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Skip to content Skip to search Skip to footer Center for Integrative Research on Cognition, Learning, and Education CIRCLE Open Menu Back Close Menu Search for: Search Close Search About Us News Resources Publications Education Research Group (ERG) People Past Projects Past Events Funding Open Search CIRCLE Publications CIRCLE has a history of publishing in a variety of areas: Student Learning and Attitudes, Faculty Development, the Interface between Psychological Science and Discipline-Based Education Research, and about various Pedagogies. Many CIRCLE members also publish in other areas, and their Related Publications are included here. Student Learning and Attitudes Fink, A., Matton, P.S., Cahill, M.J., Frey, R.F., & McDaniel, M.A. (2022). Growth Mindset Intervention Improves Performance of Highly Nontraditional Introductory Psychology Students at a Community College. Teaching of Psychology. DOI:https://doi.org/10.1177/00986283211053806 McDaniel, M.A., Cahill, M.J., Frey, R.F., Limeri, L.B., & Lemons, P.P. (2022). Learning Introductory Biology: Students&＃8217; Concept-Building Approaches Predict Transfer on Biology Exams. CBE-Life Sciences Education, 21(4):ar65, 1-14. (PDF) Solomon, E.D., Bugg, J. M, Rowell, S.F., McDaniel, M.A., Frey, R.F., & Mattson, P.S. (2021). Development and validation of an introductory psychology knowledge inventory. Scholarship of Teaching and Learning in Psychology, 7(2), 123-139. https://doi.org/10.1037/stl0000172 (PDF) Walck-Shannon, E.M., Rowell, S.F., & Frey, R.F. (2021). To What Extent Do Study Habits Relate to Performance? CBE-Life Sciences Education, 20:ar6, 1-15. (PDF) Stoen, S.M, McDaniel, M.A., Frey, R.F., Hynes, K.M., & Cahill, M.J. (2020). Force concept inventory: More than just conceptual understanding. Physics Review Physics Education Research, 16(1), 010105. https://doi.org/10.1103/PhysRevPhysEducRes.16.010105 Walck-Shannon, E.M., Cahill, M.J., McDaniel, M.A., & Frey, R.F. (2019). Participating in voluntary re-quizzing is predictive of increased performance on cumulative assessments in introductory biology. CBE-Life Sciences Education, 18:ar15, 1-13. (PDF) Frey, R.F., Fink, A., Cahill, M.J., McDaniel, M.A., & Solomon, E.D. (2018). Peer-led team learning in general chemistry I: Interactions with identity, academic preparation, and a course-based intervention. Journal of Chemical Education, 95, 2103-2113. doi: http://dx.doi.org/10.1021/acs.jchemed.8b00375 Fink, A., Cahill, M. J., McDaniel, M. A., Hoffman, A., & Frey, R. F. (2018). Improving General Chemistry performance through a growth mindset intervention: Selective effects on underrepresented minorities. Chemical Education Research and Practice, 19, 783-806. doi: 10.1039/C7RP00244K. (PDF) Cahill, M.J., McDaniel, M.A., Frey, R.F., Hynes, K.M., Repice, M.D., Zhao, J., & Trousil, R. (2018). Understanding the relationship between student attitudes and student learning. Physical Review Special Topics – Physics Education Research, 14, 010107. doi: 10.1103/PhysRevPhysEducRes.14.010107 (PDF) McDaniel, M.A., Cahill, M. J., Frey, R. F., Rauch, M., Doele, J., Ruvolo, D., & Daschbach, M. M. (2018). Individual differences in learning exemplars versus abstracting rules: Associations with exam performance in college science. Journal of Applied Research In Memory and Cognition. doi: https://doi.org/10.1016/j.jarmac.2017.11.004 Frey, R. F., Cahill, M. J., & McDaniel, M. A. (2017). Students’ concept-building approaches: A novel predictor of success in chemistry courses, Journal of Chemical Education, 94, 1183-1394. doi: 10.1021/acs.jchemed.7b00059. (Cover art of