Publications
Classroom/Course Inclusivity (including social psychology approaches)
D. K. Walker, V. P. Bustamante, H. E. Blomgren,J. D. Edwards, and R. F. Frey* (2024), J. Chem. Edu., “Examining the qualitative factors student use when reporting their perception of course inclusivity in General Chemistry I." DOI: 10.1021/acs.jchemed.3c00781 (ASAP published 03/26/2024).
Edwards, J. D., Torres, H. L., & Frey, R. F. (2023). Journal of Chemical Education, 100(11), 4190-4199. The effect of social belonging on persistence to General Chemistry 2.
C. M. Wally, K.G. Miller,and R. F. Frey* (2023). Journal of Chemical Education,100(6), 2105-2115. Student Support-Seeking Behaviors in General Chemistry and Introductory Physics Courses: An Exploratory Study Using Simple Ego-Network Analysis Methodology. DOI: 10.1021/acs.jchemed.2c01068.
A Fink, J. D. Young, N. K. Vuppala, and R. F. Frey* (2023). Chem. Edu. Res. and Prac,24, 327 – 352. “Mixed-Methods Exploration of Students’ Written Belonging Explanations from General Chemistry at a Selective Institution”
Fink*, A., Mattson, P. S., Cahill, M. J., Frey, R. F., & McDaniel, M. A. (2023). Teaching of Psychology, 50(4), 393-406. Growth mindset intervention improves performance of highly nontraditional introductory psychology students at a community college.
J. D. Edwards, L. Laguerre, R. S. Barthelemy, C. De Grandi, and R. F. Frey* (2022), Phys. Rev. Special Topics – Phys. Edu. Res, 18(2), 020150:1-17 “Relating students’ social-belonging and course performance across multiple assessment types in a calculus-based introductory physics 1 course” DOI: 10.1103/PhysRevPhysEducRes.18.020150
J. D. Edwards, R. S. Barthelemy, and R. F. Frey* (2022). J. Chem. Edu., 99(1), 71-82.“The Relationship between Course-level Social Belonging, comprising Sense of Belonging and Belonging Uncertainty factors, and Academic Performance in General Chemistry 1” (“Diversity, Equity, Inclusion, and Respect in Chemistry Education Research and Practice” special issue).
A Fink*, P. Mattson, M. J. Cahill, R. F. Frey, and M. A. McDaniel (2022). Teaching of Psychology, “Growth-Mindset Intervention Selectively Improves Performance of Highly Nontraditional Introductory Psychology Students at a Community College”. Early online version (2/17/22). https://doi.org/10.1177/00986283211053806
A M. York, A. Fink, S. M. Stoen, E. M. Walck-Shannon, C. M. Wally, J. Luo, J. D. Young, and R. F. Frey* (2021). Phys. Rev. Phys. Edu. Res.,17(2), 020140:1-21. “Gender inequity in individual participation within physics and STEM courses”
A Fink, R. F. Frey*, and E. D. Solomon (2020). Chem. Edu. Res. and Prac., “Belonging in General Chemistry Predicts First-Year Undergraduates’ Performance and Attrition.” Advance online Publication: DOI: 10.1039/D0RP00053A
A Fink, M. J. Cahill, M. A. McDaniel, A. Hoffman, and R. F. Frey* (2018). Chem. Edu. Res. and Prac. 19, 783-806. “Improving General Chemistry Performance through a Growth Mindset Intervention: Selective Effects on Underrepresented Minorities”, DOI: 10.1039/C7RP00244K.
Collaborative (including Peer-assisted) Learning Approaches
R. F. Frey* and S. E. Lewis (2023). “Implementing Cooperative Learning in Large Undergraduate Classes via PLTL” in C. E. Overson, C. M. Hakala, L. L. Kordonowy, and V. A. Benassi, Eds. In their own words: What scholars want you to know about why and how to apply the science of learning in your academic setting. (pp. 239-251). Society for the Teaching of Psychology (APA, Division 2) (invited chapter, peer reviewed). https://teachpsych.org/ebooks/itow
M. Jareczek, and R. F. Frey* (2023). Journal of Chemical Education, 100(9), 3240-3251. Exploratory Mixed-Methods Study on PLTL Leaders’ Perceptions of their Group-Inclusion Skills in General Chemistry.
