جستجوی استاد راهنمای دانشگاهی

Gary Weissmanمشاهده پروفایل

استادیار

• clinical research informatics
• natural language processing
• acute care clinical decision support
• +۲ مورد دیگر

Gary Weissman, MD, MSHP, serves as an Assistant Professor of Medicine with a research program centered at the intersection of clinical medicine and advanced informatics. His work bridges critical care practice with data science to develop innovative solutions for patient care improvement, focusing on clinical research informatics, natural language processing, acute care clinical decision support, population health management, and health informatics policy. Dr. Weissman's research program addresses fundamental challenges in acute care delivery through sophisticated analysis of electronic health record data. He has pioneered methods for identifying patients with acute respiratory distress syndrome (ARDS) and sepsis using natural language processing of clinical notes, developed standardized data frameworks like the Common Longitudinal Intensive Care Unit (CLIF) format, and investigated health equity implications of clinical algorithms. His work on goal-concordant care measurement and ventilator management optimization demonstrates commitment to both technical innovation and ethical healthcare delivery. Current investigations examine social determinants of health impacts on respiratory outcomes and biases in pulmonary function test interpretation. Analysis of his 2022-2025 publications reveals a cohesive research trajectory focused on critical care informatics with three dominant themes: 1) Development and validation of machine learning models for retrospective identification of critical conditions (ARDS, sepsis); 2) Standardization of ICU data formats and ventilator management protocols; 3) Rigorous evaluation of health equity dimensions in clinical algorithms and diagnostic criteria. His multi-center studies consistently address real-world implementation challenges while advancing methodological approaches for EHR-based research. While specific details regarding teaching appointments, grant funding, and advising responsibilities are not documented in available sources, Dr. Weissman's prolific publication record (over 50 papers since 2022) indicates an active research program with significant implications for critical care practice, health policy, and medical informatics infrastructure development. His work exemplifies the integration of computational methods with clinical expertise to solve pressing healthcare challenges.

Ronen Hershmanمشاهده پروفایل

پژوهشگر ارشد

• Cognitive Psychology
• Pupillometry
• Eye Movements
• +۳ مورد دیگر

Ronen Hershman is a Research Fellow at the Department of Clinical Psychology I, University of Innsbruck. He specializes in cognitive psychology research with a focus on pupillometry, eye movements, and cognitive control mechanisms. His work primarily investigates numerical processing and conflict resolution using Stroop task paradigms. His research interests center on: Cognitive control mechanisms in conflict tasks Pupillometry as an indicator of cognitive effort Numerical cognition and processing Eye movement patterns in cognitive tasks Development of methodological tools for pupillometry analysis Hershman's publications demonstrate a consistent focus on cognitive conflict paradigms, particularly Stroop task variations, with an emphasis on temporal analysis of pupillary responses. His methodological work includes developing CHAP, an open-source pupillometry analysis software that has become a significant contribution to the field. He has taught courses including Research Seminar, Specific Clinical Research Methods, and specialized seminars on pupillometry and eye movement methodologies. His teaching portfolio includes both graduate and undergraduate level instruction in statistics and research methods.

Soroush Sabbaghanمشاهده پروفایل

دانشیار

• Generative Artificial Intelligence in Education
• Educational Technology
• Teacher Development
• +۶ مورد دیگر

