacher role is absolutely critical, as it is in any great learning setting. Supporting teachers is one of the most important things we do. We have over 400 master teachers who assist with training and ongoing support, and we also provide flexibility. While there are things you’d expect to see in any Project Lead The Way classroom, teachers bring unique elements based on community needs. The connections that teachers make with their communities add a powerful dimension to the program.

Tom Vander Ark: You’re working in rapidly changing sectors. How do you keep your curriculum relevant, and how do you support teachers when knowledge and skills are evolving so quickly?

David Dimmett: We stay connected with business and industry through advisory boards and partnerships with workforce and economic development organizations. Our curriculum is regularly updated with input from these partners. For example, in biomedical science, we consult with industry experts on genetic sequencing and targeted disease treatments to ensure our content is up to date. Recently, I visited schools in rural Indiana with a North American CEO from one of our partner companies. They spoke with teachers and students to better understand their experience, which informs how we align with industry needs. This ongoing dialogue with teachers, students, and industry partners is key to keeping our curriculum relevant.

Tom Vander Ark: Is there a common platform across your network for student learning and teacher training?

David Dimmett: Yes. There’s no textbook in Project Lead The Way; we have a learning platform. We’re currently developing a new platform based on feedback from our network, focusing on features that will help teachers track student progress and enhance their learning experience. A good feedback loop for both teachers and students is essential to helping us understand where students are and how we can support their learning journey.

Tom Vander Ark: You serve so many teachers and students. How do you promote quality at scale, ensuring rigorous and engaging STEM learning?

David Dimmett: We provide a range of formative assessments to our teachers and help them use these tools effectively. Our high school courses, except for capstones, have end-of-course assessments widely used across our program. We also work closely with other roles within schools, like coordinators and CTE directors, to support educators with the tools they need to perform at a high level. High-quality, high-performing educators exist in every community, and our job is to equip them with resources to maximize their impact.

Tom Vander Ark: I’ve heard you talk about cultivating a learning mindset. How are you promoting that across your network?

David Dimmett: There are two parts to that. First, our team regularly visits schools to learn directly from students and educators. We can’t make decisions from behind a screen—we need to understand what’s happening on the ground. The second part involves continuously improving based on this feedback. For instance, we’ve worked with groups like Stanford’s d.school and Stoked to incorporate design thinking and problem-solving mindsets into our team’s approach. Talking to parents, students, and community members helps us identify what we could be doing better.

Tom Vander Ark: I love that you’re thinking about design thinking. STEM fields are about asking good questions, and that’s really what design thinking is about. It’s great to hear that you’re applying that across the curriculum.

David Dimmett: Yes, it’s been a fun area of learning for our team. Sometimes, we get very focused on getting tasks done, but stepping back to consider how we work is important too. We’re doing a lot of professional development on design thinking, sharing workshops, and helping teachers strengthen their skills in these areas. I see elements of design thinking alive and well in Project Lead The Way classrooms, and it’s exciting to see.

Tom Vander Ark: Let’s go back to elementary and middle school. Can you tell us about your offerings in those levels? Specifically, how are you helping middle-grade students explore STEM career pathways and make informed high school choices? Let’s start with elementary school.

David Dimmett: When I joined Project Lead The Way about twelve years ago, we only offered programs for middle and high schools. However, research and feedback from schools showed us that many students make up their minds about STEM, math, and science well before middle school. So, we built a team and created our elementary program, called Launch. Students in Launch do amazing hands-on activities involving math and science. They work together as a team, similar to what they’ll do later in middle and high school. The curriculum includes simple machines, life sciences, both plugged and unplugged coding, and design-inspired lessons, like designs based on nature.

One of the best parts of our elementary program is its inclusivity. In high school, students typically select pathways with guidance from counselors or adults. But in elementary school, we reach all students, which ensures gender equity and ethnic diversity in early STEM exposure.

Tom Vander Ark: And what about middle school? How do you expose those students to different STEM careers and help them make informed decisions about high school?

David Dimmett: We believe that students’ understanding of career opportunities shouldn’t be limited by their zip code or family background. In middle school, we’ve embedded a wide range of career profiles into our curriculum. In many cases, professionals in different fields present students with real-world problems to solve. This exposure helps students see what’s possible and imagine future careers for themselves. The teacher plays a critical role, but we try to infuse the curriculum with experiences that expand students’ horizons beyond what they might otherwise encounter.

Tom Vander Ark: We’ve all been through a lot in the last few years, and you took over as CEO of Project Lead The Way toward the tail end of the pandemic. What’s it like to work at Project Lead The Way these days? Tell us about the culture. Do you have a new office? Do people come to an office anymore?

David Dimmett: In many ways, it’s not that different from before COVID. We’ve always had a great team inspired to do amazing work for students. I think about our work and how it impacts kids like my own. Our team is very committed, and we’ve had that dedication for as long as I can remember. What’s different is that we’re now a remote-first company. We use our office for teacher training, design thinking workshops, and team gatherings. While we work remotely more than before, we still understand the importance of relationships. Building those relationships is essential to provide the level of service we want to offer educators across the country.

Our office, the Kern LeVick Center, named after two families instrumental in our growth, is a beautiful space. When you walk in, you see photos of students and educators, and it’s clear that our mission is centered on serving them.

Tom Vander Ark: Is the office still on the north side of Indianapolis?

David Dimmett: Yes, we’re located on the north side of Indianapolis. Originally, we were based in upstate New York, in the Albany area, Clifton Park, but we relocated to Indianapolis about eleven years ago.

Tom Vander Ark: We’ve been talking to Dr. David Dimmett, the CEO of Project Lead The Way in Indianapolis, the nation’s leading provider of STEM curriculum and learning experiences. David, where can people find out more about Project Lead The Way? I heard you just released your first annual report—would that be a good place to start?

David Dimmett: Absolutely. The annual report we released recently tells our story, highlights our impact, and shares our priorities, as well as where we’re headed. There’s also a great video we created to celebrate our twenty-fifth anniversary in October. We held the Project Lead The Way Summit in Orlando, bringing together educators from across the country, and released two videos there—one looking back over the last twenty-five years and one looking forward. These videos capture our story beautifully, using voices from teachers and others who are passionate about our work. Our website is also a great resource, and we share stories through our social media accounts as well.

Tom Vander Ark: So check out PLTW.org. I’d also say the best way to learn about PLTW is to visit a partner school that offers Project Lead The Way courses.

David Dimmett: Absolutely. There’s no substitute for walking the halls of a local school, talking to students about their learning experience, and hearing from teachers. One of our favorite things to do is facilitate connections between the community and the schools where we work.

Tom Vander Ark: Dave, thanks for being such a great pathway partner to thousands of schools and millions of students. We really appreciate you and the PLTW team. Thanks for being with us today.

David Dimmett: Thank you, Tom.

Tom Vander Ark: Thanks to our producer, Mason Pasha, for making this possible, and to the whole Getting Smart team. And to all of you, until next time, keep learning, keep leading, and keep innovating for equity.

Links:

• LinkedIn
• PLTW David Dimmett
• PLTW
• Project Lead the Way 2022 Annual Report
• Sam Seidel and Olatunde Sobomehin on Creative Hustle
• Stoked