Dianna Carrizales-Engelmann, PhD, is the College of Education Assistant Dean for Administration, Equity, and Inclusion. In this role, Dr. Carrizales-Engelmann plays a chief of staff role, working closely with the COE Dean and COE administrative teams on matters related to general, individual, and confidential college administrative operations. Dr. Carrizales-Engelmann is responsible for advancing the day-to-day strategic activities, projects, and reports related to College and University expectations and policies as well as for providing support collegewide to personnel working on time sensitive cross-cutting innovative projects that further the mission of the COE. Dr. Carrizales-Engelmann coordinates equity reporting for the college, oversees both the undergraduate academic advising unit and the COE events office, and works closely with the dean on leadership agendas for communication around critical activities. Dr. Carrizales-Engelmann joined the COE team in 2015 and has been Assistant Dean for Administration since 2016. 

Prior to her COE leadership role, Dr. Carrizales-Engelmann worked at the Oregon Department of Education between 2005 where she was Director of Monitoring, Systems, and Outcomes in the Office of Special Education from 2008 - 2012. In addition to her experience with state general assessments, state assessments based on modified and alternate standards, and classroom- and curriculum-based assessments, Dr. Carrizales-Engelmann worked as a School Psychologist in Oregon schools and is co-author of Strong Kids, Strong Teens Social Emotional Learning Curricula (1st and 2nd eds.). 

Ph.D., 2006, University of Oregon, Eugene, OR
Major: School Psychology

M.A., 2005, University of Oregon, Eugene, OR
Major: Special Education

B.A., 1998, University of Texas, San Antonio, TX
Major: Psychology
Minor: French

Carrizales, D. C., & Ketterlin-Geller, L. R. (2011). Alternate Assessments Based on Modified Achievement Standards: Reflections on Assessment Design and Implementation. In M. Russell & M. Kavanaugh (Eds.), Assessing Students in the Margin: Challenges, Strategies, and Techniques. (235-258). Charlotte, NC: Information Age Publishing.

Carrizales, D.C., & Tindal, G. (2009) Test Design and Validation of Inferences for the Oregon Alternate Assessment. In W. Schafer & R. Lissitz (Eds.), Alternate Assessments Based on Alternate Achievement Standards: Policy, Practice, and Potential. (Ch. 15). Baltimore, MD: Brookes Publishing.