Soroush Sabbaghan is an Associate Professor at the Werklund School of Education at the University of Calgary and serves as the inaugural Generative AI Educational Leader in Residence at the Taylor Institute for Teaching and Learning. He also holds the position of Area Chair for Language and Literacy Specialization at the Werklund School of Education. With dual PhDs in Curriculum and Learning from the University of Calgary (2015) and English Language Teaching from Tehran Azad University (2011), his academic journey spans both Canadian and international educational contexts. Dr. Sabbaghan's research focuses on the critical intersection of educational technology, teacher development, and equity, with a particular emphasis on the ethical integration of generative AI in educational settings. His work explores how AI-powered tools can support inclusive and evidence-informed teaching practices across K-12 and higher education environments. He has developed multiple AI applications including REVIA, AI4Equity, CaseCraft, SMARTIE, COERI, and PEARL to enhance teaching and learning experiences while maintaining academic integrity. His scholarly output reveals a clear trajectory toward increasingly sophisticated applications of AI in education, with his most recent publications (2023-2025) centering on ethical frameworks, human-centered AI design, and practical implementations of generative technologies in academic settings. These works collectively address critical tensions between technological innovation and educational values, particularly regarding academic integrity, equity, and professional development. Teaching Award for Experiential Learning (2025) Teaching Award for Teaching in Online Environments (2021) Dr. Sabbaghan has secured significant research funding, including SSHRC grants and multiple University of Calgary Teaching and Learning Grants, to explore AI's impact on education. He actively collaborates with educators across Canada and internationally, serving as Principal Investigator on studies examining co-designed AI tools in teacher education. His leadership extends to directing the Generative AI Resource Development Working Group and co-chairing the Academic Generative AI Working Group at the institutional level. He has also developed numerous AI-powered educational applications through projects like the Math Minds initiative and various teaching innovation grants. As an active member of the AI Community of Practice at the University of Calgary and host of the AI Speaker Series, Dr. Sabbaghan fosters interdisciplinary dialogue about AI's role in education. His work with the International Foundations Program and as Liaison to the Haskayne School of Business demonstrates his commitment to cross-institutional collaboration. His recent development of tools like SMARTIE (an AI-powered course design tool featured in CityNews Calgary) exemplifies his practical approach to translating research into classroom applications.

• Didactics of German Language and Literature
• Children's and Young Adult Literature
• Writing Didactics
• +۴ مورد دیگر

Prof. Dr. Anita Schilcher is a Professor of Didactics of German Language and Literature at the University of Regensburg, Faculty of Languages, Literature and Cultural Studies, Institute of German Studies. She has held this position since 2007 and also serves as Director of the Regensburg University Center for Teacher Education (RUL) since 2013. Her work focuses on German language and literature didactics, with particular emphasis on reading and writing promotion, children's and young adult literature, and teacher education. Her educational background includes: 1987: Abitur at the Gymnasium Pfarrkirchen 1987-1993: Studies for primary school teaching, Master's degree in German Literature with minors in Psychology and General Pedagogy 1992-1994: Preparatory service for primary school teaching 1997-2000: Doctorate in Didactics of German Language and Literature at the University of Passau 2007: Habilitation on writing didactics Prof. Schilcher's research interests span multiple areas of German didactics and language education. She has made significant contributions to the understanding of narrative competence, literary education, and the development of reading and writing skills in primary education. Her work on writing didactics has led to innovative teaching approaches that bridge theoretical understanding with practical classroom application. She has also conducted extensive research on children's and young adult literature, examining gender representation and the educational potential of popular culture texts. Her current research focuses on evidence-based reading promotion, teacher competencies, and the integration of media in literary education. Her recent publications reveal a strong focus on practical applications of educational research, particularly in developing and evaluating reading and writing promotion programs. She has been instrumental in large-scale projects like FiLBY (integrated reading promotion in Bavaria) and ELiS (evidence-based reading promotion in schools), which combine theoretical research with practical implementation in classrooms across Germany and Europe. Her work consistently bridges the gap between educational theory and classroom practice, with a particular emphasis on developing evidence-based teaching strategies that can be effectively implemented by teachers. Her scientific recognition includes: Karl-Heinz-Pollok Memorial Prize for her habilitation Prof. Schilcher has supervised numerous doctoral students, with completed dissertations covering topics such as ancient mythology in contemporary children's literature, linguistic-cognitive activation through teacher questions, narrative abilities in primary and secondary education, and oral competencies of teacher trainees. She has been involved in significant research grants including FALKO (subject-specific teacher competencies), FiLBY (integrated reading promotion in Bavaria), RESTLESS (Regensburg self-regulation training for reading and writing strategies), and ELiS (evidence-based reading promotion in schools), demonstrating her leadership in large-scale educational research initiatives. She leads the research network for "didactic-empirical writing research" (dieS) and is a member of the project team of ZSK Regensburg. Her work with the Regensburg University Center for Teacher Education (RUL) has positioned her as a key figure in shaping teacher education in Bavaria, particularly through her involvement in the development and implementation of the new primary school curriculum (LehrplanPlus).

