Emily Faulconer

659 total citations
30 papers, 443 citations indexed

About

Emily Faulconer is a scholar working on Education, Developmental and Educational Psychology and Computer Science Applications. According to data from OpenAlex, Emily Faulconer has authored 30 papers receiving a total of 443 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 7 papers in Developmental and Educational Psychology and 6 papers in Computer Science Applications. Recurrent topics in Emily Faulconer's work include Online and Blended Learning (10 papers), Innovative Teaching Methods (9 papers) and Online Learning and Analytics (6 papers). Emily Faulconer is often cited by papers focused on Online and Blended Learning (10 papers), Innovative Teaching Methods (9 papers) and Online Learning and Analytics (6 papers). Emily Faulconer collaborates with scholars based in United States, Australia and China. Emily Faulconer's co-authors include David W. Mazyck, John C. Griffith, Beverly Wood, Beatrice L. Wood, Hermann Frank, Charlotte Bolch and Robert W. Deters and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Hazardous Materials and Journal of environmental chemical engineering.

In The Last Decade

Emily Faulconer

24 papers receiving 405 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Emily Faulconer United States 10 210 102 83 54 51 30 443
Kurt Winkelmann United States 10 174 0.8× 82 0.8× 38 0.5× 67 1.2× 18 0.4× 26 396
Raihan Mahirah Ramli Malaysia 11 68 0.3× 24 0.2× 59 0.7× 41 0.8× 21 0.4× 36 451
Omar Israel González Peña Mexico 11 63 0.3× 20 0.2× 41 0.5× 58 1.1× 10 0.2× 30 401
Wipsar Sunu Brams Dwandaru Indonesia 11 199 0.9× 21 0.2× 11 0.1× 65 1.2× 17 0.3× 96 404
Rina Maryanti Indonesia 13 224 1.1× 14 0.1× 66 0.8× 35 0.6× 5 0.1× 53 533
Eka Cahya Prima Indonesia 17 270 1.3× 46 0.5× 23 0.3× 26 0.5× 31 0.6× 82 706
Paweł Bernard Poland 11 177 0.8× 24 0.2× 8 0.1× 36 0.7× 18 0.4× 26 375
Katherine G. Nelson United States 7 67 0.3× 40 0.4× 36 0.4× 39 0.7× 41 0.8× 17 336
Sulistyo Saputro Indonesia 16 695 3.3× 11 0.1× 78 0.9× 41 0.8× 16 0.3× 191 1.0k
Johanne Teychené France 7 116 0.6× 15 0.1× 26 0.3× 41 0.8× 34 0.7× 13 300

Countries citing papers authored by Emily Faulconer

Since Specialization
Citations

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

Fields of papers citing papers by Emily Faulconer

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Emily Faulconer

This figure shows the co-authorship network connecting the top 25 collaborators of Emily Faulconer. A scholar is included among the top collaborators of Emily Faulconer 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 Emily Faulconer. Emily Faulconer 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.
2.
Faulconer, Emily, et al.. (2025). ChatGPT as a Virtual Laboratory Teaching Assistant in Undergraduate Biology. Research in Science Education. 56(1). 379–399.
3.
Faulconer, Emily, et al.. (2023). Flying Under the Radar: A Survey of Collegiate Pilots’ Mental Health to Identify Aeromedical Nondisclosure and Healthcare-Seeking Behaviors. Collegiate Aviation Review International. 41(1). 1 indexed citations
4.
Faulconer, Emily, et al.. (2022). Service-Learning in Undergraduate General Chemistry: A Review. Journal of Experiential Education. 46(1). 32–51. 6 indexed citations
5.
Faulconer, Emily, et al.. (2022). Is a Framework of Support Enough? Undergraduate Research for Online STEM Students. Journal of College Science Teaching. 51(3). 3–4.
6.
Faulconer, Emily, Charlotte Bolch, & Beverly Wood. (2022). Cognitive load in asynchronous discussions of an online undergraduate STEM course. SHILAP Revista de lepidopterología. 16(2). 268–280. 3 indexed citations
7.
Faulconer, Emily, et al.. (2021). The impact of positive feedback on student outcomes and perceptions. Assessment & Evaluation in Higher Education. 47(2). 259–268. 16 indexed citations
8.
Faulconer, Emily & John C. Griffith. (2021). Identifying Sources of Anxiety in an Introductory Online Undergraduate Chemistry Course. Journal of Science Education and Technology. 31(1). 143–151. 6 indexed citations
9.
Faulconer, Emily. (2020). Book Review: High-Impact Practices in Online Education. The International Review of Research in Open and Distributed Learning. 21(1). 197–200. 1 indexed citations
10.
Faulconer, Emily, Beverly Wood, & John C. Griffith. (2020). Infusing Humanities in STEM Education: Student Opinions of Disciplinary Connections in an Introductory Chemistry Course. Journal of Science Education and Technology. 29(3). 340–345. 11 indexed citations
11.
Faulconer, Emily, et al.. (2020). Surveying the Safety Culture of Academic Laboratories. Journal of College Science Teaching. 50(2). 18–26. 2 indexed citations
12.
Faulconer, Emily, et al.. (2020). Undergraduate Research For Online Students. Quarterly review of distance education. 20(3). 45–47. 1 indexed citations
13.
Faulconer, Emily, et al.. (2020). Perspectives on Undergraduate Research Mentorship: A Comparative Analysis between Online and Traditional Faculty.. Scholarly Commons (Embry–Riddle Aeronautical University). 23(2). 1. 5 indexed citations
14.
Faulconer, Emily. (2020). eService-Learning: A Decade of Research in Undergraduate Online Service–learning. American Journal of Distance Education. 35(2). 100–117. 30 indexed citations
15.
Griffith, John C., et al.. (2019). An Investigation of the Relationship Between Grades and Learning Modes in an Introductory Research Methods Course. Scholarly Commons (Embry–Riddle Aeronautical University). 22(1). 1–18. 5 indexed citations
16.
Faulconer, Emily, et al.. (2018). A Review to Weigh the Pros and Cons of Online, Remote, and Distance Science Laboratory Experiences. The International Review of Research in Open and Distributed Learning. 19(2). 111 indexed citations
17.
Faulconer, Emily, et al.. (2018). If At First You Do Not Succeed: The Student Benefits of Multiple Trials on Summative Assessments. Scholarly Commons (Embry–Riddle Aeronautical University).
18.
Faulconer, Emily, et al.. (2017). A comparison of online and traditional chemistry lecture and lab. Chemistry Education Research and Practice. 19(1). 392–397. 34 indexed citations
19.
Faulconer, Emily. (2017). Increasing Student Interactions with Learning Objectives.. Scholarly Commons (Embry–Riddle Aeronautical University). 46(5). 32–38. 10 indexed citations
20.
Faulconer, Emily, et al.. (2011). Optimization of magnetic powdered activated carbon for aqueous Hg(II) removal and magnetic recovery. Journal of Hazardous Materials. 199-200. 9–14. 103 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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