Amy Harder

938 total citations
100 papers, 583 citations indexed

About

Amy Harder is a scholar working on General Agricultural and Biological Sciences, Education and Social Psychology. According to data from OpenAlex, Amy Harder has authored 100 papers receiving a total of 583 indexed citations (citations by other indexed papers that have themselves been cited), including 69 papers in General Agricultural and Biological Sciences, 30 papers in Education and 8 papers in Social Psychology. Recurrent topics in Amy Harder's work include Diverse Educational Innovations Studies (59 papers), Agricultural Innovations and Practices (17 papers) and Service-Learning and Community Engagement (16 papers). Amy Harder is often cited by papers focused on Diverse Educational Innovations Studies (59 papers), Agricultural Innovations and Practices (17 papers) and Service-Learning and Community Engagement (16 papers). Amy Harder collaborates with scholars based in United States and Trinidad and Tobago. Amy Harder's co-authors include T. Grady Roberts, Robert Strong, Nick Place, Scott D. Scheer, Alexa J. Lamm, Hannah Carter, Wayne Ganpat, Nicole Stedman, Jeff Goodwin and James R. Lindner and has published in prestigious journals such as SHILAP Revista de lepidopterología, International Journal of Agricultural Sustainability and The Journal of Agricultural Education and Extension.

In The Last Decade

Amy Harder

88 papers receiving 489 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Amy Harder United States	12	339	158	66	65	49	100	583
Gary Wingenbach United States	12	183 0.5×	227 1.4×	53 0.8×	46 0.7×	54 1.1×	70	596
Kevan W. Lamm United States	12	137 0.4×	100 0.6×	107 1.6×	45 0.7×	21 0.4×	91	457
Burton E. Swanson United States	11	586 1.7×	40 0.3×	50 0.8×	20 0.3×	22 0.4×	36	824
William M. Rivera United States	17	696 2.1×	70 0.4×	62 0.9×	13 0.2×	26 0.5×	55	987
Kathleen D. Kelsey United States	11	128 0.4×	198 1.3×	33 0.5×	47 0.7×	48 1.0×	65	410
Fernando Landini Argentina	16	420 1.2×	95 0.6×	93 1.4×	32 0.5×	15 0.3×	87	659
Julia Bello‐Bravo United States	12	128 0.4×	46 0.3×	71 1.1×	9 0.1×	25 0.5×	52	464
Alison Sewell New Zealand	9	172 0.5×	125 0.8×	46 0.7×	24 0.4×	5 0.1×	21	430
Ahmad Rezvanfar Iran	11	129 0.4×	143 0.9×	33 0.5×	17 0.3×	5 0.1×	54	522
Theresa Pesl Murphrey United States	10	115 0.3×	187 1.2×	78 1.2×	24 0.4×	17 0.3×	63	400

Countries citing papers authored by Amy Harder

Since Specialization

Citations

This map shows the geographic impact of Amy Harder's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Amy Harder with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Amy Harder more than expected).

Fields of papers citing papers by Amy Harder

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Amy Harder. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Amy Harder. The network helps show where Amy Harder may publish in the future.

Co-authorship network of co-authors of Amy Harder

This figure shows the co-authorship network connecting the top 25 collaborators of Amy Harder. A scholar is included among the top collaborators of Amy Harder based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Amy Harder. Amy Harder is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Harder, Amy, et al.. (2025). Decision-making and data quality: Applying fraud response strategies to clean survey panel data. SHILAP Revista de lepidopterología. 6(1). 97–108.

Harder, Amy, et al.. (2024). Analyzing and visualizing repeated-measures needs assessment data using the ranked discrepancy model. SHILAP Revista de lepidopterología. 5(2). 105–118. 1 indexed citations

Harder, Amy, et al.. (2023). Exploring the Possibilities of a Standardized Questionnaire for Assessing Residents’ Needs. Journal of Extension. 61(2). 3 indexed citations

Harder, Amy, T. Grady Roberts, & James R. Lindner. (2021). Commonly Accepted Theories, Models, and Philosophies: The Subjective Norms of Our Discipline. Journal of Agricultural Education. 62(1). 196–211.

Harder, Amy, et al.. (2020). Personal Health, Role, and Time Management Competency Training Needs of Florida Extension Agents.. The Journal of Extension. 58(1). 1 indexed citations

Harder, Amy, et al.. (2020). Communication Behaviors of County Extension Directors Post-Hurricane. Journal of Applied Communications. 104(2). 2 indexed citations

Harder, Amy, et al.. (2020). Personal Health, Role, and Time Management Competency Training Needs of Extension Agents in Florida. Journal of Extension. 58(1). 2 indexed citations

Harder, Amy, et al.. (2020). Existing Data Sources as Tools for Entry-Stage Extension Professionals. Journal of Extension. 58(6). 2 indexed citations

Harder, Amy, et al.. (2019). Floridian Producers’ Concerns About the Food Safety Modernization Act. Food Protection Trends. 39(3). 237–244. 5 indexed citations

10.

Harder, Amy. (2019). Public Value and Partnerships: Critical Components of Extension's Future. Journal of Extension. 57(3). 4 indexed citations

11.

Harder, Amy, et al.. (2017). What Is Professional Development Worth? Calculating the Value of Onboarding Programs in Extension. Journal of Extension. 55(1). 1 indexed citations

12.

Harder, Amy, et al.. (2015). Does study abroad increase employability. 59(1). 41–48. 15 indexed citations

13.

Harder, Amy, et al.. (2014). Why Work for Extension? An Examination of Job Satisfaction and Motivation in a Statewide Employee Retention Study. Journal of Extension. 52(3). 9 indexed citations

14.

Harder, Amy, et al.. (2013). An Assessment of Extension Officers’ Self-Perceived Programming Competencies in Selected Caribbean Countries. Journal of International Agricultural and Extension Education. 20(1). 33–46. 4 indexed citations

15.

Roberts, T. Grady, et al.. (2013). Competencies and Experiences Needed by Entry Level International Agricultural Development Practitioners. Journal of International Agricultural and Extension Education. 20(1). 19–32. 5 indexed citations

16.

Harder, Amy, et al.. (2013). Problems Impacting Extension Program Quality at the County Level: Results from an Analysis of County Program Reviews Conducted in Florida. Journal of Extension. 51(1). 8 indexed citations

17.

Strong, Robert & Amy Harder. (2011). The Effects of Florida Master Gardener Characteristics and Motivations on Program Participation. Journal of Extension. 49(5). 4 indexed citations

18.

Harder, Amy, et al.. (2011). Necessary Pre-Entry Competencies as Perceived by Florida Extension Agents. Journal of Extension. 49(5). 26 indexed citations

19.

Lamm, Alexa J., Amy Harder, Tracy Irani, & T. Grady Roberts. (2011). Developing Strong International Agricultural Education Programs by Understanding Cognition. Journal of International Agricultural and Extension Education. 18(2). 30–44. 4 indexed citations

20.

Harder, Amy, et al.. (2005). Student Learning as a Result of Experiential Education. The Agricultural education magazine. 78(3). 6. 2 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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