Frederick Berry

487 total citations
40 papers, 313 citations indexed

About

Frederick Berry is a scholar working on Media Technology, Education and Architecture. According to data from OpenAlex, Frederick Berry has authored 40 papers receiving a total of 313 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Media Technology, 11 papers in Education and 10 papers in Architecture. Recurrent topics in Frederick Berry's work include Experimental Learning in Engineering (12 papers), Engineering Education and Curriculum Development (11 papers) and Engineering Education and Pedagogy (10 papers). Frederick Berry is often cited by papers focused on Experimental Learning in Engineering (12 papers), Engineering Education and Curriculum Development (11 papers) and Engineering Education and Pedagogy (10 papers). Frederick Berry collaborates with scholars based in United States, Sweden and Denmark. Frederick Berry's co-authors include Patricia Carlson, Stefan Sauer, Dan H. Moore, M.D. Cox, Mohamed Chouikha, Margaret Phillips, Daniel Ferguson, Matthew Ohland, K. A. Connor and Dianna L. Newman and has published in prestigious journals such as IEEE Transactions on Power Delivery, IEEE Transactions on Aerospace and Electronic Systems and Journal of Engineering Education.

In The Last Decade

Frederick Berry

37 papers receiving 290 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Frederick Berry United States 10 149 121 69 49 44 40 313
Svana Esche United States 4 232 1.6× 107 0.9× 65 0.9× 23 0.5× 71 1.6× 10 311
Olga Dziabenko Spain 11 189 1.3× 70 0.6× 23 0.3× 82 1.7× 48 1.1× 44 315
John Carpinelli United States 9 75 0.5× 116 1.0× 49 0.7× 19 0.4× 18 0.4× 46 306
Milan Matijević Serbia 9 135 0.9× 72 0.6× 22 0.3× 48 1.0× 32 0.7× 69 318
Sasha Nikolic Australia 13 180 1.2× 193 1.6× 33 0.5× 64 1.3× 63 1.4× 42 559
Juarez Bento da Silva Brazil 9 250 1.7× 98 0.8× 19 0.3× 108 2.2× 53 1.2× 99 414
Claudius Terkowsky Germany 12 236 1.6× 181 1.5× 38 0.6× 71 1.4× 95 2.2× 49 351
Dominik May Germany 11 212 1.4× 166 1.4× 23 0.3× 55 1.1× 85 1.9× 69 384
Antonio Vallejo Guevara Mexico 4 116 0.8× 126 1.0× 14 0.2× 42 0.9× 74 1.7× 4 263
George D. Peterson United States 6 252 1.7× 139 1.1× 58 0.8× 15 0.3× 57 1.3× 7 323

Countries citing papers authored by Frederick Berry

Since Specialization
Citations

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

Fields of papers citing papers by Frederick Berry

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Frederick Berry

This figure shows the co-authorship network connecting the top 25 collaborators of Frederick Berry. A scholar is included among the top collaborators of Frederick Berry 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 Frederick Berry. Frederick Berry 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.
Howard, Heather, et al.. (2024). Scalable competitive intelligence education through micro-learning and micro-credentials. Journal of Business & Finance Librarianship. 29(4). 291–308. 2 indexed citations
2.
Berry, Frederick, et al.. (2024). Continuous Improvement in an Engineering Technology Capstone Sequence. Indiana Magazine of History (Indiana University). 15(3). 34–44.
3.
Berry, Frederick, et al.. (2022). Improving Accuracy of Self-and-Peer Assessment in Engineering Technology Capstone. IEEE Transactions on Education. 66(2). 174–187. 4 indexed citations
4.
Berry, Frederick, et al.. (2021). Improving Writing Quality of Capstone Reports. IEEE Transactions on Education. 64(4). 383–389. 3 indexed citations
5.
Phillips, Margaret, et al.. (2020). Workplace Information Needs of Engineering and Technology Graduates: A Case Study on Two Continents. Chalmers Research (Chalmers University of Technology). 1–5. 5 indexed citations
6.
Berry, Frederick & Patricia Carlson. (2020). Abet Assessment Using Calibrated Peer Review. 12.158.1–12.158.7. 1 indexed citations
7.
Berry, Frederick, et al.. (2020). Using CATME to Document and Improve the Effectiveness of Teamwork in Capstone Courses. 17 indexed citations
8.
Schilling, Walter, et al.. (2020). Practical Interpretation of Student Evaluations for Starting Professors. Papers on Engineering Education Repository (American Society for Engineering Education). 22.1163.1–22.1163.14. 1 indexed citations
9.
Chouikha, Mohamed, et al.. (2020). Improving Student Intuition Via Rensselaer's New Mobile Studio Pedagogy. Papers on Engineering Education Repository (American Society for Engineering Education). 12.861.1–12.861.12. 14 indexed citations
10.
Berry, Frederick, et al.. (2020). Explore Engineering: Rose Hulman’s Outreach To Middle And High School Students. 8.560.1–8.560.7.
11.
Scott, Andrew, et al.. (2018). Initial Survey of Engineering Technology Capstone Courses and Teamwork Building Using CATME. Purdue e-Pubs (Purdue University System). 2 indexed citations
12.
Sanger, Phillip, et al.. (2018). International Capstone Student Projects Giving Real World, Global Team Experiences. 1–9. 4 indexed citations
13.
Berry, Frederick & Patricia Carlson. (2010). Assessing Engineering Design Experiences Using Calibrated Peer Review. International journal of engineering education. 26(6). 1503–1507. 6 indexed citations
14.
Carlson, Patricia & Frederick Berry. (2004). Calibrated peer review/sup TM/ and assessing learning outcomes. Rose-Hulman Scholar (Rose–Hulman Institute of Technology). 2. F3E_1–F3E_6. 30 indexed citations
15.
Carlson, Patricia & Frederick Berry. (2004). CPR/sup TM/: A tool for addressing EC2000, ITEM "g" - "ability to communicate effectively". Rose-Hulman Scholar (Rose–Hulman Institute of Technology). 2. F1H_1–F1H_1. 2 indexed citations
16.
Berry, Frederick & M.D. Cox. (2003). A technique for load flow analysis on a power system. 551–553.
17.
Berry, Frederick, et al.. (2003). The future of electrical and computer engineering education. IEEE Transactions on Education. 46(4). 467–476. 53 indexed citations
18.
Carlson, Patricia & Frederick Berry. (1999). Asynchronous Learning Environment for Integrating Technical Communication into Engineering Courses. EdMedia: World Conference on Educational Media and Technology. 1999(1). 1496–1497. 2 indexed citations
19.
Berry, Frederick. (1995). An undergraduate parallel processing laboratory. IEEE Transactions on Education. 38(4). 306–311. 5 indexed citations
20.
Cox, M.D., et al.. (1991). Survey of harmonic levels on the Southwestern Electric Power Company system. IEEE Transactions on Power Delivery. 6(4). 1869–1875. 26 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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