جست‌وجوی استاد و پژوهشگر

Alexis Battleمشاهده پروفایل

دانشیار

• Genomics
• Machine Learning
• Computational Biology
• +۳ مورد دیگر

Alexis Battle is an Associate Professor at Johns Hopkins University with appointments in Biomedical Engineering , Computer Science , and Genetic Medicine (secondary). She directs the Malone Center for Engineering in Healthcare and serves as Deputy Director of the Data Science and AI Institute . Educated at Stanford University (PhD in Computer Science, 2013), Battle transitioned to academia after leadership roles at Google. Research Focus: Battle’s work bridges genomics and machine learning , emphasizing the impact of genetic variation on human health. Her lab develops tools like Watershed to predict functional effects of rare variants, aiming to enhance rare disease diagnosis. Key themes include non-coding DNA analysis , personalized genomics , and systems biology , with applications in cardiovascular disease and neurodegenerative disorders . Publications & Awards: Over 60 peer-reviewed articles in journals like Nature , Science , and Genome Biology , with recent emphasis on single-cell transcriptomics , multiomics integration , and telomere biology . Recipient of the President’s Frontier Award (2022), Microsoft Investigator Fellowship (2019), and Searle Scholar (2016). Scientific Awards: 2022 President’s Frontier Award 2019 Microsoft Investigator Fellowship 2019 Johns Hopkins Discovery Award 2017 Johns Hopkins Catalyst Award 2016 Searle Scholar Advising & Funding: Mentors 11 PhD students, 3 undergraduates, and postdoctoral fellows. Her research is funded by NIH, Searle Scholars, and institutional grants. The Battle Lab collaborates on projects like the GTEx Consortium , focusing on gene regulation and clinical genomics .

Siva Balakrishnanمشاهده پروفایل

دانشیار

• Statistical Machine Learning
• Causal Inference
• Public Policy & Social Sciences
• +۵ مورد دیگر

Siva Balakrishnan is an Associate Professor at Carnegie Mellon University with a joint appointment in the Department of Statistics and Data Science and the Machine Learning Department . He holds an affiliation with the Dietrich College of Humanities and Social Sciences. Previously, he was a postdoctoral researcher at UC Berkeley's Department of Statistics, advised by Martin Wainwright and Bin Yu, and earned his Ph.D. in Computer Science from CMU's Language Technologies Institute under Jaime Carbonell. His research focuses on statistical machine learning, causal inference, and high-dimensional statistics, with notable contributions to domain adaptation, optimal transport, and robust statistics. Education: Ph.D. in Computer Science, Carnegie Mellon University (Language Technologies Institute) Postdoctoral Researcher, University of California, Berkeley (Department of Statistics) Research Interests: His work bridges theoretical foundations and algorithmic development, emphasizing robust statistical methods and their applications in causal inference, public policy, and machine learning. Key areas include nonparametric methods, optimization, and high-dimensional data analysis. He has pioneered techniques in domain adaptation, such as the RLSbench framework for relaxed label shift scenarios. Awards & Grants: Amazon Research Award (2021) Google Research Scholar Award (2021) NVIDIA Pioneer Award (2018) IMS Lawrence D. Brown Student Award (2020, 2022) National Science Foundation Grants (CCF-1763734, DMS-1713003, etc.) Professional Activities: He serves as an Associate Editor for JASA and on the editorial boards of Foundations and Trends in Statistics . His work has been featured in top venues like NeurIPS, ICML, and the Annals of Statistics. He currently holds a sabbatical at UC Berkeley's Department of Statistics (Spring 2025). Labs & Collaborations: He actively participates in the Statistics and Machine Learning Reading Group and the Causal Inference Working Group , fostering interdisciplinary research in CMU's vibrant academic community.

