Cheryl Cass

688 total citations
37 papers, 489 citations indexed

About

Cheryl Cass is a scholar working on Safety Research, Education and General Health Professions. According to data from OpenAlex, Cheryl Cass has authored 37 papers receiving a total of 489 indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Safety Research, 11 papers in Education and 8 papers in General Health Professions. Recurrent topics in Cheryl Cass's work include Career Development and Diversity (23 papers), Doctoral Education Challenges and Solutions (8 papers) and Engineering Education and Curriculum Development (7 papers). Cheryl Cass is often cited by papers focused on Career Development and Diversity (23 papers), Doctoral Education Challenges and Solutions (8 papers) and Engineering Education and Curriculum Development (7 papers). Cheryl Cass collaborates with scholars based in United States and South Sudan. Cheryl Cass's co-authors include Zahra Hazari, Karen J. L. Burg, Adam Kirn, Heather Perkins, Philip M. Sadler, Gerhard Sonnert, Jennifer Cribbs, Richard E. Groff, Brian W. Booth and Timothy C. Burg and has published in prestigious journals such as Philosophical Transactions of the Royal Society A Mathematical Physical and Engineering Sciences, Journal of Research in Science Teaching and International Journal of Science Education.

In The Last Decade

Cheryl Cass

33 papers receiving 476 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Cheryl Cass United States 13 245 197 83 79 74 37 489
Tamara Floyd‐Smith United States 11 121 0.5× 185 0.9× 45 0.5× 211 2.7× 18 0.2× 21 556
Reagan Curtis United States 15 46 0.2× 327 1.7× 35 0.4× 72 0.9× 18 0.2× 46 828
Tamara Knott United States 7 127 0.5× 159 0.8× 84 1.0× 52 0.7× 9 0.1× 23 401
Grant E. Gardner United States 17 64 0.3× 478 2.4× 41 0.5× 165 2.1× 34 0.5× 49 804
Lesley H. Parker Australia 13 209 0.9× 395 2.0× 95 1.1× 35 0.4× 27 0.4× 23 652
Deborah Kilgore United States 13 77 0.3× 328 1.7× 43 0.5× 79 1.0× 22 0.3× 37 675
Deborah Follman United States 8 159 0.6× 184 0.9× 104 1.3× 52 0.7× 14 0.2× 16 531
Mara H. Wasburn United States 11 263 1.1× 351 1.8× 32 0.4× 20 0.3× 22 0.3× 37 633
Irene Mena United States 7 85 0.3× 174 0.9× 27 0.3× 30 0.4× 16 0.2× 26 304
Bryce Hughes United States 10 217 0.9× 168 0.9× 35 0.4× 19 0.2× 27 0.4× 47 516

Countries citing papers authored by Cheryl Cass

Since Specialization
Citations

This map shows the geographic impact of Cheryl Cass'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 Cheryl Cass with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Cheryl Cass more than expected).

Fields of papers citing papers by Cheryl Cass

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Cheryl Cass. 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 Cheryl Cass. The network helps show where Cheryl Cass may publish in the future.

