Ph.D. , University of Wisconsin Madison (1996)
B.S., Cornell University (1987)
My interests as a historian center on women and religion in Catholic Reformation Europe, especially France. As a dean, i am interested in pedagogies that bring the most value to honors education.
I am currently surveying honors students from a diverse range of colleges and programs to better understand the teaching styles students feel best meet their academic needs.
To participate please follow this link to the survey: https://www.surveymonkey.com/r/6BZ6CJX
Informed consent information is here:
2020 Informed Consent Template
IRB protocol title: Learning styles of today’s honors students
Principal investigator: Susan Dinan
Co-investigator/faculty adviser:
Research purposes: Students at Honors colleges and programs will be asked to complete a survey that examines how students learn best. Dean Dinan is part of a workshop at the National Collegiate Honors Council conference and will discuss the results of this survey with other faculty and administrators who run honors colleges and program
Description of research: Faculty and administrators want to better understand how students learn. The goal of our survey is to help honors colleges better design pedagogies to align with student leaning preferences. The survey asks questions, some of which are open-ended and will probably take 10 minutes to complete. Only students 18 and above may respond to the survey.
Potential risks: Responses will be anonymous and there are no risks for participants.
Potential benefits: It is our hope to better understand student learning strategies as we design honors college. In the big picture, pedagogies could change to better embrace student learning preferences.
Costs/Compensation: There is no compensation for completing the survey.
Additional Information
Contact persons: If you have any questions at any time about this research or want to discuss any possible study-related incidents, please contact Dean Susan Dinan at sdinan@adelphi.edu
Confidentiality: Surveys will be distributed through email. The survey does not ask for names or other identifying information. The information obtained during this research (research records) will be kept confidential to the extent permitted by law. However, this research record may be reviewed by government agencies (such as the Department of Health and Human Services), the agency sponsoring this research, individuals who are authorized to monitor or audit the research or the Institutional Review Board (the committee that oversees all research in human subjects at Adelphi University), if required by applicable laws or regulations.
Voluntary participation:
Participation in this study is voluntary. If you decide not to participate, this will not affect your standing in the Honors College in any way. Any new information that develops during this study, which might affect your decision to participate, will be given to you immediately. A signed copy of this consent form will also be given to you.
Institutional Review Board approval: This research has been reviewed and approved by the Adelphi University Institutional Review Board. If you have any questions, concerns or comments, please contact Dr. Carolyn Springer, chair of the IRB, at 516. 877.47523 or springer@adelphi.edu
Women and Poor Relief in Seventeenth-Century France: The Early History of the Daughters of Charity. Aldershot: Ashgate.
Women and Religion in Old and New Worlds, edited with Debra Meyers. NY: Routledge.
Translated into Spanish under the title Mujeres y religion en el Viejo y el Nuevo Mundo, en la Edad Moderna. Narcea, 2002.
“Crafting Habits of Resistance” written with Karen Nelson and Michele Osherow, in Challenging Women’s Agency and Activism in Early Modernity, edited by Merry Wiesner-Hanks. University of Amsterdam Press.
“Nursing as a Vocation or a Profession? Women’s Status and the Meaning of Healing in Early Modern France and England,” Without Solemn Vows: Devout Laywomen before and after Trent, edited by Alison Weber. Aldershot: Ashgate: 69-88.
“The Importance of the First-Semester Experience: Learning Communities and Clustered Classes” Breaking Barriers in Teaching and Learning, edited by James Ford and John Zubizarreta. NCHC Monograph Series: 35-43.
“How Gender Differences Shape Student Success in Honors” Journal of the National Collegiate Honors Council 17/1:289-304.
Chair, Sixteenth Century Studies Society Endowment Committee
Member, Teaching and Learning and International Education committees of the National Collegiate Honors Council