journal) (PDF) McDaniel, M. A., Stoen, S. M., Frey, R. F., Markow, Z. E., Hynes, K. M., Zhao, J. & Cahill, M. J. (2016). Dissociative conceptual and quantitative problem solving outcomes across interactive engagement and traditional format introductory physics. Physical Review Special Topics – Physics Education Research,12(2),1-16. doi: 10.1103/PhysRevPhysEducRes.12.020141 (PDF) Repice, M.D., Sawyer, K., Hogrebe, M.C., Brown, P.J., Luesse, S.B., Gealy, D.J., & Frey, R.F. (2015). Talking through the problems: A study of discourse in peer-led small groups. Chemical Education Research and Practice. 17, 555-568 (2016). doi: 10.1039/c5rp00154d (PDF) Cahill, M.J., Hynes, K.M., Trousil, R., Brooks, L.A., McDaniel, M.A., Repice, M.D., Zhao, J. & Frey, R.F. (2014). A multi-year, multi-instructor evaluation of a large-class interactive-engagement curriculum. Physical Review Special Topics – Physics Education Research, 10(2), 020101. doi: http://link.aps.org/doi/10.1103/PhysRevSTPER.10.020101 (PDF) Interface between Psychological Science and Discipline-Based Education Research Fink, A., Young, J.D., Vuppala, N.K., & Frey, R.F. (2022). Mixed-methods exploration of students&＃8217; written belonging explanations from general chemistry at a selective institution. Chemical Education Research and Practice. DOI: 10.1039/D2RP00166G  York, A.M., Fink, A.M., Stoen, S.M., Walck-Shannon, E.M., Wally, C.M., Luo, J., Young, J.D., and Frey, R.F. (2021). Gender inequity in individual participation within physics and STEM courses. Physical Review Physics Education Research. DOI: https://doi.org/10.1103/PhysRevPhysEducRes.17.020140 Rowell, S. F., Frey, R. F., Walck-Shannon, E. M. (2021). Intended and actual changes in study behaviors in an introductory and upper-level psychology course. Teaching of Psychology. doi: https://doi.org/10.1177/0098628320979893 Frey, R. F. & McDaniel, M. A. (in press). The case of the enterprising instructor. In R. J. Sternberg (Ed.), My Biggest Research Mistake. London: Sage Publications. Fink, A., Frey, R. F., & Solomon, E. (2020). Belonging in General Chemistry Predicts First-Year Undergraduates’ Performance and Attrition. Chemistry Education Research and Practice. DOI: 10.1039/D0RP00053A Fink, A., Solomon, E. D. & Frey, R. F. (2020). CIRCLE: A Research Center for EDI Initiatives. In S. L. B. Storms, S. L., Burrell, S. K. Donovan, & T. P. Williams (Eds.), Breaking Down Silos for Equity, Diversity, and Inclusion (EDI): Teaching and Collaboration Across Disciplines. Rowman & Littlefield Publishers. McDaniel, M. A., Mestre, J. P., Frey, R. F., Gouravajhala, R., Hilborn, R. C., Miyatsu, T., Morphew, J. W., & Slakey, L. L. (2017). Maximizing undergraduate STEM learning: Promoting research at the intersection of cognitive psychology and discipline-based education research. Report for NSF Cognitive Science and Discipline-Based Educational Research Conference held September 2016. (PDF) Frey, R.F. & Fitzpatrick, S.M. (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. McDaniel, R.F. Frey, S.M. Fitzpatrick, & H.L. Roediger (Eds.), Integrating cognitive science with innovative teaching in STEM disciplines [E-reader version]. doi: 10.7936/K7BG2KWM McDaniel, M., Frey, R.F., Fitzpatrick, S.M., & Roediger, H.L. (Eds.) (2014). Integrating cognitive science with innovative teaching in STEM disciplines. [e-reader version] doi: 10.7936/K75Q4T1X Faculty Development Frey, R.F., Brame, C.J., Fink, A. & Lemons, P.P. (2022). Teaching Discipline-Based Problem Solving. CBE-Life Sciences Education, 21:fe1, 1-9. (PDF) Fink, A. & Frey, R.F. (2020). Clicker Implementations Styles in STEM. In J.J. Mintzes & E. M. Walter (Ed.), Active Learning in