Nancy Stano, Ph.D., strategic learning and development specialist, higher education
Dana Center role
Nancy leads strategy, planning, and implementation of the Center’s higher education professional learning program. She develops protocols and tools for scalable professional learning activities that incorporate best practices for adult learning and embody student success strategies that align with the principles of the Dana Center Mathematics Pathways (formerly the New Mathways Project), an initiative to modernize entry-level college mathematics programs through working with states and colleges. Nancy also develops the DCMP regional approach to providing implementation assistance within Texas.
Before joining the Dana Center
Nancy taught applied learning, cognition, and motivation courses at The University of Texas at Austin and Austin Community College. She currently provides training and ongoing support for instructors of such educational psychology courses.
Nancy previously taught undergraduate courses at The Stephen M. Ross School of Business at the University of Michigan–Ann Arbor and has worked with undergraduate foundations and first-year signature courses in business at UT Austin.
Prior to moving to Texas to pursue her Ph.D., Nancy was the project manager for a program working to connect high school students with college experiences, helping them apply and prepare to attend college. Additionally, she worked with small groups of college students, individualizing support to help them acquire the mindsets, skills, and regulation behaviors necessary to be successful in school and in their careers.
Ph.D., Educational Psychology: Human Development, Culture, and Learning Sciences, The University of Texas at Austin
M.A., Educational Psychology: Program Evaluation, The University of Texas at Austin
MAcc, The Stephen M. Ross School of Business at the University of Michigan
BBA, The Stephen M. Ross School of Business at the University of Michigan
Stano, N. K., & Richardson, C. (2016). NMP newcomer faculty workshop: Protocols and PowerPoints. Austin, TX: The Charles A. Dana Center at The University of Texas at Austin.
Stano, N. K. (2016). Improving college students’ self-knowledge through engagement in a learning frameworks course (doctoral dissertation).
Weinstein, C. E., Acee, T., & Stano, N. K. (2013). Teaching students how to become more strategic and self-regulated learners. In M. Svinicki (Ed.), McKeachie’s Teaching Tips, 14th Edition. Belmont, CA: Wadsworth, Cengage Learning.
Stano, N. K., & Cullinane, J. (2012). Getting from good to great: A collaborative study of the college success course at South Texas College. Austin, TX: The Charles A. Dana Center at The University of Texas at Austin.
Getting students on the pathway: DCMP principles and implications for guided pathways. Presented at the Texas Success Center Guided Pathways Institute, Bastrop, TX (November 2016).
What’s math got to do with it? Aligning math requirements to workforce needs. Presented at Texas Pathways to Partnership convening, San Antonio, TX (September 2016).
Implementing course redesigns: Curriculum options and measuring effect. Presented at the National Mathematics Summit, Anaheim, CA (March 2016).
Embedding student success supports. Presented at the Texas Community College Teachers Association (TCCTA) annual meeting, Houston, TX (February 2016).
Integrating partners in a student success classroom. Presented at the College Academic Support Programs annual conference, Amarillo, TX (October 2013).
American Mathematical Association of Two-Year Colleges
National Association for Developmental Education
Professional and Organizational Development (POD) Network in Higher Education