Paula Talley, M.A., Implementation Lead, Higher Education Services
Dana Center Role
Paula leads the development and implementation of the Dana Center Mathematics Pathways (formerly the New Mathways Project), an initiative to modernize entry-level college mathematics programs through working with states, universities, and colleges. She develops tools and services that support local leaders and works with external organizations to coordinate and mobilize efforts that support math pathways.
Before Joining the Dana Center
For 20 years, Paula served Temple College (Texas) as a mathematics professor, lead of the developmental mathematics department, and division director of student success. In the latter role, she directed a college division that included developmental education, adult education and literacy, English as a second language, tutoring services, and the TRIO program. Paula led the redesign of developmental education using the DCMP principles that increased student success. As a mathematics professor, she taught various mathematics courses, including DCMP’s Foundations of Mathematical Reasoning, Statistical Reasoning, and Frameworks for Mathematics and Collegiate Learning.
M.A., Mathematics Education, The University of Texas at Austin
B.A., Mathematics Education, The University of Texas at Austin
Math anxiety. Webinar for First in the World Maryland Mathematics Reform Initiative, Baltimore, MD (September 2016).
Pathways course development. Presented for First in the World Maryland Mathematics Reform Initiative, Baltimore, MD (June 2016).
To infinity and beyond with the right mathematics pathway. Presented at the 96th American Association of Community Colleges Annual Convention, Chicago, Il (April 2016).
Multidisciplinary discussions about mathematics. Facilitated at the 69th Texas Community College Teachers Association Annual Conference, Houston, TX (February 2016).
American Mathematical Association of Two-Year Colleges
National Association of Developmental Education
Texas Community College Teachers Association
Texas Mathematical Association of Two-Year Colleges