Matthew Santaمشاهده پروفایل

استاد

• Music Theory
• Post-Tonal Analysis
• Diatonic Set Theory
• +۴ مورد دیگر

Matthew Santa serves as Professor of Music Theory and Chair of the Music Theory and Composition Area at Texas Tech University School of Music, with prior teaching appointments at Queens College and Hunter College. His leadership shapes curriculum development and academic initiatives within the department. Academic credentials include advanced degrees from Louisiana State University and The City University of New York, establishing foundational expertise in theoretical frameworks and analytical methodologies. Research focuses on post-tonal analysis , diatonic set theory , and parsimonious voice leading , bridging complex theoretical concepts with practical pedagogy. His work integrates popular music analysis and metrical studies, emphasizing accessibility for diverse learners through innovative teaching resources. Publications demonstrate evolving scholarly trends from late-20th century set theory toward contemporary applications in musical form and rhythm. Recent textbooks synthesize Rothstein, Krebs, and Mirka's theories into unified analytical approaches for undergraduate and graduate education. Scientific recognition includes: MTSNYS Young Scholar Award (1998) Mentorship encompasses graduate and undergraduate students across composition and theory disciplines, though specific advisees aren't documented in source materials. No grant funding details appear in available records. Collaborative projects include the Flute/Theory Workout series with Lisa Garner Santa and Thomas Hughes, blending performance technique with theoretical concepts through MIDI accompaniment systems.

Bertram Müller-Myhsokمشاهده پروفایل

استاد پژوهشی

• Psychiatric Genetics
• Statistical Genetics
• Transcriptomics
• +۳ مورد دیگر

Bertram Müller-Myhsok is a Research Professor and Research Group Leader at the Max Planck Institute of Psychiatry in Munich, Germany. His research focuses on statistical genetics and transcriptomic data analysis in psychiatric disorders, particularly major depression, PTSD, schizophrenia, and their treatment responses. He integrates machine learning with genetic and clinical data to develop predictive models and stratified treatment approaches. Professional activities include leadership roles in the International Max Planck Research School for Translational Psychiatry and collaborations with institutions like the Institut du Cerveau (Paris) and Bernhard Nocht Institute (Hamburg). His work spans genetic epidemiology, psychiatric genomics, and precision medicine, with over 400 publications in high-impact journals. Key research areas include identifying genetic risk factors for mental disorders, developing polygenic scores, and leveraging omics data to uncover disease mechanisms. He leads projects like Psych-STRATA, a Horizon Europe-funded initiative advancing personalized psychiatry through pharmacogenomics.

James S. Kimمشاهده پروفایل

استاد

• Early Education
• Education Policy
• Evidence-Based Intervention
• +۷ مورد دیگر

James S. Kim is a Professor of Education at Harvard University's Graduate School of Education, where he conducts policy-relevant research focused on improving literacy outcomes for low-income students and struggling readers. With an Ed.D. from Harvard University (2002), he leads the READS Lab (Research Enhances Adaptations Designed for Scale in Literacy), a research team that partners with school districts to solve literacy challenges through evidence-based interventions. Dr. Kim's research centers on understanding how building students' domain knowledge and reading engagement can foster long-term improvements in reading comprehension. His work emphasizes experimental design and evidence-based interventions, with a particular focus on addressing educational inequality. His research interests include early education, education policy, evidence-based intervention, human development, inequality and education gaps, informal and out-of-school learning, language and literacy development, and teachers and teaching. Kim's most significant contribution is the Model of Reading Engagement (MORE), a spiraled and sustained content literacy intervention co-developed with schoolteachers that has been shown to improve first to third-grade students' reading comprehension in science, English language arts, and math. Notably, research on MORE meets WWC (What Works Clearinghouse) standards without reservation, and long-term follow-up suggests the intervention's impact persists through fourth grade. His publications reveal a consistent focus on content literacy, domain knowledge development, and transfer effects in reading comprehension. Research on MORE meets WWC standards without reservation Long-term effects of MORE persist through fourth grade Commitment to Open Science principles (open data, open materials, preregistration) As a servant leader, Kim builds long-term partnerships with school districts to implement literacy interventions at scale. His READS Lab promotes open science practices while developing practical solutions to literacy challenges. His research on summer reading interventions, parental text messaging, and classroom-based content literacy approaches demonstrates his commitment to translating research into practice. Kim's current work includes scaling the MORE intervention to improve reading comprehension for high-needs students in moderate to high poverty schools through a Department of Education-funded project (2024-2028).

