Alice A. Frye

Alice A. Frye serves as a Teaching Professor in the Department of Psychology at the University of Massachusetts Lowell. With a robust academic background, she holds an MPH in reproductive health and a PhD in clinical psychology, which underpin her extensive expertise in research methods, statistics, adolescent psychopathology, and emerging adulthood. Her role extends beyond teaching, as she is also the Co-Director of the Center for Autism Research and Education (CARE) at UML, where she contributes to advancing research and education in autism. Frye's research interests are diverse and interdisciplinary, focusing on areas such as statistics, advanced modeling, developmental psychopathology, and high-risk populations. She is particularly passionate about exploring adolescent psychopathology and the unique challenges faced during emerging adulthood. Her work often extends to Southeast Asia, where she examines developmental and psychological phenomena within different cultural contexts. A dedicated educator, Frye is committed to making research and statistics accessible and engaging for students from various learning backgrounds. She believes in the power of education to transform lives and strives to create an inclusive learning environment that caters to the needs of all students. Her innovative teaching methods aim to demystify complex statistical concepts, making them approachable and relevant to real-world applications. In addition to her teaching and research responsibilities, Frye is actively involved in initiatives aimed at improving the academic experiences of first-year students. She is particularly interested in understanding the factors that influence freshman year retention and attrition. Through her work, she seeks to develop strategies that enhance student engagement and success during this critical transition period. Frye's contributions to the field of psychology and education are marked by her commitment to bridging the gap between research and practice. Her work not only advances academic knowledge but also has practical implications for improving educational outcomes and supporting high-risk populations. Her dedication to her students and her field is evident in her ongoing efforts to foster a supportive and dynamic learning environment at the University of Massachusetts Lowell.