This map shows the geographic impact of Eric Riedel'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 Eric Riedel with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Eric Riedel more than expected).
This network shows the impact of papers produced by Eric Riedel. 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 Eric Riedel. The network helps show where Eric Riedel may publish in the future.
Co-authorship network of co-authors of Eric Riedel
This figure shows the co-authorship network connecting the top 25 collaborators of Eric Riedel.
A scholar is included among the top collaborators of Eric Riedel 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 Eric Riedel. Eric Riedel is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Doering, Aaron, Cassandra Scharber, Eric Riedel, & Charles Miller. (2010). Timber for president. The Journal of Interactive Learning Research. 21(4).2 indexed citations
8.
Doering, Aaron, Cassandra Scharber, Eric Riedel, & Charles Miller. (2010). “Timber for President": Adventure Learning and Motivation. The Journal of Interactive Learning Research. 21(4). 483–513.11 indexed citations
9.
Dexter, Sara, Eric Riedel, & Cassandra Scharber. (2008). ETIPS. Journal of Computing in Teacher Education. 24(3). 77–84.4 indexed citations
10.
Riedel, Eric, et al.. (2008). Graduate Programs: The Wild West of Outcomes Assessment. Assessment Update. 20(3). 1.2 indexed citations
11.
Scharber, Cassandra, Sara Dexter, & Eric Riedel. (2008). Students' Experiences with an Automated Essay Scorer.. Open Access Journals at BC (Boston College). 7(1). 1–44.15 indexed citations
12.
Riedel, Eric, et al.. (2007). Continuous, Interactive, and Online: A Framework for Experiential Learning with Working Adults. NSUWorks (Nova Southeastern University). 3(6). 3.6 indexed citations
Dexter, Sara, Aaron Doering, & Eric Riedel. (2006). Content Area Specific Technology Integration: A Model for Educating Teachers.. The Journal of Technology and Teacher Education. 14(2). 325–345.40 indexed citations
15.
Wahlstrom, Kyla, et al.. (2004). Analysis of the College in the Schools Program Impact Survey: A survey of participating teachers, principals, and guidance counselors. University of Minnesota Digital Conservancy (University of Minnesota).1 indexed citations
16.
Ingram, Debra & Eric Riedel. (2003). What Does Arts Integration Do for Students. University of Minnesota Digital Conservancy (University of Minnesota).4 indexed citations
17.
Riedel, Eric, et al.. (2003). The Role of the Internet in National and Local News Media Use. 1(3).2 indexed citations
18.
Greenhow, Christine, Eric Riedel, & Sara Dexter. (2002). Evaluating Web-based Environments for Teacher Professional Development on Technology Integration. Society for Information Technology & Teacher Education International Conference. 2002(1). 1573–1577.2 indexed citations
Riedel, Eric, et al.. (2000). Electronic communities: assessing equality of access in a rural Minnesota community. 86–108.3 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.