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Delaware is positioning itself as a “living lab” where academia, health systems and government
collaborate to shape the future of artificial-intelligence-enabled health care.
The latest issue of the Delaware Journal of Public Health, guest edited by University of Delaware computer scientists Weisong Shi and Yixiang Deng, brings together 16 articles from researchers, clinicians, policymakers and industry leaders examining how AI and big data are reshaping health care.
The issue, debuting this month, balances Delaware-specific topics with broader perspectives, highlighting three levels of impact: what Delaware can expect in the coming years, what other states can learn from Delaware’s approach and how UD research is advancing AI for health through collaborations.
“At UD, we don’t work in isolation. We’re working closely with health care systems so that innovation happens together from the beginning,” says Shi, Alumni Distinguished Professor and Chair of UD’s Department of Computer and Information Sciences.
Highlights from the issue include: The nation’s first nursing fellowship in robotics – ChristianaCare, Delaware’s largest health system, created an eight-month fellowship to train bedside nurses to conduct applied robotics research. Nurses who completed the program reported higher job satisfaction, improved well-being and greater professional confidence, suggesting programs like this may help retain the bedside workforce and reduce nationwide staffing shortages. Wheelchairs that navigate hospitals on their own – UD researchers developed a prototype autonomous wheelchair that combines onboard sensors and computing with software that interprets spoken directions from users, a step toward moving beyond systems that only work in controlled environments. To operate effectively in health care settings, the researchers say, wheelchairs must be able to navigate crowded hallways, interact with doors and elevators and recover safely when sensors or navigation systems fail. Smarter insulin dosing for type 1 diabetes – Researchers are developing computer models to predict blood sugar (glucose) trends and guide insulin delivery, but must address issues such as noisy data, reliable real-time prediction and the computational limits of wearable devices. A review by UD researchers and colleagues emphasizes the importance of interdisciplinary collaboration, standardized datasets, advances in computational infrastructure and clinical validation to turn these models into practical tools that improve patient care. To interview Shi about AI in health care and the new DJPH issue, click his profile or email MediaRelations@udel.edu. ABOUT WEISONG SHI Weisong Shi is an Alumni Distinguished Professor and Chair of the Department of Computer and Information Sciences at the University of Delaware. He leads the Connected and Autonomous Research Laboratory. He is an internationally renowned expert in edge computing, autonomous driving and connected health. His pioneering paper, “Edge Computing: Vision and Challenges,” has been cited over 10,000 times.
In classrooms, not every meaningful learning moment can be planned. At the University of Delaware, educator and researcher Chad Davidson is exploring how spontaneous, lighthearted interactions between teachers and students can open the door to deeper understanding in real time. His recent paper in Language Teaching and Educational Research, "Exploring Spontaneous Acts of Lightheartedness in EFL Classrooms: A Reflective Duoethnography", examines how these unscripted moments – rooted in trust, positivity and a willingness to embrace the unexpected – help create environments where students feel comfortable taking the risks essential to learning. In this Q&A, Davidson discusses the inspiration behind his research, what he’s discovered about these classroom dynamics and how they could shape teaching practices moving forward.
Q: What is the focus of this research, and why is it important? Davidson: Spontaneous acts of lightheartedness promote real-time learning because it's being open to the unknown in positive ways since the true dynamic of every classroom brings continuous unknowns: A teacher never knows 100% how the students will react (these students, in these moods, on this day, etc.), how quickly they will learn or pick up on something or not. A teacher, hence, spontaneously responds in real-time to the until-then-unknown student reactions in order for those particular students best to then grasp the concept or skill that is the present goal (or “learning objective”) that those students grasp. The hope is that the teacher's spontaneous response (as it often is with many teachers) is positive and lighthearted in order to foster students to also be open to such unpredictability in the classroom and to foster students' comfortability with the vulnerability to be open to taking spontaneous risks that are necessary for that transformation that we call learning – transforming from lack of knowledge to knowledge, from lack of understanding to understanding, from lack of mastery to further mastery.
Q: What are some key findings or developments? Davidson: Realizing the essential features that make up spontaneous lighthearted classroom acts; for example, these acts must include trust of the student(s) and from the student(s), and the acts must have good-intentions of creating or maintaining a relaxed environment conducive to safely taking risks for potential learning.
