Regina Frey

Professor

University of Utah

United States

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About

Regina Frey is a Professor at the University of Utah in the United States. Her research areas focus on student learning differences, inclusive teaching practices in STEM education, and factors influencing performance in introductory science courses. Recent publications include studies on students' study behaviors, course inclusivity perceptions, and strategies for developing inclusive teaching through professional development.

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2022

Collaborators (3)

Claudia De Grandi

Associate Professor (Lecturer) of Educational Practice

University of Utah

UNITED STATES

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Diane Codding

Assistant Professor

University at Albany, State University of New York

UNITED STATES

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Bennett Goldberg

Professor

Northwestern University

UNITED STATES

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Regina Frey

Research Interests

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About

Articles (21)

Individual Differences in Student Learning: A Comparison Between the Student Approaches to Learning and Concept-Building Frameworks

Developing as Inclusive Instructors through High-Engagement Professional Development

Faculty case studies on learning to teach inclusively in undergraduate STEM education

Student's study behaviors as a predictor of performance in general chemistry I

Exploratory analysis of students’ open-ended responses describing their perception of course inclusivity in an introductory physics course

A Mixed Methods Study Exploring Students’ Open-Ended Responses about Course Inclusivity in General Chemistry 1

A Study Planning Exercise Associated with Decreased Distraction Levels among Introductory Biology Students

Nationwide inclusive facilitator training: Mindsets, practices, and growth

Scaling Inclusive Teaching: A National STEM Teaching Initiative Centering Identity, Power, and Privilege

Student's study behaviors as a predictor of performance in general chemistry I

Exploratory Mixed-Methods Study on PLTL Leaders’ Perceptions of their Group-Inclusion Skills in General Chemistry

Student Support-Seeking Behaviors in General Chemistry and Introductory Physics Courses: An Exploratory Study Using Simple Ego-Network Analysis Methodology

Randomized study strategy intervention in a large introductory psychology course.

Mixed-methods exploration of students’ written belonging explanations from general chemistry at a selective institution

The Effect of Social Belonging on Persistence to General Chemistry 2

Mixed-methods exploration of students' written belonging explanations from general chemistry at a selective institution

Relating students’ social belonging and course performance across multiple assessment types in a calculus-based introductory physics 1 course

Relationship between Course-Level Social Belonging (Sense of Belonging and Belonging Uncertainty) and Academic Performance in General Chemistry 1

Growth Mindset Intervention Improves Performance of Highly Nontraditional Introductory Psychology Students at a Community College

Learning Introductory Biology: Students’ Concept-Building Approaches Predict Transfer on Biology Exams

Teaching Discipline-Based Problem Solving

Collaborators (3)

Claudia De Grandi

Diane Codding

Bennett Goldberg

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