G. Szteinberg, M.D. Repice, C. Hendrick, S. Meyerink, R. F. & Frey* (2020). Peer Leader Reflections on Promoting Discussion in Peer Group-Learning Sessions: Reflective and Practiced Advice through Collaborative Annual Peer-Advice Books. CBE—Life Sciences Education, 19(1), ar2.
R. F. Frey* and S. E. Shadle* (2019). “Guided Inquiry” In S. R. Simonson (Ed), POGIL: An Introduction to Process Oriented Guided Inquiry Learning for Those Who Wish to Empower Learners. (pp. 84-69). Virginia: Stylus Publishing, LLC. (Invited chapter)
K. Sawyer*, R. Frey, and P. Brown, Productive Multivocality in the Analysis of Group Interactions, Computer-Supported Collaborative Learning Series, Vol. 15; D. D. Suthers, K. Lund, C. P. Rose, C. Teplovs, and N. Law, eds.; Springer Science + Business Media B.V.: New York, 2013, 191-204. “Knowledge Building Discourse in Peer-Led Team Learning (PLTL) Groups in First-year General Chemistry.” (invited chapter)
K. Sawyer*, R. Frey, and P. Brown, Productive Multivocality in the Analysis of Group Interactions, Computer-Supported Collaborative Learning Series, Vol. 15; D. D. Suthers, K. Lund, C. P. Rose, C. Teplovs, and N. Law, eds.; Springer Science + Business Media B.V.: New York, 2013, 183-189. “Peer-Led Team Learning in General Chemistry.” (invited chapter)
R. F. Frey*, A. Fink, M. J. Cahill, M. A. McDaniel, and E. D. Solomon, (2018). J. Chem. Edu., 95(12), 2103-2113.“Peer-Led Team Learning in General Chemistry I: Interactions with Identity, Academic Preparation, and a Course-Based Intervention,” DOI: http://dx.doi.org/10.1021/acs.jchemed.8b00375 .
M. D. Repice, R. K. Sawyer, M. C. Hogrebe, P. J. Brown, S. B. Luesse, D. J. Gealy, and R. F. Frey*, Chem. Edu. Res. and Prac. 17, 555-568 (2016). “Talking Through the Problems: A Study of Discourse in Peer-Led Small Groups.” DOI: 10.1039/C5RP00154D
S. P. Shields, M. Hogrebe, W. Spees, L. Handlin, G. Noelken, J. Riley, and R. F. Frey*, J. Chem. Edu., 89, 995, 2012. “A Transition Program for Underprepared Students in General Chemistry: Diagnosis, Implementation, and Evaluation.”
S. C. Hockings, K. J. DeAngelis, and R. F. Frey*, J. Chem. Edu., 85, 990, 2008. “Peer-Led Team Learning in General Chemistry: Implementation and Evaluation.”
R. Frey*, S. Hockings, L. Kuehne, and J. Woods, Progressions: Peer-Led Team Learning, Fall 2004, vol. 6 (1), 3-4. “Peer Leader Training at Washington University.”
