Find Academic Supervisors

Mariana SilvaView profile

Academic

• Educational Technology
• Computer Science Education
• Large Language Models (LLMs) in Assessment
• +3 more

Mariana Silva is a Teaching Associate Professor at the Siebel School of Computing and Data Science , University of Illinois Urbana-Champaign, and CEO of PrairieLearn Inc. She holds a Ph.D. in Theoretical and Applied Mechanics from UIUC (2009). Her research focuses on leveraging educational technologies, such as Large Language Models (LLMs), to enhance computer-based assessments and scalable teaching practices. Silva has taught over 11 courses to 9,000+ students, emphasizing innovations in STEM education. She has pioneered adaptive testing tools and randomized question generators to improve equity and accessibility in large-scale courses. Education : Ph.D., Theoretical and Applied Mechanics, UIUC (2009) M.S., Mechanical Engineering, Federal University of Rio de Janeiro (2003) B.S., Mechanical Engineering, Federal University of Rio de Janeiro (2001) Research Interests : Silva’s work centers on technology-driven education , including automated grading using LLMs, design of adaptive assessment systems, and fostering collaborative learning. She has developed tools like PrairieLearn to streamline teaching workflows while maintaining educational rigor. Awards & Recognition : Scott H. Fisher Computer Science Teaching Award (2022) Rose Award for Teaching Excellence (2022) Multiple “List of Teachers Ranked as Excellent” (2009–2017) Engineering Council Outstanding Advising Award (2014–2019) Labs & Teams : Co-founder of PrairieLearn Inc., which provides open-source platforms for STEM education. She collaborates with interdisciplinary teams to advance educational technologies and testing infrastructure.

Hanne Solveig DagfinrudView profile

Researcher

• Rheumatology
• Physical Activity
• Cardiovascular Health
• +3 more

Hanne Solveig Dagfinrud is a Senior Researcher affiliated with the Department of Public Health Sciences and Interdisciplinary Health Sciences at the University of Oslo and the Department of Rheumatology at Diakonhjemmet Hospital. She holds a Dr. philos (PhD equivalent) awarded by the University of Oslo in 2005. Her academic background includes extensive clinical experience as a physiotherapist specializing in manual therapy and sports physiotherapy, alongside expertise in rehabilitation and musculoskeletal health. Her research focuses on rheumatology, particularly the interplay between physical activity, cardiovascular health, and inflammatory joint diseases. She investigates physiotherapy interventions in primary care settings, emphasizing exercise-based therapies for conditions like axial spondyloarthritis and osteoarthritis. Notable projects include the ExeHeart trial evaluating high-intensity exercise for inflammatory arthritis patients and studies on patient-reported outcomes in rehabilitation. Dr. Dagfinrud teaches courses such as FysioPrim HELSEF4302 (Analysis Course, quantitative part) and HELSEF4402 (Function and Functional Assessment). Her work integrates clinical practice with research, addressing gaps in healthcare delivery through quality improvement initiatives and patient engagement strategies. She contributes to interdisciplinary teams like the BODYFUNC research group, exploring body function and disability in chronic diseases.

• Educational Measurement
• Plagiarism Detection
• Psychometrics
• +2 more

Sébastien Béland is Associate Professor in the Faculty of Education at Université de Montréal, specializing in educational measurement and assessment. His research examines psychometric methods, plagiarism detection, and arts education evaluation frameworks. He leads major research initiatives including studies on notation systems' relationship to professional competency assessment and intercultural sensitivity measurement in college settings. His methodological expertise encompasses Rasch modeling, latent variable analysis, and machine learning applications in educational assessment. Current projects investigate academic bullying, generative AI impacts on STEM evaluation, and international collaborations on academic language socialization.

