Content Skip to content.
San Diego State University

CRMSE Logo

Daniel Reinholz

Dr. Reinholz specializes in STEM education transformation with the aim of increasing equity and diversity in STEM fields. His work is grounded in a holistic design perspective, which draws on research in disciplinary learning, equity, and organizational change. At the classroom level, he focuses on how reflection and peer feedback can deepen disciplinary learning. Beyond the classroom, he studies how cultural and structural features of higher education can support and inhibit meaningful transformation. Through his leadership in the Access Network (www.accessnetwork.org), he works to improve access to meaningful STEM learning across the US. 

Education

Ph.D., 2014, University of California, Berkeley, Mathematics and Science Education
M.S., 2009, Colorado State University, Mathematics
B.S., 2007, Colorado State University, Electrical Engineering

Professional Experience

2016–present: Assistant Professor, San Diego State University
2014–2016: Research Associate, Center for STEM Learning, University of Colorado, Boulder

Licensure

Secondary mathematics (Colorado, grades 7-12): 2016

Research Focus

Holistic design; institutional and cultural change; reflection; faculty development; equity, diversity, and social justice.

Grants

Departmental Action Teams: Sustaining Improvements in Undergraduate STEM Education through Faculty Engagement (NSF 1626565: $1,919,515). PIs: Daniel Reinholz, Joel Corbo, & Noah Finkelstein.

Access Network:  Supporting Retention and Representation in Physics Through  an Alliance of Campus-Based Diversity Programs (NSF 1506190: $330,000). PIs: Daniel Reinholz, Joel Corbo, Scott Franklin, Corey Ptak, & Anna Zaniewski.

Publications

Reinholz, D. L. & Gillingham, D. (in press) Forms of formative assessment: Eliciting and using student thinking.  For  the  Learning  of  Mathematics

Dounas-Frazer, D. R., Hyater-Adams, S. A., & Reinholz, D. L. (in press) Learning to do diversity work: A model for continued education of program organizers. The Physics Teacher

Reinholz, D.  L.  (2016).  Improving  calculus  explanations  through  peer  review. Journal of Mathematical Behavior, 44, 34-49 http://doi.org/10.1016/j.jmathb.2016.10.001

Reinholz, D. L. (2016). Developing mathematical practices through reflection cycles. Mathematics Education Research Journal, 28(3), 441-455 http://doi.org/10.1007/s13394-016-0175-1

Gandhi, P. R., Livezey, J., Zaniewski, A. M., Reinholz, D. L., & Dounas-Frazer, D. R. (2016). Attending to experimental physics practices and lifelong learning skills in an introductory laboratory course. American Journal of Physics, 84(9). http://dx.doi.org/10.1119/1.4955147

Zaniewski, A. M. & Reinholz, D. L. (2016). Increasing STEM success: A near-peer mentoring program in the physical sciences. International Journal of STEM Education, 3(14).   http://doi.org/10.1186/s40594-016-0043-2

Reinholz, D. L. & Dounas-Frazer, D. R. (2016). Using Peer  Feedback  to  Promote Reflection on Open-Ended Problems. The Physics Teacher, 54(364). http://dx.doi.org/10.1119/1.4961181

Corbo, J. C., Reinholz, D. L., Dancy, M. H., Deetz, S. & Finkelstein, N. (2016). Framework for transforming departmental culture to support educational innova- tion. Physical Review Physics Education Research, 12(1) 010113. http://link.aps.org/doi/10.1103/PhysRevPhysEducRes.12.010113

Reinholz,  D.  L. (2016).  The assessment cycle:  A model for learning through  peer assessment. Assessment & Evaluation in Higher Education, 41(2), 301-315. http://doi.org/10.1080/02602938.2015.1008982

Dounas-Frazer, D. R. & Reinholz, D. L. (2015). Attending to lifelong learning skills through guided reflection in a physics class. American Journal of Physics, 83(10),  881-891.  http://dx.doi.org/10.1119/1.4930083
Landers, M. & Reinholz, D. L. (2015). Students’ Reflections on Mathematics Homework Feedback.  Journal for Developmental Education, 38(3),   22-31.

Reinholz, D. L., Cox, M., & Croke, R. (2015). Supporting graduate student instructors in calculus The International Journal for the Scholarship of Teaching and Learning: Vol. 9: No. 2, Article 11. Available at: http://digitalcommons.georgiasouthern.edu/ij-sotl/vol9/iss2/11

Reinholz, D. L. (2015). Peer conferences in calculus: The impact of systematic training. Assessment & Evaluation in Higher Education. http://dx.doi.org/10.1080/02602938.2015.1077197

Reinholz, D. L. (2015).  Peer-Assisted  Reflection:  A  design-based  intervention for improving success in calculus. International Journal of Research in Undergraduate Mathematics Education, 1(2), 234-267. http://doi.org/10.1007/s40753-015-0005-y

Daniel Reinholz

  Daniel Reinholz

  Assistant Professor 


Department of Mathematics and Statistics
San Diego State University
San Diego, CA 92182-7720

Center for Research in Mathematics & Science Education
6475 Alvarado Road, Suite 206
San Diego, CA 92120

E-Mail: daniel.reinholz@sdsu.edu