Classroom Applications Concerning Student Cognition and Metacognition
M. A. McDaniel*, J. P. Mestre*, R. F. Frey, R. Gouravajhala, R. C. Hilborn, T. Miyatsu, J. W. Morphew, & L. L. Slakey (2017), Report for NSF Cognitive Science and Discipline-Based Educational Research Conference held September 2016. “Maximizing undergraduate STEM learning: Promoting research at the intersection of cognitive psychology and discipline-based education research.” (url: https://circle.wustl.edu/white-paper-maximizing-undergraduate-stem-learning/)
Co-editor of: M. A. McDaniel, R. F. Frey, S. M. Fitzpatrick, and H. L. Roediger, (Eds.) (2014). Integrating Cognitive Science with Innovative Teaching in STEM Disciplines. [e-reader version] (Downloads: 5249, as of 07-08-2020)doi: 10.7936/K75Q4T1X
R. F. Frey* and S. M. Fitzpatrick (2014). “The benefits of cross-talk: Cognitive psychologists and STEM educators from multiple disciplines can enrich their research and enhance STEM education through shared knowledge.” In M. A. McDaniel, R. F. Frey, S. M. Fitzpatrick, and H.L. Roediger (Eds), Integrating cognitive science with innovative teaching in STEM disciplines [E-reader version]. doi: http://dx.doi.org/10.7936/K7BG2KWM
Biology
E. M. Walck-Shannon, S. F. Rowell, A. Barber, G. Yuan, and R. F. Frey, (2024) CBE-Life Sci Edu. “A Study Planning Exercise Associated with Decreased Distraction Levels Among Introductory Biology Students” 23(1), ar3, 1–15.
M. A. McDaniel*, M. J. Cahill, R. F. Frey, L. B. Limeri, and P. P. Lemons (2022), CBE-Life Sci Edu. 21(4), ar65:1-14. "Learning Introductory Biology: Students’ Concept-Building Approaches Predict Transfer on Biology Exams”
E. M. Walck-Shannon*, S. F. Rowell, and R. F. Frey (2021). CBE-Life Sci Edu. 20:ar6, 1-15."To What Extent Do Study Habits Relate to Performance?"
E. M. Walck-Shannon, M. J. Cahill, M. A. McDaniel, and R. F. Frey* (2019), CBE-Life Sci Edu., 18(2), ar15, 1–13. “Participation in voluntary re-quizzing is predictive of increased performance on cumulative assessments in introductory biology,” DOI: https://doi.org/10.1187/cbe.18-08-0163.
Chemistry
R. F. Frey*, M. A. McDaniel, D. M. Bunce, M. J. Cahill, and M. D. Perry (2020). CBE-Life Sci Edu – Special Issue. 19(3), ar42: 1-17. “Using students’ concept-building tendencies to better characterize average-performing student learning and problem-solving approaches in general chemistry”, (invited article for themed issue: Cross-disciplinary Research in Biology Education).
M. A. McDaniel*, M. J. Cahill, R. F. Frey, D. Ruvolo, and M. Daschbach, (2018). J. Applied Res. In Memory and Cognition, 7, 241-251 “Individual Differences in Learning Exemplars versus Abstracting Rules: Associations with Exam Performance in College Science.”
R. F. Frey*, M. J.Cahill, and M. A. McDaniel (2017), J. Chem. Edu.“Students’ Concept-Building Approaches: A Novel Predictor of Success in Chemistry Courses”, 94, pp 1183-1394. http://dx.doi.org/10.1021/acs.jchemed.7b00059. (Cover art of journal)
R. F. Frey*, M. J.Cahill, and M. A. McDaniel (2017), J. Chem. Edu.“Students’ Concept-Building Approaches: A Novel Predictor of Success in Chemistry Courses”, 94, pp 1183-1394. http://dx.doi.org/10.1021/acs.jchemed.7b00059. (Cover art of journal)
C. Herman, R. E. Casiday, R. K. Deppe, M. Gilbertson, W. M. Spees, D. Holten, and R. F. Frey* (2005). J. Chem. Edu., 82, 1871. “Interdisciplinary, Application-Oriented Tutorials: Design, Implementation, and Evaluation.”