College Science: The Case for Evidence-Based Practice. Springer. (Invited chapter). DOI: 10.1007/978-3-030-33600-4_12 Solomon, E. D., Repice, M. D., Mutambuki, J. M., Leonard, D. A., Cohen, C. A., Luo, J. & Frey, R. F. (2018). A mixed method investigation of clicker implementation styles in STEM. CBE-Life Sciences Education, 17(2), ar30. doi: 10.1187/cbe.17-08-0180 (PDF) Brancaccio-Taras, L., Pape-Lindstrom, P., Peteroy-Kelly, M., Aguirre, K., Awong-Taylor, J., Balser, T., Cahill, M. J., Frey, R. F., Jack, T., Kelrick, M., Marley, K., Miller, K. G., Osgood, M., Romano, S., Uzman, J. A., & Zhao, J. (2016). The PULSE Vision & Change Rubrics, version 1.0: A valid and equitable tool to measure transformation of life sciences departments at all institution types. CBE-Life Sciences Education, 15(4), ar60. doi: 10.1187/cbe.15-12-0260 (PDF) Frey, R.F., Fisher, B.A., Solomon, E.D., Leonard, D.A., Mutambuki, J.M., Cohen, C.A., Luo, J., and Pondugula, S. (2016). A visual approach to helping instructors integrate, document, and refine active learning. Journal of College Science Teaching, Vol. 45 (5), 20-26. Pedagogies Frey, R. F. & Shadle, S. E. (2019). GI: The Guided inquiry. In S. R. Simonson (Ed), POGIL: An Introduction to Process Oriented Guided Inquiry Learning for Those Who Wish to Empower Learners. (Invited chapter). (PDF) Sawyer, K., Frey, R.F. & Brown, P.J. (2013). Knowledge-building discourse in peer-led team learning (PLTL) groups in first-year general chemistry. In D.D. Suthers, K. Lund, C.P. Rose, C. Teplovs, & N. Law, (Eds.), Productive Multivocality in the Analysis of Group Interactions, Computer-Supported Collaborative Learning Series, Vol. 15, (pp. 191-204). New York, NY: Springer Science + Business Media B.V. doi: 10.1007/978-1-4614-8960-3 Sawyer, K., Frey, R.F., & Brown, P.J. (2013). Peer-led team learning in general chemistry. In D.D. Suthers, K. Lund, C.P. Rose, C. Teplovs, & N. Law, (Eds.), Productive Multivocality in the Analysis of Group Interactions, Computer-Supported Collaborative Learning Series, Vol. 15, (pp. 183-189). New York, NY: Springer Science + Business Media B.V. doi: 10.1007/978-1-4614-8960-3 Hockings, S.C., DeAngelis, K.J., & Frey, R.F. (2008). Peer-led team learning in general chemistry: Implementation and evaluation. Journal of Chemical Education, 85, 990. doi: 10.1021/ed085p990 (PDF) Related Publications by CIRCLE Members Miyatsu, T., Gouravajhala, R., Nosofsky, R. M., & McDaniel, M. A. (2018). Feature highlighting enhances learning of a complex natural science category. Journal of Experimental Psychology: Learning, Memory, and Cognition. doi: 10.1037/xlm0000538 Miyatsu, T., Nguyen, K., & McDaniel, M. A. (2018). Five popular study strategies: Their optimal implementation and pitfalls. Perspectives on Psychological Science, 13(3), 390-407. doi: 10.1177/1745691617710510 Nosofsky, R. M., Sanders, C. A., & McDaniel, M. A. (2018).  A formal psychological model of classification applied to natural-science category learning. Current Directions in Psychological Science, 27(2), 129-135. doi: 10.1177/096372141770954 Thomas,  R. C., Weywadt, C. R., Anderson, J. L., Martinez-Papponi, B, & McDaniel, M. A. (2018). Testing encourages transfer between factual and application questions in an online learning environment. Journal of Applied Research in Memory and Cognition, 7(2), 252-260. doi: 10.1016/j.jarmac.2018.03.007 Center for Integrative Research on Cognition, Learning and Education (CIRCLE)Washington University in St. LouisCIRCLE – MSC 1125-0249-01One Brookings DriveSt. Louis, MO 63130-4899 Location Danforth Campus Somers Family Hall Rooms 109/111 ©2024 Washington University in St. Louis