Co-authorship network of co-authors of Cheryl Cass

This figure shows the co-authorship network connecting the top 25 collaborators of Cheryl Cass. A scholar is included among the top collaborators of Cheryl Cass 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 Cheryl Cass. Cheryl Cass is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Perkins, Heather, et al.. (2023). Engineer identity and degree completion intentions in doctoral study. Journal of Engineering Education. 112(2). 445–461. 4 indexed citations
2.
Perkins, Heather, et al.. (2021). Inequity in graduate engineering identity: Disciplinary differences and opportunity structures. Journal of Engineering Education. 110(4). 949–976. 18 indexed citations
3.
Perkins, Heather, et al.. (2020). An Intersectional Approach to Exploring Engineering Graduate Students’ Identities and Academic Relationships. International Journal of Gender, Science, and Technology. 11(3). 440–465. 12 indexed citations
4.
Perkins, Heather, et al.. (2020). Board 121: Exploring Hypotheses Regarding Engineering Graduate Students’ Identities, Motivations, and Experiences: The GRADs Project. Papers on Engineering Education Repository (American Society for Engineering Education).
5.
Perkins, Heather, et al.. (2020). Engineering Graduate Students’ Salient Identities as Predictors of Perceived Task Difficulty. Papers on Engineering Education Repository (American Society for Engineering Education). 4 indexed citations
6.
7.
Perkins, Heather, et al.. (2020). WIP: A Case for Disaggregating Demographic Data. Papers on Engineering Education Repository (American Society for Engineering Education). 1 indexed citations
8.
Benson, Lisa, et al.. (2020). Teachers As Scientists: A Qualitative Study Of Outcomes For An Ret Program. Papers on Engineering Education Repository (American Society for Engineering Education). 15.1165.1–15.1165.9. 1 indexed citations
9.
Kirn, Adam, James Huff, Allison Godwin, Monique Ross, & Cheryl Cass. (2019). Exploring tensions of using interpretative phenomenological analysis in a domain with conflicting cultural practices. Qualitative Research in Psychology. 16(2). 305–324. 14 indexed citations
10.
Perkins, Heather, et al.. (2019). Variance in Engineering Identity in Master’s Degree-Seeking Engineering Students. 1–7. 4 indexed citations
11.
Kirn, Adam, Allison Godwin, Cheryl Cass, Monique Ross, & James Huff. (2018). Mindful Methodology: A transparent dialogue on Adapting Interpretative Phenomenological Analysis for Engineering Education Research. 9 indexed citations
12.
Wang, Jianlan, Zahra Hazari, Cheryl Cass, & Robynne Lock. (2018). Episodic memories and the longitudinal impact of high school physics on female students’ physics identity. International Journal of Science Education. 40(13). 1543–1566. 17 indexed citations
13.
Perkins, Heather, et al.. (2018). The Role of Engineering Doctoral Students' Future Goals on Perceived Task Usefulness. 16 indexed citations
14.
Hazari, Zahra & Cheryl Cass. (2018). Towards Meaningful Physics Recognition: What does this recognition actually look like?. The Physics Teacher. 56(7). 442–446. 44 indexed citations
15.
Cribbs, Jennifer, Cheryl Cass, Zahra Hazari, Philip M. Sadler, & Gerhard Sonnert. (2016). Mathematics Identity and Student Persistence in Engineering. International journal of engineering education. 32(1). 163–171. 22 indexed citations
16.
Hazari, Zahra, et al.. (2014). Obscuring Power Structures in the Physics Classroom: Implications for Student Engagement and Physics Identity Development. The Physics Video Demonstration Database (Cornell University). 9–12.
17.
Groff, Richard E., et al.. (2012). A Quantitative Metric for Pattern Fidelity of Bioprinted Cocultures. Artificial Organs. 36(6). E151–62. 5 indexed citations
18.
Cass, Cheryl, Zahra Hazari, Jennifer Cribbs, Philip M. Sadler, & Gerhard Sonnert. (2011). Examining the impact of mathematics identity on the choice of engineering careers for male and female students. F2H–1. 68 indexed citations
19.
20.
Cass, Cheryl, et al.. (2010). The Normal Microenvironment Directs Mammary Gland Development. Journal of Mammary Gland Biology and Neoplasia. 15(3). 291–299. 20 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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Breakdown of academic impact, for papers by Tamara Floyd‐Smith Breakdown of academic impact, for papers by Reagan Curtis Breakdown of academic impact, for papers by Tamara Knott Breakdown of academic impact, for papers by Grant E. Gardner Breakdown of academic impact, for papers by Lesley H. Parker Breakdown of academic impact, for papers by Deborah Kilgore Breakdown of academic impact, for papers by Deborah Follman Breakdown of academic impact, for papers by Mara H. Wasburn Breakdown of academic impact, for papers by Irene Mena Breakdown of academic impact, for papers by Bryce Hughes
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