Tobias Dörflerمشاهده پروفایل

استاد

• Educational-Psychological Diagnostics
• Self-Regulated Learning
• Teacher Education
• +۴ مورد دیگر

Prof. Dr. Tobias Dörfler is W3 Professor for Educational-Psychological Diagnostics at Heidelberg University of Education, serving as Scientific Director of the university's Test Library. He holds key administrative roles including Vice Dean of the Faculty of Education and Social Sciences, member of the Board of Directors of Heidelberg School of Education, and head of the DiaKom research group. Education: Dipl.-Psych. in Psychology and Human Medicine (minor) - University of Leipzig (1996-1997) Diploma in Biochemistry - University of Leipzig (1996-1997) Dr. phil. - RWTH Aachen University (2004) Research Focus: Professor Dörfler's research centers on educational-psychological diagnostics, with particular emphasis on self-regulated learning, assessment methods, and teacher education. His work integrates cognitive psychology principles with educational practice, focusing on developing diagnostic tools for educational settings and understanding learning processes in both typical and atypical development. Current Projects: He leads the DiaKom research group investigating diagnostic competencies in educational contexts. His research spans multiple domains including mathematical learning difficulties, reading and writing development, and the assessment of teacher professional knowledge through innovative methods like vignette-based assessments and eye-tracking studies. Scientific Contributions: Professor Dörfler has authored numerous publications in high-impact journals including Learning & Instruction , Journal of Educational Psychology , Frontiers in Psychology , and Journal for Mathematics Didactics . His recent work explores the intersection of stress, cognition, and educational assessment, as well as the development of diagnostic tools for language and learning disorders. Advising and Supervision: He currently supervises four doctoral students: Christina Ingelfinger, Nursin Karadeniz, Gina-Maria Trunte, and Irene Zemp. His mentorship extends to numerous former doctoral students and postdocs who have gone on to academic positions at institutions including University of Education Ludwigsburg, University of Tübingen, and University of Education Freiburg. Leadership Roles: Beyond his professorship, Professor Dörfler serves as Scientific Director of the Testothek (university test library), coordinates multiple educational modules, and sits on various university committees including doctoral committees and examination boards. He is actively involved in state-level educational initiatives in Baden-Württemberg.

Kevin Curranمشاهده پروفایل

استاد

• Cyber Security
• Computer Security
• Internet Security
• +۶ مورد دیگر

Kevin Curran is a Professor of Cyber Security at Ulster University, serving as Executive Co-Director of the Legal Innovation Centre and group leader for the Cybersecurity & Web technologies Research Group. He joined the School of Computing and Intelligent Systems in 1999 and has established himself as a leading expert in cyber security with over 800 published works. His academic home is within the School of Computing, Engineering and Intelligent Systems at Ulster University's Magee Campus in Derry~Londonderry. Professor Curran's research interests span multiple domains within cyber security, with particular expertise in location positioning within indoor environments, Internet security, and the intersection of legal technology with cybersecurity. His recent work demonstrates a strategic expansion into AI-driven security solutions, blockchain applications, and IoT security frameworks. His research shows a clear evolution from foundational networking research to contemporary applications addressing legal technology challenges and emerging security threats in connected environments. His scholarly output reveals significant trends toward interdisciplinary research, particularly at the intersection of cyber security and legal technology. Recent publications focus on applying machine learning and AI techniques to legal document classification, blockchain security for autonomous vehicles, and generative AI applications in cyber defense. His work consistently addresses practical security challenges while maintaining strong theoretical foundations. Engineering and Technology Board Visiting Lectureship for Exceptional Engineers IEEE Technical Expert for Internet/Security matters since 2008 Member of the EPSRC Peer Review College Recipient of various patents in security technologies Founding Editor in Chief of the International Journal of Ambient Computing and Intelligence Professor Curran has successfully secured and managed numerous UK and European Framework projects and Technology Transfer Schemes throughout his career. He serves as Co-Investigator on several major research projects including the Baker McKenzie Research Project (2017-2026), LFR: Legal Futures Research (2016-2026), and the Ulster Centre for Legal Innovation (2016-2026). His research group actively collaborates with industry partners and legal professionals to address real-world cybersecurity challenges. The Cybersecurity & Web technologies Research Group under his leadership focuses on practical security solutions while maintaining strong theoretical foundations. As Executive Co-Director of the Legal Innovation Centre, Professor Curran bridges the gap between legal practice and technological innovation, particularly in the realm of cybersecurity applications for legal services. His team works on developing secure platforms for legal document processing, blockchain applications for contract management, and AI-driven tools for legal professionals while maintaining rigorous security standards.

