Publications

DISCIPLINE-BASED EDUCATION RESEARCH

Theobald, E.J., Freeman, S., et al. (incl. 32 co-authors). 2020. Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. PNAS, 117(12). Full article found here.

Harris, R.B., M.R. Mack, J.R. Bryant, E.J. Theobald, and S. Freeman. 2020. Reducing achievement gaps in undergraduate general chemistry could lift underrepresented students into a "hyperpersistent zone." Science Advances, 6(24). Full article found here.

Theobald, E.J., M. Aikens, S.L. Eddy, H. Jordt. 2019. Beyond linear regression: a reference for analyzing common data types in discipline-based education research. Physical Review of Physics Education Research, 15, 020110. Full article found here.

Theobald, E.J. 2018. Students are rarely independent: When, why, and how to use random effects in discipline-based education research. CBE-Life Sciences, 17(2). Full article found here.

Stanich, C.A., M. Pelch, E.J. Theobald, S. Freeman. 2018. A new approach to supplementary instruction improves course performance and affect in general chemistry - especially for underrepresented minorities, first-generation students, and women. Chemistry Education Research and Practice. Full article found here.

Theobald, E.J., S. Eddy, D. Grunspan, B. Wiggins, & A. Crowe. Student perception of group dynamics predicts individual performance: comfort and equity matter. 2017. Plos One, 12(7):e0181336. Full article found here.
Press
Highlighted on the STEM Prof listserve (homepage here), Sept. 8 - Oct. 3 issue number 61.
In the Chronicle of Higher Education on September 28, 2017.
In the University of Washington news on September 25, 2017.

Wiggins, B.L., S.L. Eddy, L. Wener-Fligner, K. Freisem, D.Z. Grunspan, E.J. Theobald, J. Timbrook, A.J.Crowe. ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom. 2017. CBE - Life Sciences Education, 16(2). Full article found here.

Theobald, E.J., A. Crowe, J. HilleRisLambers, M.P. Wenderoth, & S. Freeman. 2015. Women learn more from local than global examples of the biological impacts of climate change. Frontiers in Ecology and the Environment, 13(3): 132-137. Full article found here.

COMMUNITY SCIENCE and INFORMAL EDUCATION

Breckheimer, I.K., E.J. Theobald, N. Cristea, A. Wilson, J. Lundquist, R. Rochefort, & J. HilleRisLambers. 2019. Crowd-sourced data reveals climate-driven phenological mismatch between social and ecological systems. Frontiers in Ecology and the Environment, 18(2): 76-82. Full article found here.

Wilson, A., K. Bacher, I. Breckheimer, J. Lundquist, R. Rochefort, E. Theobald, L. Whiteaker, & J. HilleRisLambers. Monitoring wildflower phenology using traditional science, citizen science, and crowd sourcing approaches. 2017. Park Science, 33(1):17-26. Full article found here.

Burgess, H.K.*, L.B. DeBey*, H.E. Froehlich, N. Schmidt, E.J. Theobald, A.K. Ettinger, J. HilleRisLambers, J. Tewksbury, & J.K. Parrish. 2017. The science of citizen science: exploring barriers to use as a primary research tool. *Indicates equal contribution. Biological Conservation, 208:113-120. Full article found here.

Theobald, E.J.*, A.K. Ettinger*, H.B. Burgess, L.B. DeBey, N. Schmidt, H. Froelich, C. Wagner, J. HilleRisLambers, J. Tewksbury, M.A. Harsch, & J. Parrish. 2015. Global Change and Local Solutions:Tapping the unrealized potential of citizen science in biodiversity research. Biological Conservation, 181:236-244. *Indicates equal contribution. Full article found here.
Press
In the Huffington Post on September 30, 2015.
In a White House memo by J. Holdren, director of the office of Science Technology Policy under President Obama, on September 30, 2015.

IN REVIEW and IN PREPARATION

In Review

In Preparation

Theobald, E.J., Freeman, S., et al. (incl. 32 co-authors). Intensity matters: A metaanalysis of active vs. passive learning shows that low intensity active learning is no different than lecturing.