Tineke Brunfautمشاهده پروفایل

استاد

• Language Testing
• Second Language Reading
• Second Language Listening
• +۵ مورد دیگر

Professor Tineke Brunfaut is a leading academic in Applied Linguistics at Lancaster University 's School of Social Sciences. Her work focuses on language testing , second language reading , listening , and integrated/multimodal skills . She coordinates the Language Testing Research Group and has received prestigious awards including the ILTA Best Article Award , e-Assessment Award , and TOEFL Outstanding Young Scholar Award . Key research areas: Cognitive and affective factors in testing, methodological innovations (eye-tracking, discourse analysis), and language test development. Recipient of multiple grants from the British Council, Trinity College London, and British Academy. PhD supervision interests: Language testing, integrated skills, assessment literacy, and validation. Recent publications explore technology-enhanced assessment , multimodal viewing-to-write tasks , and the impact of delivery modes on test performance . She has consulted for global institutions on test design and evaluation. Scientific Awards : ILTA Best Article Award e-Assessment Award for Best Research TOEFL Outstanding Young Scholar Award Her teaching includes MA programs in Language Testing, TESOL, and Applied Linguistics, covering Test Construction , Research Methods , and Statistical Analyses .

Eunice Eunhee Jangمشاهده پروفایل

استاد

• Language Assessment
• Educational Measurement
• Program Evaluation
• +۸ مورد دیگر

Dr. Eunice Eunhee Jang is a Professor in the Department of Applied Psychology and Human Development at the Ontario Institute for Studies in Education (OISE), University of Toronto. Her research focuses on synergistic learner modeling, dynamic assessment systems, and the intersection of language testing with educational measurement. PhD with specializations in language testing, educational measurement, and program evaluation Develops interactive digital assessment interfaces for struggling readers Author of "Focus on Assessment" (2014) and co-author of OECD Reviews on Evaluation and Assessment in Education Research Interests Dr. Jang's work explores prismatic assessment analytics to understand learner potential and predict learning pathways. She integrates natural language processing and machine learning to create diagnostic feedback systems that support cognitive, metacognitive, and affective growth in technology-rich classrooms. Scientific Awards Jacqueline Ross TOEFL Dissertation Award Caroline Clapham IELTS Master’s Award Tatsuoka Measurement Award Professional Contributions She has served on major advisory boards including EQAO provincial assessments and TOEFL Committees of Examiners. Currently, she is an elected board member for the International Language Testing Association and contributes to the Broader Measures of Success Advisory Committee for People for Education.

Sophie Seitaمشاهده پروفایل

مدرس

• Lecture-performances
• Poetic essays
• Video essays
• +۱۸ مورد دیگر

Sophie Seita is a London-based artist, researcher, and Lecturer in Fine Art & History of Art at Goldsmiths, University of London, where she also serves as Director of Critical Studies for the BA Fine Art Extension Degree and Deputy Director of Research for the Department of Art. Her interdisciplinary practice spans performance, video, sound, textiles, books, and installations, with language as a central material. Previously, she was a tenure-track Assistant Professor at Boston University (2019-2022) and a Junior Research Fellow at Queens' College, University of Cambridge (2016-2019). Seita's research interests encompass lecture-performances, poetic essays, video essays, practice-based research, queer studies, trans studies, affect theory, disability studies, deaf studies, creative access, experimental captions and audio descriptions, speculative approaches to archives, fictional collectives, concepts of play, difficulty, opacity, absurdity, ornamentation, deep listening, histories of avant-garde group formation, translation studies, multilingualism, queer ecology, decolonial ecology, and experimental pedagogy. Her creative curiosities include opacity, playfulness, difficulty, artifice, queer abstraction, minor genres, ornamentation, materiality beyond objects, the materiality of language, listening beyond hearing, ambiguity, non-linear narratives, and provisional ideas. Her recent publications demonstrate strong trends in examining the intersections of performance, language, and experimental publishing, particularly focusing on lecture-performances as critical knowledge production, the materiality of language, and speculative approaches to archives. Her work consistently engages with queer and feminist perspectives on avant-garde practices while exploring experimental forms of documentation and presentation. Werner Düttmann Fellowship at Akademie der Künste Berlin (2024) Vice-Chancellor's Public Engagement Award (University of Cambridge) Eccles Centre Fellowship (British Library) PEN/Heim Translation Award Wonder Book Prize Dorothea Schlegel Artist in Residence Seita supervises and examines PhD projects at Goldsmiths and has secured numerous research grants, including funding from the British Academy, Arts Council England, Canada Council for the Arts, and the Early Career Research Fund Award from Goldsmiths. She is co-founder of The Hildegard von Bingen Society for Gardening Companions, an ongoing queer collaborative project with musician Naomi Woo that explores speculative archives and queer ecology through sound, performance, and publications. Her artistic practice often involves collaborative work across disciplines, particularly with The Hildegard von Bingen Society for Gardening Companions, which creates experimental pedagogical frameworks and community-based environmental projects.