Kotronis Christosمشاهده پروفایل

استادیار

• Model-Centered Systems Design
• Systems Simulation
• Quality of Service Awareness
• +۳ مورد دیگر

Kotronis Christos serves as an Assistant Professor in the Department of Informatics and Telematics at Harokopio University, Athens, with his office located at Omirou 9, Tavros (17778). His academic career is deeply rooted at this institution where he completed all his formal education. His educational qualifications include: Undergraduate Degree in Informatics and Telematics (2014) Postgraduate Diploma in Informatics and Telematics, Major: "Computer and Internet Technologies and Applications" (2016) PhD in Informatics and Telematics, Dissertation: "Model-Centric Design of Systems with Awareness of the Provided Quality of Service Based on the Systems Modeling Language (SysML)" (2021) His research focuses on model-centered systems design with strong emphasis on quality of service awareness, systems simulation, and human-centric requirements analysis. He bridges theoretical model-based engineering with practical applications in cyber-physical systems and Internet of Medical Things (IoMT), particularly addressing human concerns in healthcare monitoring and transportation systems. His methodologies heavily utilize SysML extensions for integrating non-functional requirements like cost and human factors. Analysis of his 15 most recent publications (2018-2025) reveals a cohesive research trajectory centered on model-based systems engineering with three dominant themes: (1) Human integration in cyber-physical systems design through multi-view approaches, (2) Quality of service and cost optimization in SysML frameworks, and (3) Real-world implementations in healthcare (ECG monitoring, fall detection) and transportation (railway passenger comfort). His work consistently demonstrates progression from foundational modeling to edge-computing implementations. Scientific Awards: No scientific awards mentioned in source materials Regarding academic supervision, the source materials do not specify current advisees though his PhD research and publications suggest involvement in graduate mentoring. His departmental role includes teaching undergraduate courses in Informatics and Telematics. While no specific research grants are documented, his publication pattern indicates participation in collaborative projects focused on cyber-physical systems and healthcare technology. The absence of explicit lab/team information suggests his work may be conducted within broader departmental frameworks rather than dedicated laboratories.

Nikolaos Apergisمشاهده پروفایل

استاد

• Macroeconomics
• Open Economy Macroeconomics
• Energy Economics

Dr. Nikolaos Apergis is a Professor at the Department of Finance and Banking Administration, School of Finance and Statistics, University of Piraeus. Specializing in Macrofinance and Energy Economics, he has published over 250 articles and holds a Scopus h-index of 41. Notably, he is ranked as the No. 1 economist in Greece (Repec, February 2020) and serves as Editor of the International Journal of Financial Studies and Energy Research Letters . His research is funded by institutions like the Latsis Foundation, London School of Economics, and Curtin University. Research Interests: His work spans Macroeconomics, Open Economy Macroeconomics, and Energy Economics, with a focus on monetary-fiscal policy interactions, commodity markets, cryptocurrency dynamics, and energy market structures. He employs advanced econometric techniques, including vine copulae, Markov-switching models, and regime-dependent frameworks, to analyze global economic shocks and financial market behavior. Article Trends: His publications emphasize macroeconomic policy responses to crises, energy market dependencies, and financial decision-making under uncertainty. Key themes include volatility asymmetry, sovereign risk, and the role of communication in monetary policy. His collaborations with researchers like Smales and Cooray highlight cross-disciplinary approaches to financial economics. Scientific Awards: Repec ranking: No. 1 economist in Greece (2020), 111th in Europe Editor, International Journal of Financial Studies Editor, Energy Research Letters Advising and Grants: Supervised 150+ Master's theses and 3 PhD theses. Funded by the Latsis Foundation, London School of Economics, and Curtin University for projects on financial markets and energy economics.

