Dina Newman

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Professor

Rochester Institute of Technology

United States

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About

Dina Newman is a Professor at the Rochester Institute of Technology in the United States. Her research focuses on the influence of pedagogical frameworks on teaching philosophies, visual representations in biology and chemistry education, and the development of critical thinking through collaborative tasks. Recent articles highlight her investigations into student understanding of complex scientific concepts and the role of empathy in education.

Recent Grants

Grant: Close

Research Experiences for Undergraduates: Multidisciplinary Research on Student Success in STEM at the Rochester Institute of Technology

Open Date: 2022-02-15

Close Date: 2025-01-31

Grant: Close

REU Site: Research Experiences for Undergraduates in Model-based Reasoning in STEM Education at the Rochester Institute of Technology

Open Date: 2018-10-01

Close Date: 2021-09-01

Grant: Close

Inclusive Excellence in the College of Science at RIT

Open Date: 2017-09-01

Close Date: 2022-08-01

Grant: Close

Collaborative Research: Transforming the Organic Chemistry Lab Experience: Implementation and Evaluation of a Reformed Organic Lab Curriculum Across Institutions

Open Date: 2016-01-01

Close Date: 2019-01-01

Grant: Close

REU Site: Model-Based Reasoning and Representations in Science, Technology, Engineering, and Mathematics (STEM) Learning at the Rochester Institute of Technology (RIT)

Open Date: 2014-10-01

Close Date: 2018-09-01

Articles (18)

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2020

Collaborators (2)

Aeowynn Coakley

University of Southern California

UNITED STATES

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Leslie Kate Wright

Head, Professor

Rochester Institute of Technology

UNITED STATES

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Dina Newman

Research Interests

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About

Recent Grants

Articles (18)

Examining the influence of Vision and Change and a mentoring network on teaching philosophies and strategies

Misshaped chromosomes, mismatched chromatids, and missized genes: easy edits may help mitigate misconceptions commonly represented in published scientific figures

Sketchy understandings: drawings reveal where students may need additional support to understand scale and abstraction in common representations of DNA

Biology exams rarely use visual models to engage higher-order cognitive skills

Visual representations of energy and chemical bonding in biology and chemistry textbooks: A case study of ATP hydrolysis

Charting a new vision: lessons on Vision & Change from a network of biology educators

Constructing analogies: Developing critical thinking through a collaborative task

An Exploration of Spatial Visualization Skills: Investigating Students’ Use of 3D Models in Science Problems during Think-Aloud Interviews

Student-Generated Analogies for Learning about Information Flow

Conceptual framework for understanding empathy in physics faculty

Visual Literacy of Molecular Biology Revealed through a Card-Sorting Task

Reformed Experimental Activities (REActivities): Gauging the Fidelity of Implementation in a Reformed Undergraduate Organic Chemistry Laboratory

Teaching meiosis with the DNA triangle framework: A classroom activity that changes how students think about chromosomes

The DNA Landscape: Development and Application of a New Framework for Visual Communication about DNA

Punnett Squares or Protein Production? The Expert–Novice Divide for Conceptions of Genes and Gene Expression

An Online Interactive Video Vignette that Helps Students Learn Key Concepts of Fermentation and Respiration

Undergraduate Textbook Representations of Meiosis Neglect Essential Elements

Interactive Video Vignettes (IVVs) to help students learn genetics concepts.

Collaborators (2)

Aeowynn Coakley

Leslie Kate Wright

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