Candace Thille
Title: Associate Professor (Teaching)
Bio: Candice Thille is an educator and leader in the learning sciences. Her research is based on the premise that learning is a multifaceted process. Her research focuses on creating learning environments and data systems that help bridge the gap between research and teaching practices. Her recent work primarily focuses on applying principles from learning science to the design and evaluation of open, web-based learning environments, which are particularly relevant for college courses.
You can learn more about her work through Stanford University: Candice Thille at Stanford.
Education:
Ed.D., University of Pennsylvania, Higher Education (2013)
M.S., Carnegie Mellon University, Information Technology (2005)
B.A., University of California, Berkeley, Sociology (1980)
Publications:
Replicability of neural responses to speech accent is driven by study design and analytical parameters. Scientific reports
Strauber, C. B., Ali, L. R., Fujioka, T., Thille, C., McCandliss, B. D.
2021; 11 (1): 4777
Reinforcement Learning for the Adaptive Scheduling of Educational Activities
Bassen, J., Balaji, B., Schaarschmidt, M., Thille, C., Painter, J., Zimmaro, D., Gamest, A., Fast, E., Mitchell, J. C., ACM
ASSOC COMPUTING MACHINERY. 2020
The heart of educational data infrastructures-Conscious humanity and scientific responsibility, not infinite data and limitless experimentation
BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY
Johanes, P., Thille, C.
2019
OARS: Exploring Instructor Analytics for Online Learning
Bassen, J., Howley, I., Fast, E., Mitchell, J., Thille, C., ACM
ASSOC COMPUTING MACHINERY. 2018
Exploring the Impact of the Default Option on Student Engagement and Performance in a Statistics MOOC
Brunskill, E., Zimmaro, D., Thille, C., ACM
ASSOC COMPUTING MACHINERY. 2018
Incorporating Learning Analytics in the Classroom New Directions for Higher Education
Thille, C., Zimmaro, D.
2017; 2017 (179): 19-31
Community Based Educational Data Repositories and Analysis Tools
Koedinger, K., Liu, R., Stamper, J., Thille, C., Pavlik, P., ACM
ASSOC COMPUTING MACHINERY. 2017: 524-525
The Future of Data-Enriched Assessment. Research & Practice in Assessment
Thille, C., Schneider, E., Kizilcec, R. F., Piech, C., Halawa, S. A., Greene, D. K.
2014; 9: 5-16
MOOCs and Technology to Advance Learning and Learning Research Opening Statement: MOOCs and technology to advance learning and learning research (Ubiquity symposium) Ubiquity
Thille, C.
2014; 2014 (April): 1
Open Learning Initiative courses in community colleges: Evidence on use and effectiveness Mellon University, Pittsburgh, PA. Available online: http://www. hewlett. org/sites/default/files/CCOLI_Rep ort_Final_1. pdf
Kaufman, J., Ryan, R., Thille, C., Bier, N.
2013
The open learning initiative: Enacting instruction online Game Changers: Education and Information Technologies
Strader, R., Thille, C.
2012: 201-213
Changing the production function in higher education Making Productivity Real. American Council on Education
Thille, C.
2012
Technology: Conducive and disruptive roles in improving student success and college completion 21 st-‐CENTURY COMMISSION On the Future of Community Colleges
Thille, C.
2012: 82
Cold Rolled Steel and Knowledge: What Can Higher Education Learn About Productivity? Change: The Magazine of Higher Learning
Thille, C., Smith, J.
2011; 43 (2): 21-27