Jennifer J. EdmondsView profile

Professor

• Business Administration
• Management Science
• Operations Management
• +6 more

Dr. Jennifer J. Edmonds serves as Dean of the School of Business & Digital Media and Professor of Business Administration at Georgian Court University, a position she has held since 2019. Previously, she was Associate Dean at the Sidhu School of Business & Leadership at Wilkes University from 2016-2019 and held various academic positions there from 2004-2019, including Department Chair of the Finance, Accounting & Management Department from 2013-2016. Dr. Edmonds earned her educational credentials from prestigious institutions: PhD in Management Science, Rutgers University, 2004 Master of Business Administration, Rutgers University, 2004 Bachelor of Science in Chemical Engineering, University of Michigan, 1997 Her research spans multiple domains within business and management, with particular expertise in operations management, statistics, and business education technology. Dr. Edmonds has developed innovative frameworks for employee motivation and leadership development, while also contributing to the understanding of how political events impact economic indicators like exchange rates. Her work bridges theoretical concepts with practical business applications, often focusing on the integration of technology in business education and operations. Dr. Edmonds' scholarly output demonstrates a consistent trajectory from technical operations research early in her career toward broader business management applications. Her publications reflect expertise across multiple business disciplines including statistics, operations management, leadership, and business education technology. She has made significant contributions to understanding adaptive testing methodologies, exchange rate dynamics, and the integration of mobile technology in business education. Dr. Edmonds has held significant administrative roles including Director of Graduate Programs at Wilkes University (2018-2019) and Department Chair of the Finance, Accounting & Management Department (2013-2016), demonstrating leadership in academic program development and management. Her career progression from Assistant Professor to Dean reflects her contributions to business education and administration. Early in her career, Dr. Edmonds worked as a Process Engineer at Dow Corning Corporation, providing practical industry experience that informs her academic work in operations management and business administration.

Christine DeMarsView profile

Professor

• Educational Measurement
• Psychometrics
• Item Response Theory (IRT)
• +4 more

Christine DeMars is a Professor of Graduate Psychology and Senior Assessment Specialist at James Madison University (JMU), affiliated with the Center for Assessment & Research Services (CARS). She holds a PhD in Measurement and Quantitative Methods from Michigan State University (1998), an M.Ed. in Elementary Education from Arizona State University (1993), and a B.A. in Psychology from Wichita State University (1990). Her research focuses on psychometric methods, including item response theory (IRT), differential item functioning (DIF), equating, and large-scale testing challenges. She teaches courses in IRT and classical test theory and supervises PhD students. As CARS liaison to Cluster 4 (Stewardship and Sustainability) and Communications Studies (SCOM), she advises on assessment design and implementation. Recent work addresses low-stakes testing validity, remote assessment integrity, and pandemic-related testing adaptations. Her publications emphasize methodological rigor and practical applications in educational measurement. Her scholarly contributions include over 50 peer-reviewed articles on topics like response validity, IRT parameter recovery, and DIF detection. Her work bridges theoretical advancements and real-world testing challenges, particularly in addressing examinee motivation, external event impacts, and model misfit implications. She collaborates with institutions to enhance assessment practices through evidence-based strategies. Ms. DeMars is actively involved in professional development, offering workshops on assessment design and psychometric analysis. Her efforts in CARS support institutional learning outcomes and program evaluation initiatives, reflecting her commitment to advancing educational measurement practices.

Yi-Hsin ChenView profile

Professor

• Educational Measurement
• Psychometrics
• Cognitive Diagnostic Modeling
• +3 more

Dr. Yi-Hsin Chen is a Professor in the Department of Educational Measurement and Research at the College of Education, University of South Florida (USF), located on the Tampa campus in office EDU 362. Her teaching responsibilities include: EDF 6432: Foundations of Measurement (Online) EDF 6407: Statistical Analysis for Educational Research I (Online) EDF 7439: Item Response Theory EDF 7469: Computer-Based Testing EDF 7436: Rasch Models Her primary research focuses on cognitive psychometric models including GDINA, LCDM, and DINA, which integrate cognitive attributes into measurement frameworks. She specializes in diagnostic classification modeling, cross-cultural validation of educational constructs, and development of computer-based assessments. Her work bridges theoretical psychometrics with practical applications in mathematics and literacy assessment. Analysis of her recent publications reveals consistent innovation in cognitive diagnostic modeling, particularly in mathematics education (TIMSS, van Hiele geometry), orthographic processing, and cross-cultural validation. Her research increasingly incorporates computational methods like Bayesian estimation and R programming while addressing emerging challenges such as AI-generated test items. The interdisciplinary nature of her work spans educational psychology, statistics, and international assessment.

