Dora Demszky
Assistant Professor of Education and, by courtesy, of Computer Science
Graduate School of Education
Bio
Dr. Demszky is an Assistant Professor in Education Data Science at the Graduate School of Education at Stanford University. She works on developing natural language processing methods to support equitable and student-centered instruction. She has developed tools to give feedback to teachers on dialogic instructional practices, to analyze representation in textbooks, measure the presence of dialect features in text, among others. Dr Demszky has received her PhD in Linguistics at Stanford University, supervised by Dr Dan Jurafsky. Prior to her PhD, Dr. Demszky received a BA summa cum laude from Princeton University in Linguistics with a minor in Computer Science.
Academic Appointments
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Assistant Professor, Graduate School of Education
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Assistant Professor (By courtesy), Computer Science
Honors & Awards
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Rising Star in AI for Social Good, Harvard CRCS (2021)
Professional Education
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Ph.D., Stanford University, Linguistics (2023)
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B.A., Princeton University, Linguistics (2017)
Research Interests
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Curriculum and Instruction
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Data Sciences
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Social and Emotional Learning
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Teachers and Teaching
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Technology and Education
2024-25 Courses
- Empowering Educators via Language Technology
CS 293, EDUC 473 (Win) -
Independent Studies (9)
- Directed Reading
EDUC 480 (Aut, Win, Spr, Sum) - Directed Reading in Education
EDUC 180 (Aut, Win, Spr, Sum) - Directed Research
EDUC 490 (Aut, Win, Spr, Sum) - Directed Research in Education
EDUC 190 (Aut, Win, Spr, Sum) - Independent Project
CS 399 (Aut, Win, Spr, Sum) - Independent Work
CS 199 (Aut, Win, Spr, Sum) - Senior Project
CS 191 (Aut, Win, Spr, Sum) - Supervised Undergraduate Research
CS 195 (Aut, Win, Spr, Sum) - Writing Intensive Senior Research Project
CS 191W (Aut, Win, Spr)
- Directed Reading
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Prior Year Courses
2023-24 Courses
- Education Data Science Capstone Projects
EDUC 259D (Aut) - Education Data Science Capstone Projects
EDUC 259E (Win) - Education Data Science Capstone Projects
EDUC 259F (Spr) - Empowering Educators via Language Technology
CS 293, EDUC 473 (Aut)
2022-23 Courses
- Education Data Science Capstone Projects
EDUC 259D (Aut) - Education Data Science Capstone Projects
EDUC 259E (Win) - Education Data Science Seminar
EDUC 259C (Spr)
- Education Data Science Capstone Projects
Stanford Advisees
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Doctoral Dissertation Reader (AC)
Allen Nie -
Postdoctoral Faculty Sponsor
Jim Malamut -
Master's Program Advisor
Samin Khan, Alexa Sparks -
Doctoral Dissertation Co-Advisor (AC)
Rose Wang -
Doctoral (Program)
Liliana Deonizio, Mei Tan
All Publications
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Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform
ASSOC COMPUTING MACHINERY. 2024: 632-644
View details for DOI 10.1145/3636555.3636924
View details for Web of Science ID 001179044200058
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Scaling High-Leverage Curriculum Scaffolding in Middle-School Mathematics
ASSOC COMPUTING MACHINERY. 2024: 476-480
View details for DOI 10.1145/3657604.3664698
View details for Web of Science ID 001276257200068
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Enhancing Tutoring Effectiveness Through Automated Feedback: Preliminary Findings from a Pilot Randomized Controlled Trial on SAT Tutoring
ASSOC COMPUTING MACHINERY. 2024: 422-426
View details for DOI 10.1145/3657604.3664681
View details for Web of Science ID 001276257200051
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Reframing Authority: A Computational Measure of Power-Affirming Feedback on Student Writing
ASSOC COMPUTING MACHINERY. 2024: 417-421
View details for DOI 10.1145/3657604.3664680
View details for Web of Science ID 001276257200050
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Using large language models in psychology
NATURE REVIEWS PSYCHOLOGY
2023; 2 (11): 688-701
View details for DOI 10.1038/s44159-023-00241-5
View details for Web of Science ID 001124794900011
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Can Automated Feedback Improve Teachers' Uptake of Student Ideas? Evidence From a Randomized Controlled Trial in a Large-Scale Online Course
EDUCATIONAL EVALUATION AND POLICY ANALYSIS
2023
View details for DOI 10.3102/01623737231169270
View details for Web of Science ID 000984460700001
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M-Powering Teachers: Natural Language Processing Powered Feedback Improves 1:1 Instruction and Student Outcomes
ASSOC COMPUTING MACHINERY. 2023: 59-69
View details for DOI 10.1145/3573051.3593379
View details for Web of Science ID 001125787500008
- Measuring Conversational Uptake: A Case Study on Student-Teacher Interactions Proceedings of the 59th Annual Meeting of the Association for Computational Linguistics (ACL) 2021
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Learning to Recognize Dialect Features
ASSOC COMPUTATIONAL LINGUISTICS-ACL. 2021: 2315-2338
View details for Web of Science ID 000895685602035
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Measuring Conversational Uptake: A Case Study on Student-Teacher Interactions
ASSOC COMPUTATIONAL LINGUISTICS-ACL. 2021: 1638-1653
View details for Web of Science ID 000698663100130
- Learning to Recognize Dialect Features Proceedings of the 19th Annual Conference of the North American Chapter of the Association for Computational Linguistics (NAACL) 2021
- The Role of Verb Semantics in Hungarian Verb-Object Order Proceedings of the Linguistic Society of America (LSA) 2021
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Content Analysis of Textbooks via Natural Language Processing: Findings on Gender, Race, and Ethnicity in Texas US History Textbooks
AERA OPEN
2020; 6 (3)
View details for DOI 10.1177/2332858420940312
View details for Web of Science ID 000553950300001
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GoEmotions: A Dataset of Fine-Grained Emotions
ASSOC COMPUTATIONAL LINGUISTICS-ACL. 2020: 4040-4054
View details for Web of Science ID 000570978204031
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Partelet: A Hungarian Corpus of Propaganda Texts from the Hungarian Socialist Era
EUROPEAN LANGUAGE RESOURCES ASSOC-ELRA. 2020: 2381-2388
View details for Web of Science ID 000724697203043