Jason Martin
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Researcher
Also affiliated: University of Southern California (2025); St. Michael's Hospital (2017–2019); Ascension (2021); University of Alabama (2006); University of Toronto (2015–2022); University of South Florida (1998); Janssen (United Kingdom) (2014–2024); Johnson & Johnson (United Kingdom) (2025); Conway School of Landscape Design (2012–2022); McMaster University (2012)
Faculty Researcher
Research Areas
Biomedical Subjects
Links
Biography and Research Information
OverviewAI-generated summary
Jason Martin's research focuses on cancer treatment and pharmacology, with a particular emphasis on bladder cancer and prostate cancer. He has published findings from studies investigating TAR-200, an investigational drug used for Bacillus Calmette-Guérin–unresponsive high-risk non–muscle-invasive bladder cancer. His work includes reporting on durability, patient-reported outcomes, and specific patient populations within clinical trials such as the SunRISe-1 and ATLAS studies. These studies involve evaluating the efficacy of novel therapeutic agents, including abiraterone acetate and apalutamide, in combination with other treatments like androgen deprivation therapy and radiation therapy.
Beyond his clinical research, Martin's publication record indicates an interest in diverse areas. He has contributed to work on the conversion of biomass to bio-ethanol, suggesting an engagement with bio-refinery technologies and renewable energy. Additionally, he has explored educational topics, specifically the relationship between intellectual need and undergraduate students' learning of calculus. His scholarship metrics include an h-index of 13, with over 52 publications and more than 1,300 citations. Martin has also been awarded a National Science Foundation CAREER grant for research into the molecular regulation of plant invasion by the blast fungus Magnaporthe Oryzae.
Metrics
- h-index: 13
- Publications: 52
- Citations: 1,330
Selected Publications
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Attentive fidelity and the coordination of attentive and conceptual processes in learning from mathematics videos lessons (2026)
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Interactions between cognitive disequilibrium, interactivity with instructional videos, and learning (2025)
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Teaching practice aimed at promoting student engagement with metarules of defining (2024)
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Observing Intellectual Need and its Relationship with Undergraduate Students’ Learning of Calculus (2022)
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Problems and solutions in students’ reinvention of a definition for sequence convergence (2013)
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Differences between experts’ and students’ conceptual images of the mathematical structure of Taylor series convergence (2012)
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Comments on the molecular geometry of ferrocene: The dangers of using quantum chemistry programs as black boxes (2008)
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Ligand Redox Effects in the Synthesis, Electronic Structure, and Reactivity of an Alkyl−Alkyl Cross-Coupling Catalyst (2006)
Federal Grants 1 $943,941 total
Collaboration Network
Top Collaborators
- Observing Intellectual Need and its Relationship with Undergraduate Students’ Learning of Calculus
- Interactions between cognitive disequilibrium, interactivity with instructional videos, and learning
- Attentive fidelity and the coordination of attentive and conceptual processes in learning from mathematics videos lessons
- Observing Intellectual Need and its Relationship with Undergraduate Students’ Learning of Calculus
- Interactions between cognitive disequilibrium, interactivity with instructional videos, and learning
- Attentive fidelity and the coordination of attentive and conceptual processes in learning from mathematics videos lessons
- Observing Intellectual Need and its Relationship with Undergraduate Students’ Learning of Calculus
- Interactions between cognitive disequilibrium, interactivity with instructional videos, and learning
- Observing Intellectual Need and its Relationship with Undergraduate Students’ Learning of Calculus
- Teaching practice aimed at promoting student engagement with metarules of defining
- Teaching practice aimed at promoting student engagement with metarules of defining
- Teaching practice aimed at promoting student engagement with metarules of defining
- Interactions between cognitive disequilibrium, interactivity with instructional videos, and learning
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