Cindy J NowinskiView profile

Research Professor

• Health Services Research
• Clinical Research
• Healthcare Quality
• +7 more

Cindy J Nowinski, MD, PhD is a Research Professor in the Departments of Medical Social Sciences (Outcome and Measurement Science, Determinants of Health, Implementation Science) and Neurology (Ken and Ruth Davee Department) at Northwestern University Feinberg School of Medicine. She is affiliated with the Institute for Public Health and Medicine (IPHAM) - Center for Patient-Centered Outcomes and the Northwestern University Clinical and Translational Sciences Institute (NUCATS). Dr. Nowinski earned her BS (1982), MA (1986), and PhD (1991) from Loyola University of Chicago, followed by an MD (2000) from Northwestern University Feinberg School of Medicine. Trained as both a clinical psychologist and physician, she brings a unique interdisciplinary perspective to her research. With over 20 years of experience, Dr. Nowinski is a leading expert in developing patient-reported outcome measures and performance-based cognitive assessments for children and adults. Her research focuses on improving health and healthcare quality through standardized outcome measures, with particular emphasis on cognitive aging, neurological conditions (dementia, multiple sclerosis), and digital assessment technologies. She has played central roles in major national initiatives including Neuro-QoL, PROMIS, NIH Toolbox, Mobile Toolbox, and MyCog. Her recent publications reveal a strong emphasis on smartphone-based cognitive screening tools for primary care implementation, machine learning optimization of assessment algorithms, and validation of remote cognitive testing methods. This work demonstrates her commitment to translating research into practical clinical tools that improve early detection of cognitive impairment. Dr. Nowinski has received the Innovations Award from NorthShore University HealthSystem (2007) and holds numerous leadership positions including: Member, Digital Measures: Alzheimer's Disease and Related Dementias Working Group, Digital Medicine Society (2022-Present) Member, Clinical Practice Special Interest Group Working Group on PROMs as Screening Tools, International Society for Quality of Life Research (2020-Present) Associate Editor, Quality of Life Research (2018-2021) Guest Editor, Frontiers in Pediatrics (2019-2022) She maintains active involvement in multiple professional societies including PROMIS Health Organization, Alzheimer's Association ISTAART, Digital Medicine Society, and International Society for Quality of Life Research. Her research is conducted through collaborations focused on implementing digital cognitive assessment tools like MyCog and Mobile Toolbox in diverse clinical settings, with special attention to underserved communities.

Gail EskesView profile

Professor

• Neuropsychology
• Aging
• Cognition
• +4 more

Professor Gail Eskes is a faculty member in the Departments of Psychiatry, Psychology and Neuroscience, and the Division of Neurology at Dalhousie University's Faculty of Medicine. She leads a $2.8M multidisciplinary project developing cognitive assessment tools for older adults and those with brain disorders. Her research focuses on neuropsychology, aging, cognition, and neurological conditions like stroke and Parkinson’s disease. She holds a PhD from UC Berkeley and has affiliations with the Brain Repair Centre and Healthy Minds Research. Education: A.B. in Psychology, University of California, Berkeley PhD in Psychology, University of California, Berkeley Postdoctoral Fellowships at Dalhousie University and the Rotman Research Institute Research Interests: Prof. Eskes studies cognitive aging, visuospatial neglect, and neurorehabilitation. Her work includes developing tools like the Halifax Visual Scanning Test and the Dalhousie Computerized Attention Battery. She investigates interventions such as prism adaptation and combined aerobic-cognitive training to improve cognitive function in stroke survivors and older adults. Key Contributions: Her team’s research spans neuroplasticity, brain fitness, and the role of IGF-1 in recovery. Notable studies include exploring aerobic exercise’s neuroprotective effects and improving motor and cognitive outcomes post-stroke. Awards: Women of Excellence in Research and Education Award (2016) Visiting Scientist, Alberta Heritage Foundation (2008–2009) Clinical Research Scholar Award (2002–2007) Public Engagement: Prof. Eskes has delivered community lectures on brain fitness, aging, and cognitive health, including series at the Halifax Public Library and the Athenaeum Society.

Johan BraekenView profile

Professor

• Psychometrics
• Item Response Theory (IRT)
• Computerized Adaptive Testing (CAT)
• +3 more

Johan Braeken is a Professor at the University of Oslo's Centre for Educational Measurement (CEMO). He holds expertise in psychometric modeling, particularly in modern test design, including computerized adaptive testing (CAT) and item response theory (IRT). His research focuses on improving assessment methodologies in education and large-scale evaluations. Education: PhD in Psychology (Psychometrics) from K.U.Leuven, Belgium (2008). Previous roles include Associate Professor (2014–2017) and Assistant Professor positions at Wageningen University and Tilburg University in the Netherlands. He has also worked as a psychometrician at CITO (2008–2009). Research Interests: Development and application of latent variable models, CAT optimization, and evaluation of international educational assessments. He explores statistical methods for improving measurement precision and addressing model violations. Software Contributions: Creator of the 'Empirical Kaiser Criterion' app for factor analysis, 'Fixed-precision MCAT selection rules' for R's mirtCAT package, and an Item Characteristic Curve visualization tool. Labs/Groups: Active in the CREATE and FREMO research groups, focusing on educational measurement and frontier research in psychometrics.