Q: How could this work potentially impact the field or the wider public? Davidson: This could foster this act type in classrooms. That is, hopefully more teacher-practitioners will allow themselves and their students to freely enact these in their daily in-class teaching/learning-attempts.
Q: What are the next steps or upcoming milestones in your research? Davidson: We incorporated some valuable insights of Mexican philosopher Jorge Portilla. While there is a glut of usage of German, French, British and American philosophers, there is almost no usage of Hispanic or Latin American philosophers in education literature. It would be great to do more work that makes use of the profound thought in the works of Latin/Hispanic philosophers. For me, this would be continuing to go more deeply in applying Jorge Portilla's thought to philosophy of education, such as to classroom management.
ABOUT CHAD DAVIDSON Instructor Chad C. Davidson has a Ph.D. in curriculum and instruction with an emphasis in philosophy of language education. He has 17 years of language teaching experience, primarily in teaching and curriculum creation for English for Academic Purposes at various colleges and universities across America (University of Delaware, Kansas State University, Georgia Tech, North Orange County Community College, Johnson County Community College), in Russia (Udmurt State University), and in Turkey (Mus Alparslan University). Moreover, he has studied languages at the following universities abroad: Universidad Autónoma de Guadalajara in Mexico, Universidade do Porto in Portugal, and Aristotle University of Thessaloniki in Greece.
To speak with Davidson about his work and the importance of spontaneous acts of lightheartedness, reach out to MediaRelations@udel.edu.
"Right now, storytelling is critical. Language learning is highly personal, and it’s the person-to-person relationships that grease the wheels," says Cheryl Ernst, director of the English Language Institute at the University of Delaware. She recently published English Language Programs as Facilitators of Soft Diplomacy in Innovations in Star Scholars Press. Here's how she's discussing this important topic.
Q: What is the focus of this research, and why is it important? Ernst: ELI and other English language programs provide the ideal space for communication development, cross cultural appreciation, gaining life skills, and raising awareness about people beyond the media.
Post pandemic, we’re hearing across campus how individuals feel less connected, and in English language classrooms, connection is critical. Language is only learned through production and practice since it’s a skill that needs to be honed. In language, there is no such thing as perfect. In our classrooms, English is the common goal, and everyone comes to that space at their own levels and overflowing with imperfection. Our students learn to use their vulnerability as a tool. They learn the value of a growth mindset living in a culture that is different from their own, and with that comes an appreciation for difference, respect for others, trust, human-to-human communication.
Q: What inspired this research? Ernst: More than 30 years of observation, conversations, experiences, and personal relationships. There was no term to describe the skills English language programs teach beyond grammar (what’s perceived, anyway). Terms like personal diplomacy, person-to-person diplomacy, civic diplomacy, and the like happens all the time and oversimplifies what we do. In my readings, I started to see overlaps between soft power and diplomacy, which led to the concept of Soft Diplomacy. Then what distinguishes Soft Diplomacy from other more common monikers are the variety of skills that happen organically in our classrooms that we rarely acknowledge and students may not recognize.
Q: What are some key findings or developments? Ernst: Institutionally, ELPs can do better highlighting the skills beyond English that we teach organically or deliberately.
Q: How could this work potentially impact the field or the wider public? Ernst: Respecting ELPs for the space they provide and the skills they offer. It’s not “just English,” rather is learning to communicate in a common language and with people from around the globe.
I’d like people to realize that relationships are foundational, that there are common values across nations and that differences are not bad. What version of English is “correct” British or American dialects (the New York? Wisconsin? Alabama? Iowa?).
Q: What are the next steps or upcoming milestones in your research? Ernst: A former student and I have launched a podcast series called Soft Diplomacy in Action that focuses on personal stories from those who work in international education. We’ve interviewed an ELI associate professor from Morocco, the UD coordinator of the Mandela Fellows program, a professor who sees (and lives) the diplomatic value of sports, and a retired English language professional. We’re looking forward to continuing these conversations with individuals from a variety of disciplines that also work in this space but through different lenses.
ABOUT CHERYL ERNST Cheryl Ernst is the director of the English Language Institute at the University of Delaware where she and her colleagues and students practice Soft Diplomacy every day. Her professional areas of interest include program administration and international marketing, teacher training and working with international teaching assistants, curriculum design, and advanced level academic English (graduate levels).
To speak with Ernst her work and the importance of Soft Diplomacy, reach out to MediaRelations@udel.edu.
