Educator - Innovator - Consultant - Scientist - Humanist
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image retrieved from "Alverno College, 2011 Good Practice Recipient", CHARACTER CLEARINGHOUSE, Florida State University Press, 2011
"Stuck with assessment compliance, accreditation prep, or getting faculty on board? I help colleges build systems that actually work — and get faculty to use them."
Ready to talk about your institution's assessment challenges?
Contact me at 414-293-3009 or dina.borysenko@gmail.com
Custom-tailored workshops and consultations:
Custom-tailored workshops and consultations:
For faculty
How to develop of authentic, purposeful and AI-resistent assessments of Student Learning at the Institutional, Program, and Course levels.
How to use assessment results to improve teaching, student engagement and retention.
For leadership
How to close the gap between what faculty do and what accreditors need to see.
How to develop meaningful and effective standard operating procedures.
How to establish collaborative and data-informed decision-making.
“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
"I have had the privilege of being Dina Borysenko’s associate dean for the past four years. During that time, she has consistently shown an exceptional ability to innovate, a passionate commitment to her students, and an outstanding work ethic that has helped her to excel in all that she does. She has further consistently stepped up to take on leadership roles among her peers and work to promote and implement change in a very complex and challenging environment. She is an asset to MATC and we are lucky to have her."
Michael Jenkins, Ph.D., MATC
"Dina provided essential insights and was a joy to work with during her time as a consultant to Aktiv Learning (101Edu/Chem101). She understood how to support chemistry professors in enhancing their pedagogical knowledge, planned educational events, and wrote impactful educational content. Her deep understanding of chemistry-related teaching, learning, and curriculum enabled Aktiv Learning to share practical as well as innovative ideas and strategies with the wider chemical education community and I was continually impressed with her creativity, professionalism and productivity."
Dvora Inwood, Strategic Consultant for Innovative SaaS
"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
"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 that is 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
"Dina's presentation was particularly interesting to me because it stimulated thought... I enjoyed being challenged by Dina to think critically about tailoring formative assessments to different types of learners based upon Course Outcome Summary 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
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