Benjamin W. DomingueView profile

Associate Professor

• Psychometrics
• Sociogenomics
• Quantitative Methods
• +3 more

Benjamin W. Domingue is an Associate Professor at the Graduate School of Education , Stanford University, with affiliations including the Stanford Center on Early Childhood and Policy Analysis for California Education (PACE) . His research bridges psychometrics and sociogenomics , focusing on statistical tools for measuring educational outcomes and integrating genetic data into social science research. Education: PhD in Education, University of Colorado Boulder (Advisor: Derek Briggs, 2012) MA in Mathematics, University of Texas at Austin (Advisor: Uri Treisman, 2006) BS in Mathematics, University of Texas at Austin (2001) His work examines test score properties , response time analysis , and genetic influences on educational attainment . Recent projects include developing the Item Response Warehouse (IRW) resource and analyzing oral reading fluency during the pandemic . Key methodological contributions involve the InterModel Vigorish (IMV) for predictive accuracy and speed-accuracy tradeoffs in real-world settings. Scientific Awards Jacobs Foundation Research Fellow (2022–2024) Outstanding Reviewer for AERA Open (2019, 2018) AERA Division D Quantitative Dissertation Award (2013) Faculty Advising Award (2018–2019) His research spans collaborations with institutions like the University of California, Berkeley, University of Colorado Boulder, and The University of Texas at Austin. He has contributed to genetic moderation studies , item response theory , and healthcare provider behavior through psychometric approaches.

• Educational Measurement
• Statistics
• Testing and Assessment
• +3 more

Robert Ankenmann is an Associate Professor in the Department of Psychological and Quantitative Foundations at the University of Iowa's College of Education. He is affiliated with the Iowa Testing Programs (ITP) and specializes in Educational Measurement and Statistics. His academic background includes a PhD in Educational Research Methodology from the University of Pittsburgh, alongside degrees from the University of Waterloo and the University of Western Ontario. Ankenmann has received notable awards, including the Collegiate Teaching Award (1998) and recognition for his dissertation (1994). His research focuses on statistical methodologies in educational testing, including differential item functioning (DIF), item response theory (IRT), and assessment design. Education: PhD in Educational Research Methodology, University of Pittsburgh MED in Educational Foundations, University of New Brunswick BED in Secondary Mathematics Education, The University of Western Ontario BMath in Mathematics, University of Waterloo Research interests span educational measurement, psychometrics, and statistical methods applied to testing systems. He has contributed to advancements in computerized adaptive testing (CAT), item exposure control, and validation of performance assessments. His work emphasizes practical applications in K-12 and higher education contexts, often addressing challenges in test design and fairness. Awards highlight his teaching excellence and scholarly contributions. Recent grants include leadership on a GAANN fellowship program (2013-2017) and studies comparing multiple-choice vs. constructed-response assessments (2003-2005). He actively mentors doctoral students in quantitative research methodologies. Ankenmann collaborates with the Iowa Testing Programs (ITP), contributing to large-scale assessment development. His professional affiliations include the National Council on Measurement in Education and the American Educational Research Association.

Karel A. KroezeView profile

Researcher

• Statistics
• Computational Statistics
• Data Science
• +11 more

Karel A. Kroeze is a Researcher at the Behavioural Data Science Institute (BDSI) at the University of Twente, specializing in Instructional Technology. With an h-index of 52, he has established himself as a significant contributor in the fields of adaptive learning systems, educational data mining, and psychometrics. His work bridges computer science, statistics, and educational theory to develop innovative assessment and feedback mechanisms. His educational background includes a Master's degree in Methodology and Statistics for the Behavioural, Biomedical and Social Sciences from Utrecht University (2015) and a Bachelor's degree in European Studies from the University of Twente (2013). This interdisciplinary foundation supports his current research in complex data analysis for educational applications. Kroeze's research focuses on developing adaptive systems for learning environments, particularly in inquiry-based education. His work on automated hypothesis assessment, concept mapping, and computerized adaptive testing demonstrates his commitment to improving educational outcomes through data-driven approaches. He explores how adaptive scaffolds, learner models, and automated feedback can enhance the quality of student inquiry and hypothesis formation in science education. His publication record shows consistent output from 2014 through 2024, with recent work expanding into health economic modeling validation and electoral system analysis. This demonstrates both depth in his core educational technology domain and breadth across applied statistical methods. As evidenced by his numerous datasets on GitHub related to adaptive hypothesis grammars across multiple domains (Electrical Circuits, Supply and Demand, Buoyancy, Photosynthesis, and Heat transfer), Kroeze develops practical tools that parse and assess student hypotheses in various scientific contexts. His research contributes to several UN Sustainable Development Goals, particularly in the area of quality education.

