Daniel Reinholz

San Diego State University

Daniel L. Reinholz, Ph.D. is an Assistant Professor of Mathematics Education and an Inaugural Provost's Professor of Equity in Education at San Diego State University. He is a co-founder of the Access Network, a national network of programs in the US that aim to increase equity in the physical sciences. He also advises students in the Math and Science Education (MSED) joint doctoral program between SDSU and UCSD. Reinholz was a postdoctoral fellow in the Center for STEM Learning at the University of Colorado Boulder, and completed his PhD at the University of California Berkeley.
Broadly speaking, Dr. Reinholz’s research focuses on creating tools for educational transformation, to improve equity and mitigate systemic oppression. His research is primarily situated within three interrelated areas.
Design. Dr. Reinholz’s work is grounded in careful attention to student thinking, meaningful disciplinary learning, and classroom interactions. For example, his early work elucidated the connections between reflection and peer critique. He designed the structured Peer-Assisted Reflection (PAR) cycle, which has been used in a wide variety of STEM classrooms to support deeper disciplinary learning. This strong focus on meaningful learning serves as the basis for his other areas of research, focused on transforming larger systemic structures.
Empower. Dr. Reinholz is a co-developer of the EQUIP tool, which is a free web-based classroom observational tool for tracking patterns of implicit bias in teaching. EQUIP is designed to empower teachers, professional developers, and researchers to understand and improve equity in classroom teaching. EQUIP provides data to help illuminate the subtle and sometimes invisible racialized and gendered patterns that play out in classroom participation, which can serve to privilege some students over others.
Transform.  Ultimately, the goal of Dr. Reinholz’s work is to change the education system so that it can be more just and better serve the needs of all students. For this reason, he studies education from a systems perspective, and develops new models that can be used for change. The Departmental Action Team (DAT) is one such model for transforming STEM education. DATs are designed with best principles from organizational change to work within and transform existing structures and aspects of academic culture.
Together, these three areas of research work in conjunction, beginning with a vision for high-quality disciplinary learning, expanding the vision to attend to who gets access to this high-quality learning, and finally understanding and changing the systems that favor some individuals over others.

Workshop Participant, Website Contributor

Website Content Contributions

Other Contributions (6)

Breaking Down Silos meeting contributes to the goals of Working Group 1 part of Accelerating Systemic Change Network:Posts
Twenty-five researchers met for a 2.5-day meeting at the Center for Mathematics and Science Education at San Diego State University to discuss change theories. This working meeting was supported by a National ...

Departmental Action Teams (DATs) part of Network of STEM Education Centers:Program Descriptions
SITAR aims to improve undergraduate STEM education by professionalizing educational practice through measurement, assessment, and cultural change. We focus on department-wide change to achieve more coherent, long lasting reforms. Our project uses a three-layer approach: (1) We work with groups of faculty through Departmental Action Teams (DATs) to create sustainable mechanisms to address educational issues in an ongoing fashion (bottom up); (2) We apply targeted approaches to individual departments to stimulate cultural change (middle out); and (3) We work with the administration and faculty senate to promote and incentivize the use of evidence-based teaching practices (top down). We support these three layers with infrastructure provided by the AAU and our collaborations with our Office of Informational Technology (OIT) to develop and import technology for better utilizing already existing institutional student data.

Guiding theories of change (ASCN Working Group 1) part of Accelerating Systemic Change Network:Transforming Institutions Conference:Program:Discussion Sessions
Join the leaders of ASCN Working Group 1, Tessa Andrews and Daniel Reinholz, for a discussion about the presentations in the Guiding Theories of Change Track and theories of change.

Characterizing departmental culture and assessing change with the DELTA survey part of Accelerating Systemic Change Network:Transforming Institutions Conference:Program:Oral Presentations:Session F
There have been many change initiatives to improve undergraduate education, but despite investment of significant resources, implemented changes do not always last. Researchers in organizational change suggest that ...

Putting the Teaching Quality Framework Initiative into action: A case-study comparison of three departments engaged in transforming teaching evaluation part of Accelerating Systemic Change Network:Transforming Institutions Conference:Program:Oral Presentations:Session D
The Teaching Quality Framework (TQF) Initiative seeks to create a process and tools for systemic transformation of departmental evaluation of teaching. As part of the Bay View Alliance and NSF funded TTEVAL ...

Enhancing research capacity for systemic change in undergraduate STEM education by analyzing, organizing, and synthesizing theories of change part of Accelerating Systemic Change Network:Transforming Institutions Conference:Program:Thematic Symposia
Widespread calls and national funding for improving the diversity and preparation of STEM undergraduates have rapidly expanded the number of people investigating change in this context. This creates great potential ...