"I develop, train, and consult Higher Education Leaders and Faculty in the skills required for a positive culture shift, institutional effectiveness, meaningful teaching and assessment of student learning"
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Custom-tailored workshops and consultations:
Custom-tailored workshops and consultations:
For faculty
Development of relevant and purposeful assessments of Student Learning at the Institutional, Program, and Course levels.
Inclusive Pedagogy.
Improving STEM education, student engagement, and retention.
For leadership
Alignment of the work of faculty, staff, and administrators with the institution’s mission, vision, and goals.
Development of meaningful and effective standard operating procedures.
Collaborative and data-driven decision-making.
Evidence-based solutions that close structural and procedural gaps in performances.
"The Assessment presentation by Dina, was great, I learned a lot. It was actually an eye-opener in how to view assessment and why we do it. As an instructor, we know that we want to measure the knowledge of our students or to have a reference of what we're teaching. But, assessments are more than that, they have to be line up with the program outcomes and also adapt to the classroom and delivery of the class." - MATC Faculty, an attendee of Peer Support Assessment workshop, MATC
“Dina is an educator who is deeply committed to developing students in science. Her commitment is informed by both high standards and a strong sense of personal responsibility for assisting her students to meet these standards and for empowering them by develop their capacity for taking charge of their subject matter learning. She enjoys sharing how she is thinking about her teaching and engages in dialogue about it with clear analytical frameworks and a non-defensive stance. Her openness and passion for her own learning to be a better educator is something that she cherishes, and it inspires her teaching, where she seeks wholeheartedly to promote in her students a similar passion for learning.” – Glen Rogers, Ph.D., Director of Educational Research and Evaluation, Alverno College
"Dina's presentation was particularly interesting to me because it stimulated thought. I had no idea assessments are distinguished between formative and summative. Interestingly, I don't recall my professors utilizing formative assessments at all during law school. All the classes I can remember were lectures and ended with a single blue book essay exam which represented the student's entire grade for the semester. While discussion was encouraged during class and sometimes forced (through the Socratic method), I'm now sure how class participation of this type could fairly be used to assess individual growth in learning because most of these classes occurred in large lecture halls with many many students and not everyone spoke up. Anyway, I enjoyed being challenged by Dina to think critically about tailoring formative assessments to different types of learners based upon COS and how summative assessments can serve as a barometer to measure the impact formative assessments have on learning." - MATC Faculty, an attendee of Peer Support Assessment Workshop, MATC
The Assessment "was one of my favorite presentations so far, Dina's presentation was very well prepared and she did an excellent job presenting. Something that really stuck with me is the importance of creating assessments that really are helpful for the student's future careers, and to make sure that students know why and how is that going to be helpful. I will definitely pay more attention to that when creating an assessment." - MATC Faculty, an attendee of Peer Support Assessment workshop, MATC
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