Güler Yavuz TemelView profile

Researcher

• Item Response Theory (IRT)
• Large-Scale Assessments
• Educational Measurement and Evaluation
• +3 more

Dr. Güler Yavuz Temel is a Researcher at the University of Hamburg's Faculty of Education, affiliated with the Service Center for Empirical Research Methods. She holds a post-doctoral position since July 2022, focusing on advanced assessment methodologies. Her career includes roles as a Post-Doc at Heidelberg University of Education (2018–2022), Assistant Professor at Adiyaman University (2014–2016), and visiting scholar at the University of Massachusetts Amherst (2013–2014). Her research interests span Item Response Theory (IRT), large-scale educational assessments, and computerized adaptive testing. She has contributed to projects such as investigating fairness in assessments, developing formative assessment tools in science education, and improving VERA testing systems' validity. Education: PhD in Educational Measurement & Evaluation from Hacettepe University (2009–2014) MSc in Analytical Chemistry from Yüzüncü Yil University (2007–2009) Bachelor's in Chemistry Education from Yuzuncuyil University (2001–2006) Key Projects: Computer-Based Formative Assessment in Science Education (2023–2024, Data Literacy Lehrlabor) Improving Fairness of Large-Scale Assessments (2019–2022, Baden-Württemberg Ministry)

• Special and Rehabilitation Education
• Language and Communication Disorders
• Early Literacy Development
• +12 more

Prof. Dr. Tanja Jungmann is a full Professor and Director of the Institute for Special and Rehabilitation Education at the Carl von Ossietzky University of Oldenburg, Faculty I. She leads the Department of Language and Communication and Their Special Educational Support with Emphasis on Inclusive Educational Processes. She has held professorial positions at the Universities of Siegen and Rostock and has been at Oldenburg since 2020. Her work is deeply rooted in inclusive education, early language and literacy development, and the professionalization of educators. Her research focuses on: Diagnosis and promotion of language and early literacy skills in young children All-integrated language and literacy support in kindergarten settings Development and validation of assessment tools like the EuLeApp© and EuLe 3–5 Emotional and social competence development in early childhood Professional development of educational staff and teachers Evidence-based early education concepts in inclusive contexts Her recent publications (2023–2025) reflect a strong trend toward digital assessment tools (e.g., EuLeApp©), adaptive and everyday-integrated interventions, parent-based support, and the intersection of emotional, linguistic, and motor development in early childhood. Her work emphasizes practical, scalable, and inclusive solutions grounded in empirical research. Scientific involvement includes: Project coordinator of the BMBF-funded EuLe-F consortium Member of the Advanced Language Acquisition Research Cluster at the University of Oldenburg Scientific advisory board member for journals such as Kindheit und Entwicklung , Frühförderung Interdisziplinär , Forschung Sprache , and Frontiers in Global Women's Health Reviewer for journals including Journal of Applied Developmental Psychology , Prevention Science , and Praxis Sprache She actively teaches courses related to language and literacy development, special education, and inclusive didactics. She has led multiple large-scale research projects focused on early intervention, teacher training, and inclusive diagnostics. Her work bridges psychology, education, and special needs pedagogy, with a strong emphasis on translating research into practice. She is involved in several research teams and labs, including the research cluster on Advanced Language Acquisition and collaborative teams on the EuLe-F and GIF-Plus+ projects. These teams focus on developing and evaluating digital tools for early literacy, inclusive teaching practices, and professional development programs for educators.

• Stroke Recovery
• Neurorehabilitation
• Neural Control of Locomotion
• +6 more

Steven A. Kautz, PhD is Professor and Chair of the Department of Health Sciences and Research at the Medical University of South Carolina (MUSC) College of Health Professions. With extensive research experience spanning over three decades, Dr. Kautz is a leading expert in stroke rehabilitation, neurorehabilitation, and the biomechanics of human movement. His work uniquely bridges engineering principles with clinical rehabilitation to improve functional outcomes for individuals with neurological impairments. Dr. Kautz's research focuses on: Stroke recovery mechanisms and rehabilitation strategies Neurorehabilitation techniques including transcranial direct current stimulation Neural control and biomechanics of locomotion Muscle coordination patterns in post-stroke gait Quantitative assessment of motor function and recovery His recent publications demonstrate continued leadership in stroke rehabilitation research with emerging work in connective tissue disorders. Current investigations include advanced neuroimaging techniques, gait analysis, and innovative rehabilitation approaches, often through large collaborative efforts such as the ENIGMA Stroke Recovery Working Group. His work has significant translational impact on clinical rehabilitation practices.