David J.M. Kraemerمشاهده پروفایل

دانشیار

• Cognitive Neuroscience
• STEM Education
• Individual Differences
• +۶ مورد دیگر

David J.M. Kraemer is an Associate Professor of Psychological and Brain Sciences and Adjunct Associate Professor of Computer Science at Dartmouth College . He chairs the Cognitive Science Program and serves as a Graduate Advisor. His research bridges Education, Cognitive Psychology, and Neuroscience , focusing on how learning alters brain activity and how emotions like anxiety impact STEM education. He teaches courses such as EDUC 16: Educational Psychology and EDUC 56: STEM and Education , emphasizing critical thinking and evidence-based learning strategies. Education : B.S. from Tufts University (2002), Ph.D. from Dartmouth College (2007). His lab, the Dartmouth Cognitive Neuroscience of Learning Laboratory , investigates questions like: How learned knowledge forms neural representations Neuroscience-informed educational technologies Emotion-cognition interactions in STEM fields Optimal task strategies for relational reasoning His work spans neuroimaging, psychophysiological studies, and classroom interventions , aiming to mitigate academic anxiety and enhance reasoning skills. Lab alumni include researchers now at institutions like Harvard, University of Pennsylvania, and Gallaudet University . Collaborative projects explore topics such as mixed-reality language instruction and neural correlates of creativity in analogical reasoning.

• Applied Linguistics
• Language Assessment
• Educational Evaluation
• +۷ مورد دیگر

Ari Huhta is a Professor at the Centre for Applied Language Studies at the University of Jyväskylä. His research focuses on applied linguistics , language assessment , and second language acquisition , with particular emphasis on diagnostic and dynamic assessment frameworks in foreign language education. Active member of the Applied Language Studies and Language Campus follow-up groups Collaborates with institutions like the Finnish National Agency for Education and Research Council of Finland His work integrates language technology and educational evaluation to innovate assessments for L2 writing , reading , and speaking . Recent projects include AI-driven diagnostic tools and automatic speaking evaluation systems. Key collaborations span projects such as Dynamic Diagnostic Language Assessment and ‘Broken Finnish’ , examining societal gatekeeping in language proficiency. His publications address assessment validity , stakeholder involvement , and technological mediation in learning processes.

Anne Jurkutatمشاهده پروفایل

مدرس ارشد

• Speech-Language Pathology
• Communication Disorders
• Voice Disorders
• +۵ مورد دیگر

Anne Jurkutat is a Senior Lecturer and Academic Councillor at the Chair of Pedagogy and Intervention for Language and Communication Impairments, Faculty of Human Sciences, Julius-Maximilians-Universität Würzburg. She manages the speech therapy outpatient clinic, leads voice disorder prevention programs for teachers, and serves as an Equal Opportunities Officer at the Institute for Special Education. PhD in Special Education (2011, University of Würzburg) MA in Special Education – Speech Therapy (2006, University of Würzburg) MSc in Human Communication Sciences (2002, University of Newcastle upon Tyne) Her research focuses on voice disorders in adults, phonological disorders in children, Glut1 deficiency syndrome speech impairments, and orofacial cleft-related language development. She investigates speech motor disorders in neurological conditions, diagnostic tools for childhood speech sound disorders, and interdisciplinary applications of music therapy. Recent publications highlight her work on Glut1-DS speech patterns, standardized diagnostic assessments, and early music-language interaction effects. She has collaborated on studies involving ketogenic diet impacts on cognitive profiles and interdisciplinary approaches to voice hygiene for teachers. 2009: Preis für gute Lehre (Prize for Good Teaching) at Bavarian State Universities Jurkutat supervises admission theses, contributes to state exams in special education, and integrates speech physiology into music pedagogy. She leads the STRONG VOICE MAKES SCHOOL project and applies mindfulness techniques in voice training for educators.