R.E. Casiday, D. Holten, and R.F. Frey* (2001). J. Chem. Edu., 78, 1210. “Blood-Chemistry Tutorials: Teaching Biological Applications of General-Chemistry Material.” (Cover art of journal)
M.J. Donlin, R. F. Frey*, C. Putnam, J. Proctor, and J. K. Bashkin* (1998). J. Chem. Edu., 75, 437. “Analysis of Iron in Ferritin, the Iron-storage Protein: A General Chemistry Experiment.” (Cover art of journal)
Physics
S. M. Stoen, M. A. McDaniel*, R. F. Frey, K. M. Hynes, & M. J. Cahill (2020). Phys. Rev. Phys. Edu. Res. 16(1), 010105:1-12. “Force Concept Inventory: More than just conceptual understanding,”
M. J. Cahill*, M. A. McDaniel, R. F. Frey, K. M. Hynes, M. D. Repice, J. Zhao, and R. Trousil (2018). Phys. Rev. Special Topics – Phys. Edu. Res, 14, no. 1: 010107:1-16.“Understanding the Relationships Between Student Attitudes and Student Learning.”
M. A. McDaniel*, S. M. Stoen, R. F. Frey, Z. E. Markow, K. M. Hynes, J. Zhao, and M. J. Cahill (2016), Phys. Rev. Special Topics – Phys. Edu. Res. 12, no. 2: 020141:1-16. “Dissociative Conceptual and Quantitative Problem Solving Outcomes across Interactive Engagement and Traditional Format Introductory Physics.”
M. A. McDaniel*, S. M. Stoen, R. F. Frey, Z. E. Markow, K. M. Hynes, J. Zhao, and M. J. Cahill (2016), Phys. Rev. Special Topics – Phys. Edu. Res. 12, no. 2: 020141:1-16. “Dissociative Conceptual and Quantitative Problem Solving Outcomes across Interactive Engagement and Traditional Format Introductory Physics.”
M. J. Cahill, K. M. Hynes, R. Trousil, L. A. Brooks, M. A. McDaniel, M. D. Repice, J. Zhao, and R. F. Frey*. Phys. Rev. Special Topics – Phys. Edu. Res., 10(2), 020101, 2014. “A multi-year, multi-instructor evaluation of a large-class interactive-engagement curriculum.” (http://link.aps.org/doi/10.1103/PhysRevSTPER.10.020101)
Psychology
S. F. Rowell*, E. R. Cohen-Shikora, E. M. Walck-Shannon, J. Mazur, and R. F. Frey (2023), Scholarship of Teaching and Learning in Psychology. “Randomized Study Strategy Intervention in a Large Introductory Psychology Course” Advance online publication (p.1-15). https://dx.doi.org/10.1037/stl0000360
S. F. Rowell*, R. F. Frey, & E. M. Walck-Shannon (2021). Teaching of Psychology.48(2), 165-174. “Intended and Actual Changes in Study Behaviors in Introductory and Upper-Level Psychology Courses.”
E. D. Solomon, J. M. Bugg*, S. F. Rowell, M. A. McDaniel, R. F. Frey, & P. S. Mattson (2021). Scholarship of Teaching and Learning in Psychology, 7(2), 123–139. “Development and validation of an introductory psychology knowledge inventory.”
Faculty Development Publications
Evidence-based Classroom Strategies using Observation Tools
A Fink and R. F. Frey* (2020). “Clicker Implementation Styles in STEM.” in J. J. Mintzes and E. M. Walter, Eds. Active Learning in College Science: The Case for Evidence-Based Practice. (pp. 173-188), Berlin: Springer Nature. (invited chapter, peer reviewed)
E. D. Solomon, M. D. Repice, J. M. Mutambuki, D. A. Leonard, C. A. Cohen, J. Luo, and R. F. Frey* (2018). CBE-Life Sci Edu. 17(2), ar30: 1-16. “A Mixed Method Investigation of Clicker Implementation Styles in STEM.”
R. F. Frey*, B. A. Fisher, E. D. Solomon, D. A. Leonard, J. M. Mutambuki, C. A. Cohen, J. Luo, and S. Pondugula, J. Col. Sci. Teaching. 45, no. 5 (2016): 20-26. “A Visual Approach to Helping Instructors Integrate, Document, and Refine Active Learning.”