• Corpus Linguistics
• Educational Technology
• Natural Language Processing
• +۵ مورد دیگر

Laurence Anthony is a Professor at Waseda University's School of Creative Science and Engineering, specifically affiliated with the Center for English Language Education in Science and Engineering (CELESE). He has held this position since 2009, having previously served as an Associate Professor at the same institution from 2004-2009. His academic journey began with a BSc from The University of Manchester (1991), followed by an MA (1997) and PhD (2002) from The University of Birmingham. Anthony's research centers on corpus linguistics, educational technology, and natural language processing applications in foreign language teaching. He is renowned for developing AntConc, a widely used freeware corpus analysis toolkit, along with numerous other educational software tools including AntWordProfiler, FireAnt, and ProtAnt. His work bridges linguistic theory with practical classroom applications, particularly in data-driven learning approaches for English as a Foreign Language contexts. His publication record is extensive with over 50 papers, 12,115 Google Scholar citations, and an h-index of 45. His recent work increasingly explores the intersection of corpus linguistics and artificial intelligence, examining how language models can enhance language teaching and analysis. Anthony's research has evolved from foundational corpus tool development to sophisticated applications in vocabulary profiling, writing analysis, and AI-assisted language learning. Among his notable recognitions are the Waseda University 6th e-Teaching Award (2018), the National Prize of the Japan Association of English Corpus Studies (2012), and the L'Oreal Art and Science of Color Gold Prize (2005). He serves on multiple editorial boards including for Studies in Corpus Linguistics, Journal of Asia TEFL, and Corpus Linguistics Research Journal. Anthony actively contributes to the academic community through numerous presentations at international conferences, recent ones including talks on AI integration with corpus methods at Corpus Linguistics 2025 and the LSP-Num Conference. His professional activities demonstrate ongoing engagement with both theoretical developments and practical applications in language education technology.

Benjamin Domingueمشاهده پروفایل

دانشیار

• Psychometrics
• Quantitative Methods
• Assessment and Testing
• +۵ مورد دیگر

Ben Domingue is an Associate Professor at Stanford University's Graduate School of Education and, by courtesy, in the Department of Sociology. His research bridges psychometrics, quantitative methods, and interdisciplinary applications in education, psychology, and social sciences. He leads the development of the Item Response Warehouse, a data resource for psychometrics research, and explores how statistical tools can better measure complex educational and psychological outcomes like reading ability and treatment effects. PhD in Education from the University of Colorado at Boulder (2012). MA and BS in Mathematics from the University of Texas at Austin (2006, 2001). His work focuses on advancing psychometric methodologies, including response time analysis, item-level treatment effects, and predictive accuracy metrics (e.g., InterModel Vigorish). He investigates how genetic and environmental factors interact with educational outcomes and social mobility, using large-scale datasets like the Health and Retirement Study and Add Health. Recent articles emphasize AI-driven psychometric tools, cross-cultural validation of medical assessments, and equity in educational testing. 2024–2025: Associate Professor, Stanford GSE. 2015–2022: Assistant Professor, Stanford GSE. Affiliated: Stanford Center for Longevity, Bio-X, Population Health Sciences. Scientific awards include the Jacobs Foundation Research Fellowship (2022–2024) and AERA Open Outstanding Reviewer (2018, 2019). His advising roles span doctoral and master’s students, with a focus on psychometrics and social-genomic research.

Erik Bornمشاهده پروفایل

استادیار

• Media History and Theory
• German Studies
• Medieval Studies
• +۷ مورد دیگر

Erik Born is an Assistant Professor in the Department of German Studies at Cornell University's College of Arts and Sciences, with active affiliations in Media Studies, Medieval Studies, Performing and Media Arts, and Visual Studies programs. His academic credentials include: PhD in German Studies and Medieval Studies (with Designated Emphasis in Film & Media Studies) from the University of California, Berkeley BA in Fundamentals: Issues & Texts from the University of Chicago Born's research centers on transhistorical connections across literary, media, and cultural studies, critically examining relations between 'old media' and 'new media' from manuscripts to digital networks. His work spans medieval media theory, early German science fiction, cinema history, and speculative media philosophy, evidenced by current book project 'Wireless Futures, 1900/2000/2100' reinterpreting historical precursors to mobile connectivity and upcoming research on 'Premodern Cultural Techniques' analyzing premodern reading/writing practices. Publication analysis reveals consistent interdisciplinary methodology bridging German Studies, Medieval Studies, and Film & Media Studies through media archaeology and cultural techniques frameworks. His scholarship demonstrates chronological range from medieval manuscript culture to digital networks while maintaining focus on German-language contexts and transhistorical media continuity. As an engaged member of Cornell's interdisciplinary academic ecosystem, Born contributes to multiple programs fostering innovative cross-disciplinary research in media and cultural studies.

