Dan Grunspan

Former postdoctoral scholar

Research interests: Evolutionary medicine education, student network formation in undergraduate classrooms and their impacts on learning, equity in STEM, and evolution of human social learning.

Current position: Assistant Professor at University of Guelph

About me: Originally from Western New York, I earned a PhD in Biocultural Anthropology at the University of Washington. Between New York and Seattle, I pursued a short lived dream of becoming a professional baseball Umpire before becoming a Fighting Texas Aggie (gig ‘em). In my spare time I enjoy spending time with my dog (Darwin), trying out coffee shops, and BBQing.

Publications:

Grunspan DZ, Nesse RM, Brownell SE. EvMedEd: A teaching resource for integrating medical examples into evolution education.  American Biology Teacher.  In press. 

Grunspan, D. Z., Moeller, K. T., Nesse, R. M., & Brownell, S. E. (2019). The state of evolutionary medicine in undergraduate education. Evolution, medicine, and public health, 2019(1), 82-92.

Harris, R. B., Grunspan, D. Z., Pelch, M. A., Fernandes, G., Ramirez, G., & Freeman, S. (2019). Can Test Anxiety Interventions Alleviate a Gender Gap in an Undergraduate STEM Course?. CBE—Life Sciences Education, 18(3), ar35.

Denning, A., Pewonka, B., Grunspan, D., & Marin, A. J. (2018). Digital textbooks: The effects of input modality and distraction on student learning at a Hispanic-serving institution. Scholarship of Teaching and Learning in Psychology, 4(3), 127.

Donovan, D. A., Connell, G. L., & Grunspan, D. Z. (2018). Student Learning Outcomes and Attitudes Using Three Methods of Group Formation in a Nonmajors Biology Class. CBE—Life Sciences Education, 17(4), ar60.

Grunspan, D. Z., Kline, M. A., & Brownell, S. E. (2018). The Lecture Machine: A Cultural Evolutionary Model of Pedagogy in Higher Education. CBE—Life Sciences Education, 17(3), es6.

Grunspan, D. Z., Nesse, R. M., Barnes, M. E., & Brownell, S. E. (2017). Core principles of evolutionary medicine: a Delphi study. Evolution, medicine, and public health, 2018(1), 13-23.

Theobald, E. J., Eddy, S. L., Grunspan, D. Z., Wiggins, B. L., & Crowe, A. J. (2017). Student perception of group dynamics predicts individual performance: Comfort and equity matter. PloS one, 12(7), e0181336.

Wiggins, B. L., Eddy, S. L., Wener-Fligner, L., Freisem, K., Grunspan, D. Z., Theobald, E. J., ... & Crowe, A. J. (2017). ASPECT: A survey to assess student perspective of engagement in an active-learning classroom. CBE—Life Sciences Education, 16(2), ar32.

Wiggins, B. L., Eddy, S. L., Grunspan, D. Z., & Crowe, A. J. (2017). The ICAP active learning framework predicts the learning gains observed in intensely active classroom experiences. AERA Open, 3(2), 2332858417708567.

Grunspan, D. Z., Eddy, S. L., Brownell, S. E., Wiggins, B. L., Crowe, A. J., & Goodreau, S. M. (2016). Males under-estimate academic performance of their female peers in undergraduate biology classrooms. PloS one, 11(2), e0148405.

Grunspan, D. Z., Wiggins, B. L., & Goodreau, S. M. (2014). Understanding classrooms through social network analysis: A primer for social network analysis in education research. CBE—Life Sciences Education, 13(2), 167-178.

dgrunspan [at] asu.edu