B. A. Fisher and R. F. Frey*, National Teaching and Learning Forum. 24, 4-6 (2015). “Using Documentary Tools to Foster the Practice of Scholarly Teaching.” (invited submission, not peer reviewed) Doi: 10.1002/ntif.30016
Examples of Faculty Development/Education Research Center Practices
Calkins, S.; Conway, A.; Daniels, T.; Frey, R. F.; Gillian-Daniel, D.; Goldberg, B.B.; Greenler, R McC.; Hill, L.; Hokanson, S.C.; Johnson-Ojeda, V.; Pinder-Grover, T.; Armstrong, S.; Buchanan, D.; Dorizan, S.; Green, N.; Hernandez, I. A.; Himelman, L.; Immelman, T.; Keeles, O. W.; Lewis, H.; Shin, S.; Womack, V.; Woods, S. E.; York, A. M. (in press, 2024) Scaling inclusive teaching: A national STEM teaching initiative centering identity, power and privilege. Change: The Magazine of Higher Learning.
R. F. Frey, C. J. Brame, A. Fink, and P. P. Lemons* (2022), CBE-Life Sci Edu., “Teaching discipline-based problem-solving: an evidence-based teaching guide.” 21:fe1, 1–9 (Invited essay and Evidence-based Teaching Guide). URL for guide: https://lse.ascb.org/evidence-based-teaching-guides/problem-solving/ (linked on 03/21/2022)
A Fink, E. D. Solomon, and R. F. Frey* (2020). “Guiding principles for connecting faculty, administrators, and staff in EDI initiatives: A case study of a university-supported education research center” in S. B. Storms, S. K. Donovan, and T. P. Williams (Eds), Book One, Breaking Down Silos: Innovation, Collaboration, and EDI Across Disciplines. (pp. 61-70). London: Rowman and Littlefield. (accepted chapter, peer reviewed)
R. F. Frey* and M. A. McDaniel (2019). The case of the enterprising instructor. In R. J. Sternberg (Ed.), My Biggest Research Mistake (pp. 165-168). London: Sage Publications. (Invited chapter)
M. Mutambuki, R. F. Frey*, D. A. Leonard. (2020). J. Col. Sci. Teaching, 49 (4), “Features of an Effective Future-Faculty Teaching-Development Program: A Case Study of Ten STEM Faculty.”
L. Brancaccio-Taras , P. Pape-Lindstrom, M. Peteroy-Kelly*, K. Aguirre, J. Awong-Taylor, T. Balser, M. J. Cahill, R. F. Frey, T. Jack, M. Kelrick , K. Marley, K. G. Miller, M. Osgood, S. Romano, A. Uzman, J. Zhao, (2016), CBE-Life Sci Edu. 15(4), p.ar60: 1-15. “PULSE Vision & Change Rubrics Version 1.0: A valid and equitable tool to measure life sciences department transformation at all institution types.”
B. A. Fisher, C. L. Dufault, D. A. Leonard, M. D. Repice, and R. F. Frey*, To Improve the Academy. 33, no. 2 (2014): 175-195. “Developing Scholarly Teachers through a SoTL Faculty Fellowship.” doi: 10.1002/tia2.20011
B. A. Fisher, C. L. Dufault, M. D. Repice, and R. F. Frey*, To Improve the Academy, J. E. Groccia, ed. and L. Cruz, assoc. ed. (Jossey-Bass, Vol. 32, 2013), p. 39. “Fostering a ‘Growth Mindset’: Integrating Research on Teaching and Learning and the Practice of Teaching.”
B. A. Fisher, K. G. Miller, W. E. Buhro, D. J. Frank, and R. F. Frey*, To Improve the Academy¸ J. E. Groccia, ed. and L. Cruz, assoc. ed. (Jossey-Bass, Vol. 31, 2012), p. 329. “Collaborating with Faculty to Design Active Learning with Flexible Technology.”
B. A. Fisher and R. F. Frey*, To Improve the Academy¸ J. E. Miller and J. E. Groccia, ed. (Jossey-Bass, Vol. 30, 2011), p. 99. “Adapting a laboratory-group model to foster the scholarship of teaching and learning.”