Rianne Conijnمشاهده پروفایل

استادیار

• Learning Analytics
• Human-Technology Interaction
• Artificial Intelligence
• +۶ مورد دیگر

Rianne Conijn is an assistant professor in the Human-Technology Interaction group at Eindhoven University of Technology (TU/e), Netherlands. Her research bridges data-driven methodologies (machine learning, statistical modeling) with human-centered design to enhance learning analytics, explainable AI, and writing process analysis. She holds a joint PhD (cum laude) from Antwerp University and Tilburg University, and an MSc (cum laude) in Human-Technology Interaction from TU/e. Academic Background: MSc (2015, TU/e, cum laude), PhD (2020, Antwerp University & Tilburg University, cum laude). Research Focus: Learning analytics, keystroke logging, explainable AI for education, data dashboards, and self-regulated learning dynamics. Teaching: Courses in Advanced Research Methods, Human-AI Interaction, Behavioral Research Methods, and AI ethics in education. Her recent publications explore parallel language planning in writing, longitudinal self-regulated learning strategies, and generalizability of academic performance prediction models. She leads an NWO Veni project on Human-Centered AI in education, emphasizing tailored explanations for student-AI collaboration. Scientific awards include cum laude distinctions for her MSc and PhD, and the NWO Veni grant. Collaborative work spans institutions in the Netherlands, Norway, and the U.S., with applications in intelligent tutoring systems and ethical AI deployment in exams. Key trends across her work: integration of machine learning with educational theory, leveraging keystroke data for cognitive process insights, and prioritizing actionable, explainable AI systems for student support. Publications span journals like the Journal of Experimental Psychology: General , Computers and Education , and IEEE Transactions on Learning Technologies . Scientific Awards: NWO Veni grant for Human-Centered AI in education Cum laude for MSc and PhD Grants & Collaborations: National Science Foundation grants (2016868, 2302644) for biometric feedback in writing UK Research and Innovation grant (ES/W011832/1) for real-time AI scaffolding TU/e Boost! Program grant for self-regulated learning analysis Labs & Teams: EAISI Foundational (Eindhoven AI Systems Institute) Human Technology Interaction group at TU/e Collaboration with Norwegian Reading National Center (University of Stavanger) Project teams for Waterproof ITS and ProWrite grants

Laura M. Stapletonمشاهده پروفایل

استاد

• Multilevel Modeling
• Survey Methodology
• Educational Statistics
• +۳ مورد دیگر

Laura M. Stapleton is Chair of the Department of Human Development and Quantitative Methodology and a Professor at the University of Maryland’s College of Education. She previously served as Interim Dean and Associate Dean for Research, Innovation, and Partnerships. Her academic roles include leadership in the NSF-funded Quantitative Research Methods Scholars Program (2019–2025) and membership on Maryland’s Accountability and Implementation Board for education reform. Education Background: Ph.D. in Measurement, Statistics, and Evaluation from the University of Maryland. Prior to academia, she worked as an economist at the Bureau of Labor Statistics and in educational research roles at the American Association of State Colleges and Universities and the University of Maryland’s institutional research department. Research focuses on complex survey data analysis, multilevel latent variable models, and mediation testing. Key interests include administrative data utilization, STEM education equity, and policy evaluation. Her work emphasizes bridging statistical rigor with practical educational challenges. Publications span methodological advancements in multilevel modeling, synthetic data strategies, and the integration of administrative datasets. Recent work addresses school-based prevention study attrition and the design effects of multilevel samples. Awards include AERA Fellowship (2023), election as President of the Society for Multivariate Experimental Psychology (2025), and recognition for mentoring and teaching excellence. She has led over $10M in grants, including NSF-funded initiatives to train early-career STEM equity researchers. Current projects include the BCSER Quantitative Research Methods Program (2022–2025) and collaborations on arts education impacts and intergroup relationship interventions. She advises on state-level longitudinal data systems and chairs the Maryland State Longitudinal Data System Center’s Research Branch (2013–2018).

