Mark T. Baillie
Affiliation confirmed via AI analysis of OpenAlex, ORCID, and web sources.
Assistant Professor
Also affiliated: National Institutes of Health (2007); Emory University (2010–2016); University of Washington (2000–2007); University of Arkansas System (2023)
Research Areas
Biomedical Subjects
Links
Biography and Research Information
OverviewAI-generated summary
Mark T. Baillie's research has focused on the efficacy of treatments for parasitic infestations in farmed fish and has explored various aspects of data analysis and information retrieval. He has investigated the effectiveness of emamectin benzoate against sea lice infestations on Atlantic salmon in Scotland, examining factors that influence treatment efficacy over time. His work in this area has contributed to understanding disease management in aquaculture.
Beyond his work in aquatic animal health, Baillie has explored computational topics, including personalization based on query logs and methods for retrieving information from email archives. He has also contributed to statistical software development with the creation of the R package 'ggsurvfit' for visualizing time-to-event data. His scholarship metrics include an h-index of 7, with 14 total publications and 162 citations. Baillie has served as PI on a significant National Science Foundation grant totaling nearly $2 million, focused on institutional and community transformation in STEM education, specifically supporting active learning reforms.
Metrics
- h-index: 7
- Publications: 14
- Citations: 163
Positions
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Assistant Professor 2018–presentUniversity of Arkansas at Little Rock Chemistry ORCID
Selected Publications
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The role of instructional policies and instructors’ demographics on students' perceptions of instructor universality beliefs in STEM (2026)
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The Role of Instructional Policies and Instructors’ Demographics on Students' Perceptions of Instructor Universality Beliefs in STEM (2026)
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Student-centered instructional policies are associated with more positive student perceptions of their instructor's universality beliefs, but these perceptions favor White instructors in STEM (2025)
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A more positive mindset context is associated with better student outcomes in STEM, particularly for traditional-age students (2025)
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Students Who Perceive Instructors to Have a Fixed Mindset Report a Greater Sense of Academic Misfit That Leads to Lower Chemistry Grades (2024)
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Addressing a University Department Challenge: Applying the CTeAM Key Question Matrix (2023)
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Active Learning Monitoring in Classroom Using Deep Learning Frameworks (2023)
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Perceived Barriers to Equitable Participation in the Learning Assistant Program (2023)
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Deep Learning Approaches for Classroom Audio Classification Using Mel Spectrograms (2022)
Federal Grants 1 $1,999,986 total
Collaboration Network
Top Collaborators
- Students Who Perceive Instructors to Have a Fixed Mindset Report a Greater Sense of Academic Misfit That Leads to Lower Chemistry Grades
- A more positive mindset context is associated with better student outcomes in STEM, particularly for traditional-age students
- Perceived Barriers to Equitable Participation in the Learning Assistant Program
- Student-centered instructional policies are associated with more positive student perceptions of their instructor's universality beliefs, but these perceptions favor White instructors in STEM
- The role of instructional policies and instructors’ demographics on students' perceptions of instructor universality beliefs in STEM
- Active Learning Monitoring in Classroom Using Deep Learning Frameworks
- Deep Learning Approaches for Classroom Audio Classification Using Mel Spectrograms
- Active Learning Monitoring in Classroom Using Deep Learning Frameworks
- Deep Learning Approaches for Classroom Audio Classification Using Mel Spectrograms
- The Role of Instructional Policies and Instructors’ Demographics on Students' Perceptions of Instructor Universality Beliefs in STEM
- The role of instructional policies and instructors’ demographics on students' perceptions of instructor universality beliefs in STEM
- Perceived Barriers to Equitable Participation in the Learning Assistant Program
- Perceived Barriers to Equitable Participation in the Learning Assistant Program
- Addressing a University Department Challenge: Applying the CTeAM Key Question Matrix
- Addressing a University Department Challenge: Applying the CTeAM Key Question Matrix
- Students Who Perceive Instructors to Have a Fixed Mindset Report a Greater Sense of Academic Misfit That Leads to Lower Chemistry Grades
- Student-centered instructional policies are associated with more positive student perceptions of their instructor's universality beliefs, but these perceptions favor White instructors in STEM
- The Role of Instructional Policies and Instructors’ Demographics on Students' Perceptions of Instructor Universality Beliefs in STEM
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