John Lee

h-index31
2papers
4,580citations

2 Papers

3.1LGJan 7, 2021
DICE: Deep Significance Clustering for Outcome-Aware Stratification

Yufang Huang, Kelly M. Axsom, John Lee et al.

We present deep significance clustering (DICE), a framework for jointly performing representation learning and clustering for "outcome-aware" stratification. DICE is intended to generate cluster membership that may be used to categorize a population by individual risk level for a targeted outcome. Following the representation learning and clustering steps, we embed the objective function in DICE with a constraint which requires a statistically significant association between the outcome and cluster membership of learned representations. DICE further includes a neural architecture search step to maximize both the likelihood of representation learning and outcome classification accuracy with cluster membership as the predictor. To demonstrate its utility in medicine for patient risk-stratification, the performance of DICE was evaluated using two datasets with different outcome ratios extracted from real-world electronic health records. Outcomes are defined as acute kidney injury (30.4\%) among a cohort of COVID-19 patients, and discharge disposition (36.8\%) among a cohort of heart failure patients, respectively. Extensive results demonstrate that DICE has superior performance as measured by the difference in outcome distribution across clusters, Silhouette score, Calinski-Harabasz index, and Davies-Bouldin index for clustering, and Area under the ROC Curve (AUC) for outcome classification compared to several baseline approaches.

5.6AIFeb 1, 2017
Blue Sky Ideas in Artificial Intelligence Education from the EAAI 2017 New and Future AI Educator Program

Eric Eaton, Sven Koenig, Claudia Schulz et al.

The 7th Symposium on Educational Advances in Artificial Intelligence (EAAI'17, co-chaired by Sven Koenig and Eric Eaton) launched the EAAI New and Future AI Educator Program to support the training of early-career university faculty, secondary school faculty, and future educators (PhD candidates or postdocs who intend a career in academia). As part of the program, awardees were asked to address one of the following "blue sky" questions: * How could/should Artificial Intelligence (AI) courses incorporate ethics into the curriculum? * How could we teach AI topics at an early undergraduate or a secondary school level? * AI has the potential for broad impact to numerous disciplines. How could we make AI education more interdisciplinary, specifically to benefit non-engineering fields? This paper is a collection of their responses, intended to help motivate discussion around these issues in AI education.