skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


  • Home
  • Search Results
  • Page 1 of 1

Search for: All records

Creators/Authors contains: "Reinholz, Daniel Lee"

Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

  1. (, Intercultural Education)
    Full Text Available 
  2. ; ; ; ; ; (, PLOS ONE)
    Jeong, Jin Su (Ed.)
    Improving equity in undergraduate STEM is a national imperative. Although there is a rapidly growing body of research in this area, there is still a need to generate empirical evidence for equitable teaching techniques. We ground our work in Complex Instruction, an extensively researched pedagogical approach based on sociological theories and the malleability of status. This approach has been applied primarily in K-12 classrooms. In this manuscript, we explore the application of one strategy from Complex Instruction—assigning competence—to undergraduate STEM classrooms. We provide an analysis of three instructors’ implementation of assigning competence and track the impact on student participation. This work makes a unique contribution to the field, as the first study that directly documents changes in student participation resulting from assigning competence in undergraduate STEM. 
    more » « less
    Full Text Available 
  3. ; ; ; (, International Journal for Students as Partners)
    Supporting and sustaining positive educational change is an area of increasing focus in higher education and remains a persistent challenge. Using student partnerships is one promising way to help promote these much-needed changes. This case study focuses on Departmental Action Teams (DATs), which are groups of faculty, students, and staff working together in the same department to make sustainable improvements to undergraduate education. Here we focus on DATs from four different departments, across two research-intensive universities in the USA, to draw attention to the important roles that students play as change agents in these groups. We also reflect upon the inherent challenges in building partnerships that incorporate meaningful power sharing to effect educational change 
    more » « less
    Full Text Available