Christyna Serrano, Ph.D.

• Responsible for shaping and managing L&D strategy and process for talent enablement and leadership development to drive a high performing culture in alignment with company values and mission.
• Developed "Hustle Clean University" program, a professional development curricular initiative comprised of three learning pathways: leadership, sales, and diversity and belonging.
• Leveraged adult learning best practices with tech tools and other resources, such as Asana, for organizational development and to manage employee growth, engagement, and performance needs.

• Currently teaching two courses for the fall 2021 semester: Berkeley Changemaker: Critical Studies in Education (Online), in the Graduate School of Education (GSE); and Education, Technology, and Entrepreneurship (Hybrid), in the College of Engineering, Sutardja Center for Entrepreneurship & Technology (SCET).
• Leveraged network of practitioners and high-profile industry leaders to support students' EdTech ventures in my fall 2021 Education, Technology, and Entrepreneurship course. Guests have included Josh Dahn, co-founder of Elon Musk's school, Ad Astra, to CEO of Reddit, Steve Huffman, and Michael Seibel, founder of YCombinator.
• Received Berkeley Changemaker curriculum grant in spring of 2021 for Critical Studies in Education.
• In summer of 2020, was hired by the GSE's Office of the Dean to co-design and facilitate six-week program to train faculty in the digital transformation of their curriculum. Also, individually supported the GSE Dean and five other faculty members for targeted course conversion and online teaching development.
• From fall 2016 - 2018 term, was hired as an instructional and curriculum designer by UC Office of the President (UCOP), Innovative Learning Technology Initiative (ILTI) to work with GSE faculty to develop a suite of seven online courses that would allow students to fulfill the Education Minor online. As part of that initiative, I also designed, taught, and iterated three courses: Critical Studies in Education, Digital Pedagogy, and Research in Education: Studying Educational Inequality and Possibility. In tandem, created a traintrainer program to recruit, hire, onboard, and work with seven instructors (2017-2018) to deliver courses past fulfillment of ILTI grant. Training included curriculum design, micro/module-level development, and course outcomes alignment, use of LMS and various digital tools to manage course, build community and foster high engagement, and best practices for teaching online.

• Identified, vetted, and recruited industry content partners in alignment with Udacity's Nanodegree content needs. Additionally, developed and codified cross-functional company process for moving content partnerships from exploration to onboarding.
• Evaluated strategic partnership opportunities, responded to, and documented evaluation of inbound partnership requests at a rate of 3 - 5 companies per week. To facilitate efficiency and speed, developed a strategic partnership assessment rubric to evaluate partnership opportunity viability and alignment with business goals.
• Led and facilitated exploratory value exchange conversations with prospective content partners and moved them into contract. To facilitate this process, I developed a Content Partner Value Exchange Framework.
• Negotiated and drafted preliminary partner agreements for legal team review, final approval, and contract cross-execution.
• Managed relationships with strategic content partners to ensure streamlined collaboration between Udacity and partners. Facilitated communications across all stakeholders (Udacity and content partner staff). Acted as ambassador for Udacity with partners while also advocating for partner needs to ensure a mutually beneficial value exchange.
• Supported curriculum team in refresh of the Data Engineer Nanodegree. To do so, identified, interviewed, and collaborated with Subject Matter Experts to update content areas in alignment with customer feedback, and to improve program.

• Developed a Global Faculty Engagement Model, a pipeline and process to move thought leaders/Subject Matter Experts from recruitment through to certification as a Singularity University (SU) global faculty member.
• Served as cross-functional liaison between SU stakeholder teams, its Country Partners (franchisees of SU brand), and 300+ global faculty members. Identified and pitched appropriate faculty members to product managers of SU’s international summits, and Executive Programs.
• Worked with faculty members to productize their thought leadership content in alignment with SU’s programs and business needs.
• Engaged faculty community to ensure growth and retention by creating opportunities for learning and collaboration.
• Co-created curriculum for and co-facilitated SU’s Global Faculty Certification Program. Delivered program in six different countries on three continents in 2019. Certified and added 65 Global Faculty to SU ecosystem.
• Redesigned faculty operations and certification program to continue to retain, manage, develop, and engage faculty as SU pivoted from in-person events to online membership business model as part of pandemic response.
• Worked with Legal Team to develop faculty contracts and scopes of work, as well as intellectual property models.

Designed and delivered customized and highly interactive anti-racism two-month training curriculum for Authentise employees as part of company's broader efforts to enact a Diversity, Equity, and Inclusion initiative.

Designed and delivered customized and highly interactive anti-racism two-month training curriculum for Project Ronin employees as part of company's broader efforts to enact a Diversity, Equity, and Inclusion initiative.

• Collaborated with five core faculty SMEs, and four departments to design, develop, implement (and later evaluate) portfolio of 15 online courses for HNU's Adult Baccalaureate Degree (ABD) Program funded by government grants and donors.
• Developed and facilitated weekly workshop trainings to support instructors’ delivery of online courses. Additionally, designed workshops to foster pedagogical best practices in adult education, and to optimally serve students with high academic-support needs.
• Collected data from student surveys, course analytics, and faculty feedback to evaluate student learning to measure efficacy of online courses in ABD program.
• Analyzed data to generate insights to implement programmatic and course revisions.