Dominic Edsallمشاهده پروفایل

پژوهشگر ارشد

• Learner Autonomy
• TESOL
• Higher Education
• +۵ مورد دیگر

Dr Dominic Edsall serves as an Honorary Senior Research Fellow in the Department of Curriculum, Pedagogy and Assessment at the UCL Institute of Education. His current research investigates the impact of artificial intelligence on higher education and English as a Foreign Language (EFL) instruction, conducted in collaboration with Professor Sandra Leaton Gray. Appointed from September 2024 to September 2026, he maintains active scholarly output despite the non-salaried nature of his honorary position. His research centers on Learner Autonomy, TESOL, and Higher Education pedagogy, with specialized focus on Japanese university contexts. Key themes include the negotiation of learner autonomy by EFL teachers, transitions from dependent test-taking to autonomous learning, and critical challenges posed by AI in academic integrity. His work bridges theoretical frameworks like game theory and legitimation code theory with practical classroom applications, emphasizing sociocultural dimensions of education. Analysis of his 2023-2025 publications reveals a strategic pivot toward AI ethics in education, while maintaining core expertise in learner autonomy. The 2025 article on AI-based digital cheating exemplifies his timely intervention in emerging academic integrity crises, proposing ethical pedagogical responses rather than technical fixes. Earlier works establish foundational contributions to autonomy theory through Japanese EFL case studies and complexity-aware research methodologies. Dr Edsall explicitly states he cannot accept or supervise doctoral students in his current role. He is available for collaborative projects, conference speaking, consultancy, and journal reviewing. His professional background includes secondary science teaching in the UK and extensive EFL instruction in Japanese higher education, providing unique cross-disciplinary and cross-cultural perspectives.

