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
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.
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: 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)
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., Solomon, E. D. & Frey, R. F. (accepted chapter, expected publication date August 2019). 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.
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.
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.
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
Fink, A. & Frey, R.F. (in press). 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).
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
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
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.
Frey, R. F. & Shadle, S. E. (in press). 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).
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
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. (in press). 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