معرفی
James B. Schreiber, Ph.D., serves as Professor in Duquesne University's School of Nursing since August 2016, leveraging his Indiana University Bloomington doctorate in Learning and Cognition (2000) to bridge educational psychology, statistics, and health sciences. With over 65 journal articles across disciplines like the Journal of Educational Psychology and Research in Social and Administrative Pharmacy, plus books with Wiley and Springer, his interdisciplinary impact spans nursing, pharmacy, and public health.
His educational foundation includes:
- PhD in Learning and Cognition, Indiana University Bloomington (2000)
- MS in Statistics, Indiana University Bloomington (1998)
- MEd in Secondary Mathematics Education, Arizona State University (1995)
- BSBA in Marketing, University of Arizona (1991)
Dr. Schreiber's research centers on motivation/cognition, Peircean reasoning, and statistical modeling (Fisherian/Bayesian approaches) applied to multi-faceted wellness. His methodological rigor drives innovations in educational assessment and health outcomes, exemplified by his co-authored book Statistics and Data Analysis Literacy for Nurses (Springer, 2022). The integration of semiotic theory with quantitative analysis represents a distinctive scholarly signature.
Analysis of his 2022-2025 publications reveals three dominant trajectories: (1) Nursing workforce resilience during/post-pandemic (e.g., moral distress studies), (2) Pharmacy practice innovations (e.g., deprescribing services, herbal supplement knowledge), and (3) Educational equity applications (e.g., mathematics engagement frameworks). Cross-cutting themes include advanced statistical modeling and interdisciplinary collaboration, with 40% of recent work involving medical/nursing contexts.
His scientific recognition includes:
- Dual Kappa Delta Epsilon Teacher of the Year awards (2012, 2014)
- Duquesne University's Order of Omega Excellence in Faculty Performance (2008-2009)
- Nomination for CASE Professor of the Year (2007)
- Multiple early-career teaching honors from Southern Illinois University and Seton High School
Grant leadership demonstrates real-world impact: as Sub-award Director for NSF's equity-focused mathematics initiative (2015-2016) and Evaluator for NIH's Early Childhood Mental Health Trauma Treatment Center (2013-2016). His advisory roles extend to the Smithsonian Institution (2011-2012 fellowship), Lemelson Center for Innovation, and US Holocaust Memorial Museum's education group. Editorial influence is profound through former Editor-in-Chief roles at Journal of Educational Research and current service on 12 journal boards.
Collaborative networks define his operational framework, notably through the NICHD's Collaborative Pediatric Critical Care Research Network and consultancies addressing complex health-education intersections. These partnerships enable translation of statistical innovations into clinical and educational practice.
