20 citations · 34 across the 4 of their papers we have counts for
7 papers
Personalized instructor responses to guided student reflections: Analysis of two instructors' perspectives and practices
Daniel L. Reinholz, Dimitri R. Dounas-Frazer
One way to foster a supportive culture in physics departments is for instructors to provide students with personal attention regarding their academic difficulties. To this end, we…
Learning to do diversity work: A model for continued education of program organizers
Dimitri R. Dounas-Frazer, Simone A. Hyater-Adams, Daniel L. Reinholz
Physics and physics education in the United States suffer from severe (and, in some cases, worsening) underrepresentation of Black, Latina/o, and Native people of all genders and w…
Using Peer Feedback to Promote Reflection on Open-Ended Problems
Daniel L. Reinholz, Dimitri R. Dounas-Frazer
This paper describes a new approach for learning from homework, called Peer-Assisted Reflection (PAR). PAR involves students using peer feedback to improve their work on open-ended…
Attending to lifelong learning skills through guided reflection in a physics class
Dimitri R. Dounas-Frazer, Daniel L. Reinholz
This paper describes a tool, the Guided Reflection Form (GRF), which was used to promote reflection in a modeling-based physics course. Each week, students completed a guided refle…
Towards a Model of Systemic Change in University STEM Education
Daniel L. Reinholz, Joel C. Corbo, Melissa H. Dancy +2
Despite numerous calls for the transformation of undergraduate STEM education, there is still a lack of successful models for creating large-scale, systemic cultural changes in STE…
A Framework for Transforming Departmental Culture to Support Educational Innovation
Joel C. Corbo, Daniel L. Reinholz, Melissa H. Dancy +2
This paper provides a research-based framework for promoting institutional change in higher education. To date, most educational change efforts have focused on relatively narrow su…