Regina (Gina) Frey
Campus Box 1022
Chemical Education; Pedagogy Scholarship
Peer-led Team Learning, POGIL, Discourse Analysis, Learning Approaches, Instructional Technology
My interests include developing and evaluating new pedagogical methods, including those that utilize active- and collaborative-learning techniques. Currently, my research projects focus on three broad areas: introductory learning in STEM, teaching with technology, and promoting faculty development of scholarship on teaching and learning.
Peer-Led Team Learning (PLTL): Peer-led team learning has been shown to be an effective method for improving student performance in general chemistry. PLTL supplements the lecture with formalized study groups that provide opportunities for active and collaborative learning. In each PLTL session, 6-8 students, facilitated by a peer leader, work together to solve problems designed by the instructor of the class. Neither the peer leader nor the students are given the solutions to the problems, because the goal of the session—consistent with inquiry-based principles—is not to get the correct answer; instead, it is to provide opportunities for engaging in problem solving while discussing the concepts used in the problem. The goals of PLTL are to: (i) teach undergraduates how to effectively study in a group; (ii) improve students’ problem-solving skills; (iii) provide facilitated help for students; and (iv) provide an active- learning environment for students to engage in scientific discourse. We are currently studying PLTL student discourse in collaboration with K. Sawyer (Education) and M. Hogrebe (Education). In addition, we are examining the effects of peer leading on retention of STEM students and future performance in courses.
Transition Program for Underprepared Students in General Chemistry: We have developed and evaluated a transition program for students who are under-prepared for General Chemistry. This program includes the development of an online pre-matriculation tutorial and diagnostic exam to identify the less-prepared students. The program also includes extended-length recitations focused on problem solving using Process-Oriented Guided-Inquiry Learning (POGIL) methodology, integration into PLTL groups, and specialized semi-structured peer-mentored study groups. We are currently collaborating with M. Hogrebe (Education) on a long-term study of the effect of the transition program on under-prepared students on retention in STEM and the effect on performance in upper-level STEM courses.
Learning Approaches of General Chemistry Students: We are collaborating with M. McDaniel (Psychology) to determine the learning approaches of students in General Chemistry using a function-learning task that is independent of chemistry knowledge, and compare course performance between two learning groups algorithmic and theory-based. We have expanded this study to include 6 other institutions. We will then introduce pedagogical changes in General Chemistry to increase the performance of the lower performing group and help them succeed in General Chemistry.
CIRCLE: As part of my positions in The Teaching Center and CIRCLE, we conduct pedagogical research with faculty in other disciplines. As co-directors of CIRCLE, M. McDaniel and I work with faculty across the university to integrate research in teaching and learning (from cognitive science, learning sciences, and discipline-based education) with pedagogical innovations in the classroom, and to evaluate the effectiveness of these innovations for improving student learning and retention of knowledge.
Awards & Honors
Arts & Sciences Dean's Award, Washington University (2005)
Freshman Favorite Award, Washington University (2002)
One Hundred Percent Club, IBM (1991)
Technical Computing Systems Department Award, IBM (1989, 1990, 1991)
PLTL, General Chemistry Transition Program
R. K. Sawyer, M. C. Hogrebe, P. J. Brown, S. B. Luesse, D. J. Gealy, and R. F. Frey, Journal of Research in Science Teaching. "Solving science problems in small groups: The influence of problem type and group size on collaborative discourse in Peer-Led Team-Learning (PLTL) groups." (manuscript submitted 03/2013)
K. Sawyer, R. Frey, and P. Brown, Productive Multivocality in the Analysis of Group Interactions, D. Suthers and K. Lund, eds. (Springer Publishing, in press, 2013). “Knowledge Building Discourse in Peer-Led Team Learning (PLTL) Groups in First-year General Chemistry.”
K. Sawyer, R. Frey, and P. Brown, Productive Multivocality in the Analysis of Group Interactions, D. Suthers and K. Lund, eds. (Springer Publishing, in press, 2013). “Peer-Led Team Learning in General Chemistry.”
B. A. Fisher, C. L. Dufault, M. D. Repice, and R. F. Frey, To Improve the Academy, “An Integrative Approach to Applying Research on Learning to Improve Teaching.” (manuscript accepted 3/2013)
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.”
R. E. Davis, R. Frey, M. Sarquis, and J. L. Sarquis. Modern Chemistry. Austin: Holt, Rinehart, and Wilson (2006, 2009, 2012). High-school textbook
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, Journal of Chemical Education, 85, 990, 2008. "Peer-Led Team Learning in General Chemistry: Implementation and Evaluation."
C. Herman, R. E. Casiday, R. K. Deppe, M. Gilbertson, W. M. Spees, D. Holten, and R. F. Frey, Journal of Chemical Education, 82, 1871, 2005. "Interdisciplinary, Application-Oriented Tutorials: Design, 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."
R.E. Casiday, D. Holten, and R.F. Frey, Journal of Chemical Education, 78, 1210, 2001. "Blood-Chemistry Tutorials: Teaching Biological Applications of General-Chemistry Material."
M.J. Donlin, R. F. Frey, C. Putnam, J. Proctor, and J. K. Bashkin, Journal of Chemical Education, 75, 437, 1998. "Analysis of Iron in Ferritin, the Iron-storage Protein: A General Chemistry Experiment."
General Chemistry (Chem 111A)
Women in Science Focus Course ( Focus L61 2171 and 2172)
Seminar in Academic Mentoring (L43 GEST 275)
Introduction to Teaching as Research (L24 BIOL 5902)
Practical Applications in Academic Mentoring (L43 GEST 250)