This map shows the geographic impact of Amy Strage'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 Strage with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Amy Strage more than expected).
This network shows the impact of papers produced by Amy Strage. 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 Strage. The network helps show where Amy Strage may publish in the future.
Co-authorship network of co-authors of Amy Strage
This figure shows the co-authorship network connecting the top 25 collaborators of Amy Strage.
A scholar is included among the top collaborators of Amy Strage 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 Strage. Amy Strage is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Virick, Meghna & Amy Strage. (2016). Perceptions of Value-congruence with One's Department Chair: Does Match Matter?. The journal of faculty development. 30(1). 47–56.1 indexed citations
3.
Strage, Amy & Nadia Sorkhabi. (2016). Academic Risks Associated with Emerging Adults Seeking the College Experience.. College student journal. 50(3). 329–334.2 indexed citations
4.
Strage, Amy & Joan Merdinger. (2014). Professional Growth and Renewal for Mid-Career Faculty.. The journal of faculty development. 29(1). 41–50.18 indexed citations
Strage, Amy & Nadia Sorkhabi. (2011). Roots and Wings: Recognizing and accomodating the needs of undergraduate students. College student journal. 45(2). 341.
8.
Strage, Amy, et al.. (2009). Meeting the Need for K-8 Teachers for Classrooms with Culturally and Linguistically Diverse Students: The Promise and Challenge of Early Field Experiences.. Teacher education quarterly (Claremont, Calif.). 36(4). 119–140.20 indexed citations
9.
Strage, Amy. (2008). Traditional and Non-Traditional College Students' Descriptions of the "Ideal" Professor and the "Ideal" Course and Perceived Strengths and Limitations. College student journal. 42(1). 225.33 indexed citations
10.
Strage, Amy. (2007). E Is for Effort: Correlates of College Students' Differential Effort Expenditure across Academic Contexts.. College student journal. 41(4). 1225–1230.
11.
Strage, Amy. (2004). Long-Term Academic Benefits of Service-Learning: When and Where do They Manifest Themselves?.. College student journal. 38(2). 257.57 indexed citations
12.
Strage, Amy, et al.. (2002). Lessons learned from the "It Takes a Valley" program: recruitng and retaining future teachers to serve high-needs schools. San José State University ScholarWorks (San Jose State University). 29(3). 73–92.2 indexed citations
13.
Strage, Amy, et al.. (2002). What Every Student Affairs Professional Should Know: Student Study Activities and Beliefs Associated with Academic Success.. Journal of college student development. 43(2).12 indexed citations
14.
Strage, Amy. (2000). Service-learning as a tool for enhancing student outcomes in a college-level lecture course. San José State University ScholarWorks (San Jose State University). 7(1).11 indexed citations
15.
Strage, Amy. (2000). Service-Learning:Enhancing Student Learning Outcomes in a College-Level Lecture Course. The Journal of the Abraham Lincoln Association. 7(1). 5–13.94 indexed citations
16.
Strage, Amy. (1999). Social and academic integration and college success: Similarities and differences as a function of ethnicity and family educational background. College student journal. 33(2). 198–198.47 indexed citations
Thomas, John W., et al.. (1993). Interrelationships among students' study activities, self-concept of academic ability and achievement in high school Biology courses. Applied Cognitive Psychology. 7(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.