Amy Wilson‐Lopez
- Architecture top 1%
- Engineering Education and Pedagogy 6
- Media Technology top 5%
- Engineering Education and Curriculum Development 14
- Safety Research top 10%
- Career Development and Diversity 3
- Education top 5%
- Problem and Project Based Learning 4
-
- Educational Strategies and Epistemologies 4
- Innovative Teaching and Learning Methods 3
-
- Biomedical and Engineering Education 5
-
- Design Education and Practice 4
- Co-authors
- Joel MejiaG. Sue KasunAngela MinichielloThomas W. BeanRenata ReveloChristine HaileyOenardi Lawanto
- Partner nations
- United StatesSouth SudanRussia
In The Last Decade
Amy Wilson‐Lopez
27 papers receiving 275 citations
Peers
Comparison fields: 5 of 47
- Architecture 46
- Media Technology 89
- Safety Research 65
- Education 167
- Developmental and Educational Psychology 56
Countries citing papers authored by Amy Wilson‐Lopez
This map shows the geographic impact of Amy Wilson‐Lopez'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 Wilson‐Lopez with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Amy Wilson‐Lopez more than expected).
Fields of papers citing papers by Amy Wilson‐Lopez
This network shows the impact of papers produced by Amy Wilson‐Lopez. 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 Wilson‐Lopez. The network helps show where Amy Wilson‐Lopez may publish in the future.
Co-authorship network
The 7 scholars most cited alongside Amy Wilson‐Lopez, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
| # | Work | ||
|---|---|---|---|
| 1 | 2024 | 0 | |
| 2 | 2024 | 0 | |
| 3 | 2022 | 1 | |
| 4 | Supporting Emergent Students in Technology and Engineering Classes. | 2020 | 1 |
| 5 | 2020 | 2 | |
| 6 | 2020 | 16 | |
| 7 | 2020 | 7 | |
| 8 | 2020 | 20 | |
| 9 | 2020 | 1 | |
| 10 | 2019 | 1 | |
| 11 | 2018 | 1 | |
| 12 | 2018 | 0 | |
| 13 | 2018 | 3 | |
| 14 | 2017 | 12 | |
| 15 | 2017 | 33 | |
| 16 | 2016 | 96 | |
| 17 | 2015 | 16 | |
| 18 | Fostering engineering design thinking through literacy instruction for elementary students | 2015 | 1 |
| 19 | Fundamental literacies in English learners' engineering design work | 2015 | 2 |
| 20 | 2015 | 17 |
About Amy Wilson‐Lopez
Amy Wilson‐Lopez is a scholar working on Architecture, Media Technology and Developmental and Educational Psychology, having authored 31 papers that have together received 296 indexed citations. Recurring topics across this work include Engineering Education and Curriculum Development (14 papers), Engineering Education and Pedagogy (6 papers), Biomedical and Engineering Education (5 papers), Educational Strategies and Epistemologies (4 papers), Problem and Project Based Learning (4 papers), Design Education and Practice (4 papers), Career Development and Diversity (3 papers) and Innovative Teaching and Learning Methods (3 papers). The work is most often cited by research in Architecture (46 citations), Media Technology (89 citations) and Safety Research (65 citations). Amy Wilson‐Lopez has collaborated with scholars based in United States, South Sudan and Russia. Frequent co-authors include Joel Mejia, G. Sue Kasun, Angela Minichiello, Thomas W. Bean, Renata Revelo, Christine Hailey and Oenardi Lawanto.
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.