Helen Armstrongمشاهده پروفایل

استاد

• Inclusive Design
• Machine Learning
• Digital Rights
• +۳ مورد دیگر

Helen Armstrong serves as Professor of Graphic & Experience Design and Director of the Graduate Program in Graphic & Experience Design at North Carolina State University's College of Design. Her academic leadership spans research, publication, and industry collaboration at the intersection of design and artificial intelligence. Her educational background includes an MA in English Literature from The University of Mississippi, an MA in Publication Design from the University of Baltimore, and an MFA in Graphic Design from The Maryland Institute College of Art. Armstrong's research focuses on digital rights, human-machine teaming, and accessible design, driven by her advocacy for inclusive interfaces as a parent of a child with disabilities. She explores how designers can establish leadership in AI development through human-centered approaches, particularly in explainable AI systems and trust calibration between humans and machines. Analysis of her recent publications reveals a dominant trend toward applying design principles to artificial intelligence challenges, with increasing emphasis on visualization techniques for uncertainty representation, ethical considerations in AI, and inclusive design methodologies. Her work consistently bridges theoretical frameworks with practical industry applications across diverse domains including intelligence analysis, financial services, and assistive technologies. Scientific recognition includes: University Faculty Scholar at NC State (2018) Armstrong actively mentors graduate and undergraduate students through studio courses and research projects while securing substantial industry funding. Her sponsored research portfolio features partnerships with SAS Analytics, IBM, REI, Advance Auto Parts, Sealed Air, Fidelity Investments, and the Laboratory for Analytic Sciences. Current projects address critical challenges in human-AI teaming, including visualizing confidence scores for speaker models, knowledge transfer in wealth management, and personalized shopping experiences. She maintains deep collaboration with the NC State Laboratory for Analytic Sciences (LAS) and contributes to the K-12 Design Lab initiative, extending her expertise in inclusive design to educational outreach programs and community engagement efforts.

• Educational Measurement and Evaluation
• Psychometrics
• Test Development
• +۷ مورد دیگر

Prof. Dr. Nuri Dogan is a Professor at Hacettepe University, Faculty of Education, Department of Educational Sciences, where he serves as Head of the Department of Educational Sciences since 2021 and previously as Head of the Department of Measurement and Evaluation in Education since 2019. He earned his BA (1996), MA (1999), and PhD (2002) from Hacettepe University's Department of Educational Measurement and Evaluation. After working as a research assistant (1998-2002) and lecturer (2003-2010), he became an Associate Professor in 2011 and a full Professor in 2016. He conducted post-doctoral research at University of Massachusetts-AMHERST under Ronald K. Hambleton in 2014-2015 with a TÜBİTAK scholarship. His research focuses on educational measurement and evaluation, psychometrics, test development, classical test theory, item response theory, and computerized adaptive testing. He teaches courses on measurement and evaluation in education, test development, scaling techniques, classical test theory, psychological foundations of measurement, research techniques, computerized measurement applications, and various other topics related to educational assessment. His extensive body of work demonstrates strong expertise in educational assessment methodologies, with particular emphasis on the technical aspects of measurement and evaluation. Dogan's publication record shows a clear progression from foundational work in classical test theory to more sophisticated applications in computerized adaptive testing and multistage testing. His recent work (2023-2024) reveals a strong focus on practical applications of measurement theory in large-scale assessments like PISA, with increasing integration of data mining and machine learning approaches. His research spans both theoretical psychometrics and practical applications across various educational contexts. Scientific Awards: TÜBİTAK scientist support program (BİDEP) scholarship for post-doctoral research at University of Massachusetts-AMHERST Prof. Dogan has supervised 55 graduate students (28 master's and 27 PhD candidates) whose research spans educational measurement, psychometrics, test development, and various applications of assessment methodology. His research projects include significant work on computerized adaptive testing, multistage testing, measurement invariance, and large-scale international assessments like PISA. He has received multiple research grants from TÜBİTAK and other national and international funding bodies. Prof. Dogan also chairs the Board of Directors of the Association for Measurement and Evaluation in Education and Psychology (EPODDER) and has been actively involved in numerous national and international research projects related to educational assessment and measurement.