Dy·ad: close, two-person interaction characterized by mutual influence, communication, and interdependence.
The Dyad Student Success Model:
Underrepresented students account for a disproportionate share of academic attrition.
At Dyad Interventions, we recognize that one of the most powerful predictors of success for these students is their sense of connection—to faculty, to peers, and to the learning environment.
Our approach is built on this insight. By fostering authentic relationships, inclusive learning spaces, and culturally responsive support, Dyad helps underrepresented students not only stay—but thrive.
Our model:
- Benefits ALL students, not just those flagged as struggling.
- Is evidence-based and informed by adult learning theory:
- Social Cooperative Theory
- Martin’s Map of Human Learning
- Covenant Modeling
- Holistic Educational Frameworks
- Integrates Be JEDI principles (Belonging, Justice, Equity, Diversity, Inclusion) into every layer of support.
- Helps students develop a strong, resilient self-identity tied to academic success and persistence.
- Relieves faculty from the burden of designing and managing remediation plans.
Are your faculty having to wear too many hats?
Faculty are overextended being asked to teach, mentor, and remediate—often without the resources or time to do any of these optimally.
But what if we removed one of the biggest burdens?
What if your faculty could channel their expertise where it matters most—in the classroom and in mentorship—without being stretched thin designing and executing individualized remediation plans?
✨ Dyad Interventions delivers that solution. ✨
Our model is grounded in research, adult learning theory, and the core principles of diversity, equity, inclusion, and belonging. We specialize in providing structured, equity-informed remediation that allows at-risk students to thrive—without sacrificing faculty well-being.
This isn’t just about helping students pass.
It’s about transforming your institutional approach to student success—one that supports faculty excellence, improves retention, and embeds equity into the academic fabric of your program.
Meet the Founder: Aurora Anderson Maria, PA-C, MS
I’m Aurora Anderson Maria, the founder of Dyad Interventions, Inc. and a seasoned physician assistant with over a decade of clinical experience across surgical, medical, and urgent care environments.
My career has been rooted in surgical practice—spanning the operating room, inpatient wards, and outpatient clinics—while also extending into urology, neurosurgery, and preanesthesia assessment. I’ve provided care in high-acuity hospitals, nursing homes, and urgent care settings, treating both pediatric and adult populations with a broad range of conditions.
But my journey didn’t start in medicine—it started in education.
Before becoming a PA, I taught anatomy and physiology at the community college level, mentoring future allied health professionals navigating the complexities of adult learning. That early foundation in education shaped my approach throughout my clinical teaching career.
As a lead PA preceptor in the surgery department, I trained and remediated physician assistant, nurse practitioner, and medical students—particularly those from backgrounds like my own. I focused not just on clinical competence, but on building confidence, clinical reasoning, and identity as future providers.
As a Faculty Fellow of the University of Maryland’s Physician Assistant Leadership and Learning Academy (PALLA), I collaborated on a longitudinal curriculum that met accreditation standards while embedding Belonging, Justice, Equity, Diversity, and Inclusion (Be JEDI) competencies. I also developed skills in adult learning theory, inclusive pedagogy, learner-centered instruction, simulation-based training, and feedback methodology.
During that time, my independent research project focused on remediation in health professions education—specifically addressing the systemic gaps that disadvantage underrepresented students.
That work became the foundation of Dyad Interventions.