Ella L. Ingram

409 total citations
29 papers, 252 citations indexed

About

Ella L. Ingram is a scholar working on Education, Media Technology and Developmental and Educational Psychology. According to data from OpenAlex, Ella L. Ingram has authored 29 papers receiving a total of 252 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 7 papers in Media Technology and 4 papers in Developmental and Educational Psychology. Recurrent topics in Ella L. Ingram's work include Engineering Education and Curriculum Development (7 papers), Education and Critical Thinking Development (4 papers) and Innovative Teaching Methods (3 papers). Ella L. Ingram is often cited by papers focused on Engineering Education and Curriculum Development (7 papers), Education and Critical Thinking Development (4 papers) and Innovative Teaching Methods (3 papers). Ella L. Ingram collaborates with scholars based in United States and Australia. Ella L. Ingram's co-authors include Craig E. Nelson, Julia Williams, Elizabeth Litzler, Alan C. Love, Nadia Kellam, Edward Berger, Craig E. Nelson, Donna Riley, James Sweeney and Susan Lord and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Research in Science Teaching and Research in Higher Education.

In The Last Decade

Ella L. Ingram

25 papers receiving 223 citations

Peers

Ella L. Ingram

HPS

EDUCA

SPS

DEP

Lee Meadows United States

Lisa A. Borgerding United States

M. Jenice Goldston United States

Lisa Martin‐Hansen United States

Steffen Tröbst Germany

Pablo Antonio Archila Colombia

Simone Abels Germany

P. James Gaskell Canada

Margareta Enghag Sweden

Hagop A. Yacoubian Lebanon

Lee Meadows United States

Ella L. Ingram

144 ×1.1

HPS

203 ×1.7

EDUCA

104 ×1.0

63 ×1.1

SPS

60 ×1.3

DEP

Citations per year, relative to Ella L. Ingram Ella L. Ingram (= 1×) peers Lee Meadows

Countries citing papers authored by Ella L. Ingram

Since Specialization

Citations

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

Fields of papers citing papers by Ella L. Ingram

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Ella L. Ingram. 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 Ella L. Ingram. The network helps show where Ella L. Ingram may publish in the future.

Co-authorship network of co-authors of Ella L. Ingram

This figure shows the co-authorship network connecting the top 25 collaborators of Ella L. Ingram. A scholar is included among the top collaborators of Ella L. Ingram 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 Ella L. Ingram. Ella L. Ingram 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

Ingram, Ella L., et al.. (2024). Why We Failed: Barriers to Participation, Management, and Sustainability of an Immersive Faculty Experience Supporting Graduate Student Professional Development. 2021 ASEE Virtual Annual Conference Content Access Proceedings. 1 indexed citations

Litzler, Elizabeth, et al.. (2020). Developing a Shared Vision for Change: Moving toward Inclusive Empowerment. Research in Higher Education. 62(2). 206–229. 19 indexed citations

Ingram, Ella L., Richard House, Stephen F. Chenoweth, et al.. (2020). From Faculty to Change Agent: Lessons Learned in the Development and Implementation of a Change Workshop. Papers on Engineering Education Repository (American Society for Engineering Education). 24.630.1–24.630.12.

Williams, Julia, et al.. (2020). Forming Strategic Partnerships: New Results from the Revolutionizing Engineering and Computer Science Departments Participatory Action Research. Rose-Hulman Scholar (Rose–Hulman Institute of Technology). 4 indexed citations

Ingram, Ella L., et al.. (2020). Lean LaunchPad and Customer Discovery as a Form of Qualitative Research. Rose-Hulman Scholar (Rose–Hulman Institute of Technology). 2 indexed citations

Ingram, Ella L., et al.. (2020). Graduate Student and Faculty Member: An Exploration of Career and Personal Decisions. Papers on Engineering Education Repository (American Society for Engineering Education). 24.651.1–24.651.16. 7 indexed citations

Ingram, Ella L., et al.. (2018). Board # 60: Learning to Make Change by Revolutionizing Departments: Initial Team Experiences. Rose-Hulman Scholar (Rose–Hulman Institute of Technology). 2 indexed citations

Cross, Kelly, et al.. (2017). Panel: Influencing culture and curriculum via revolution. Scholar Works (Boise State University). 59. 1–8. 1 indexed citations

Ingram, Ella L., et al.. (2017). Increase your project's success through coordinated communication: Research and practice. 1–2. 1 indexed citations

10.

Ingram, Ella L., et al.. (2017). Undergraduate research training workshop. Rose-Hulman Scholar (Rose–Hulman Institute of Technology). 42. 1–7.

11.

Ingram, Ella L., et al.. (2016). Cross-Disciplinary Exploration and Application of Reflection as a High Impact Pedagogy. SHILAP Revista de lepidopterología. 11. 29–47. 4 indexed citations

12.

Ingram, Ella L.. (2016). Panel: Changing your department: Examples from Revolutionizing Engineering Departments. Rose-Hulman Scholar (Rose–Hulman Institute of Technology). 6. 1–2. 1 indexed citations

13.

Ingram, Ella L., et al.. (2009). A Statistical Analysis of Student Questions in a Cell Biology Laboratory. CBE—Life Sciences Education. 8(2). 131–139. 9 indexed citations

14.

Ingram, Ella L. & Craig E. Nelson. (2006). Using Discussions of Multiple Choice Questions to Help Students Identify Misconceptions & Reconstruct Their Understanding. The American Biology Teacher. 68(5). 275–279. 1 indexed citations

15.

Ingram, Ella L. & Craig E. Nelson. (2006). USING DISCUSSIONS OF Multiple Choice Questions To Help Students Identify Misconceptions & Reconstruct Their Understanding. The American Biology Teacher. 68(5). 275–275. 4 indexed citations

16.

Flory, S. Luke, et al.. (2005). Hands-on in the Non-Laboratory Classroom Reconstructing Plant Phylogenies Using Morphological Characters. The American Biology Teacher. 67(9). 542–547. 2 indexed citations

17.

Ingram, Ella L. & Craig E. Nelson. (2005). Relationship between achievement and students' acceptance of evolution or creation in an upper‐level evolution course. Journal of Research in Science Teaching. 43(1). 7–24. 147 indexed citations

18.

Ingram, Ella L., et al.. (2004). Fostering Inquiry in Nonlaboratory Settings: Creating Student-Centered Activities.. The journal of college science teaching. 34(1). 39–43. 7 indexed citations

19.

Love, Alan C., et al.. (2004). Fostering inquiry in nonlaboratory settings. 34. 6 indexed citations

20.

Ingram, Ella L., et al.. (1987). Observational Learning by Children Who Are Mentally Retarded: A Study in the Training of Conservation Skills.. Australia and New Zealand Journal of Developmental Disabilities. 13(3). 167–173. 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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