• Digital education
• Sociology of technology
• Education policy
• +۱۱ مورد دیگر

Professor Sandra Leaton Gray is a distinguished academic at University College London (UCL), where she serves as Professor of Education Futures at the UCL Institute of Education (IOE) within the Curriculum, Pedagogy & Assessment department. She also holds significant governance roles as a member of the UCL Council, the main governing body of the university, and as a Senior Member of Wolfson College, University of Cambridge. Her academic career spans multiple institutions including the University of East Anglia and the University of Cambridge, with a consistent focus on the intersection of education, technology, and social policy. Professor Leaton Gray's educational background includes: Doctor of Philosophy from University of Cambridge (2004) Master of Philosophy from University of Cambridge (1999) ATQ07 - Holder of a PGCE in higher education, secondary education, further education, lifelong learning from Roehampton University (1993) Her research interests center on the sociology of technology and its impact on children and young people, with particular emphasis on AI ethics in educational contexts. She explores education futures, the future of assessment, educational testing, and curriculum reform through a critical lens that considers digital ethics, children's biometrics, and the knowledge economy. Her work addresses pressing contemporary issues including the recovery from the COVID-19 pandemic's impact on education systems, with a strong commitment to addressing educational inequality and promoting democratic values in technologically mediated learning environments. Professor Leaton Gray approaches these topics through the frameworks of sociology, policy analysis, and educational futures thinking, always with attention to the lived experiences of learners in digital contexts. Professor Leaton Gray's extensive publication record reveals a clear trajectory of increasing focus on digital technologies in education, particularly AI and biometrics, while maintaining her foundational interest in educational sociology and policy. Her recent work demonstrates a sophisticated understanding of how technological systems intersect with power structures in educational assessment and how these dynamics impact equity and access. The growing emphasis on AI in her recent publications reflects both the rapid development of educational technologies and her strategic positioning at the forefront of critical analysis of these innovations. Professor Leaton Gray has received numerous professional recognitions: Fellow of the College of Teachers (since 2007) Fellow of the Incorporated Society of Musicians (since 1993) Fellow of the London College of Music (since 1990) Principal Fellow of the Higher Education Academy (since 2005) Senior Member of Wolfson College, University of Cambridge (since 2006) As an advisor and consultant, Professor Leaton Gray has significantly influenced education policy at national and international levels, working with organizations including the UN, UK Government, EU Commission, OECD, Royal Colleges of Medicine, British Dental Association, International Baccalaureate Organisation, BBC, Channel 4, Pearson, and the Biometrics Institute. Her current role as Researcher in Residence at the University of Passau, Germany (2024-2025) leading the project 'Education Futures: Visions of Artificial Intelligence, Biometrics and Digital Surveillance within Bavarian Schools' demonstrates her ongoing commitment to shaping educational practices through research. She has also directed significant projects including the 'My Life Online' research project, the 'Future of the Artificially Intelligent Examination,' and the 'Optimising 2020 secondary school transition processes during the Covid-19 pandemic.' Professor Leaton Gray is actively involved in several important governance and advisory roles that extend her influence beyond traditional academic boundaries. She serves as a member of the UK Government's College of Experts in the Ministry of Culture, Media and Sport (DCMS), the UK Ministry of Science, Innovation and Technology, the Privacy Expert Group of the Biometrics Institute, the UK Cabinet Office's International Best Practice Advisory Group, and as an expert advisor to the UK Government's Centre for Data Ethics and Innovation. Her participation in the OECD's ONE AI working group further demonstrates her international standing in the field of educational technology policy.

Wei Panمشاهده پروفایل

دانشیار

• Causal inference and propensity score analysis
• Multilevel, longitudinal, and structural modeling
• Research synthesis and meta-analysis
• +۳ مورد دیگر

Dr. Wei Pan serves as Associate Professor and Faculty Lead for the Research Area of Excellence in Methods and Analytics at Duke University School of Nursing. He holds a PhD in Measurement and Quantitative Methods from Michigan State University (2001) and an MS in Statistics from Fuzhou University, China (1989). His educational credentials include: PhD in Measurement and Quantitative Methods, Michigan State University, 2001 MS in Statistics, Fuzhou University, China, 1989 Dr. Pan specializes in advanced statistical methodologies including causal inference, propensity score analysis, multilevel modeling, and meta-analysis. His research bridges methodological innovation with critical applications in adolescent health, substance abuse, symptom management, and health disparities. He has developed significant expertise in reducing selection bias in observational studies, as evidenced by his book Propensity Score Analysis: Fundamentals and Developments . His work consistently addresses measurement challenges in social, behavioral, and health sciences contexts. Analysis of Dr. Pan's recent publications (2024-2025) reveals a dominant focus on health equity and methodological rigor. His work spans sickle cell disease management, HIV outcomes in global contexts, adolescent mental health, and systemic biases in healthcare delivery. He frequently employs latent profile analysis, meta-analytic techniques, and causal modeling to investigate complex phenomena like nurse burnout during emergencies, digital media impacts on cognition, and racial disparities in anesthesia. His research demonstrates strong alignment with NIH-funded priorities in health services and implementation science. Dr. Pan has secured continuous funding from major federal agencies including the National Institutes of Health (NIH), National Science Foundation (NSF), and U.S. Department of Education. His collaborative projects emphasize interdisciplinary approaches to chronic disease management, healthcare transitions, and mental health equity. While no formal students are listed in his directory, his methodological expertise supports numerous trainees through the PhD in Nursing and Doctor of Nursing Practice programs at Duke.

Cindy J Nowinskiمشاهده پروفایل

استاد پژوهش

• Health Services Research
• Clinical Research
• Healthcare Quality
• +۷ مورد دیگر

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.