Ginger V. Shultz

1.8k total citations
70 papers, 1.3k citations indexed

About

Ginger V. Shultz is a scholar working on Education, Developmental and Educational Psychology and Physical and Theoretical Chemistry. According to data from OpenAlex, Ginger V. Shultz has authored 70 papers receiving a total of 1.3k indexed citations (citations by other indexed papers that have themselves been cited), including 61 papers in Education, 36 papers in Developmental and Educational Psychology and 28 papers in Physical and Theoretical Chemistry. Recurrent topics in Ginger V. Shultz's work include Science Education and Pedagogy (32 papers), Various Chemistry Research Topics (28 papers) and Educational Strategies and Epistemologies (23 papers). Ginger V. Shultz is often cited by papers focused on Science Education and Pedagogy (32 papers), Various Chemistry Research Topics (28 papers) and Educational Strategies and Epistemologies (23 papers). Ginger V. Shultz collaborates with scholars based in United States, Germany and South Korea. Ginger V. Shultz's co-authors include Anne Ruggles Gere, Solaire A. Finkenstaedt-Quinn, Field M. Watts, Alena Moon, David R. Tyler, Amber J. Dood, Ye Li, Barry C. Thompson, Grace A. Winschel and Lillian V. A. Hale and has published in prestigious journals such as Macromolecules, The Journal of Organic Chemistry and Journal of Research in Science Teaching.

In The Last Decade

Ginger V. Shultz

69 papers receiving 1.2k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Ginger V. Shultz United States 24 896 516 437 97 87 70 1.3k
Michael J. Sanger United States 19 944 1.1× 468 0.9× 342 0.8× 25 0.3× 24 0.3× 50 1.4k
Hannah Sevian United States 22 929 1.0× 451 0.9× 361 0.8× 53 0.5× 42 0.5× 52 1.3k
Nicole Graulich Germany 20 719 0.8× 403 0.8× 458 1.0× 96 1.0× 67 0.8× 69 1.1k
MacKenzie R. Stetzer United States 19 500 0.6× 208 0.4× 32 0.1× 34 0.4× 40 0.5× 51 856
Jeffrey R. Raker United States 23 1.1k 1.2× 352 0.7× 541 1.2× 73 0.8× 83 1.0× 77 1.4k
Kristen L. Murphy United States 19 793 0.9× 231 0.4× 440 1.0× 18 0.2× 26 0.3× 53 1.1k
Sonia M. Underwood United States 19 1.3k 1.5× 593 1.1× 741 1.7× 45 0.5× 44 0.5× 35 1.6k
Panayiotis Antoniou Cyprus 18 803 0.9× 166 0.3× 49 0.1× 9 0.1× 23 0.3× 33 1.1k
Ryan L. Stowe United States 15 683 0.8× 284 0.6× 302 0.7× 26 0.3× 50 0.6× 30 992
Brian P. Coppola United States 15 607 0.7× 306 0.6× 141 0.3× 8 0.1× 60 0.7× 66 1.0k

Countries citing papers authored by Ginger V. Shultz

Since Specialization
Citations

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

Fields of papers citing papers by Ginger V. Shultz

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Ginger V. Shultz. 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 Ginger V. Shultz. The network helps show where Ginger V. Shultz may publish in the future.

Co-authorship network of co-authors of Ginger V. Shultz

This figure shows the co-authorship network connecting the top 25 collaborators of Ginger V. Shultz. A scholar is included among the top collaborators of Ginger V. Shultz 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 Ginger V. Shultz. Ginger V. Shultz 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.
Watts, Field M., et al.. (2024). “That's not a super important point”: second-semester organic chemistry students’ lines of reasoning when comparing substitution reactions. Chemistry Education Research and Practice. 26(1). 112–125. 2 indexed citations
2.
Shultz, Ginger V., et al.. (2024). Exploring post-secondary chemistry instructors’ knowledge for teaching 1H NMR spectroscopy. Chemistry Education Research and Practice. 25(4). 976–995. 4 indexed citations
3.
Watts, Field M., Amber J. Dood, Ginger V. Shultz, & Jon-Marc G. Rodriguez. (2023). Comparing Student and Generative Artificial Intelligence Chatbot Responses to Organic Chemistry Writing-to-Learn Assignments. Journal of Chemical Education. 100(10). 3806–3817. 49 indexed citations
4.
Shultz, Ginger V., et al.. (2023). A Nuclear Magnetic Resonance Solvent Impurity Jigsaw-Style Activity for Undergraduate Organic Chemistry Students. Journal of Chemical Education. 100(3). 1371–1376. 2 indexed citations
5.
Dood, Amber J., et al.. (2023). The evolution of an assignment: how a Writing-to-Learn assignment's design shapes organic chemistry students’ elaborations on reaction mechanisms. Chemistry Education Research and Practice. 25(1). 327–342. 6 indexed citations
6.
Dood, Amber J., et al.. (2023). A Dashboard to Provide Instructors with Automated Feedback on Students’ Peer Review Comments. 619–625. 3 indexed citations
7.
Watts, Field M., Amber J. Dood, & Ginger V. Shultz. (2023). Automated, content-focused feedback for a writing-to-learn assignment in an undergraduate organic chemistry course. 531–537. 10 indexed citations
8.
Finkenstaedt-Quinn, Solaire A., et al.. (2022). Student Perceptions of Learning in Biochemistry Using a Science Communication Focused Writing Assignment. Journal of Chemical Education. 99(10). 3386–3395. 5 indexed citations
9.
Watts, Field M., et al.. (2022). Considering alternative reaction mechanisms: students’ use of multiple representations to reason about mechanisms for a writing-to-learn assignment. Chemistry Education Research and Practice. 23(2). 486–507. 23 indexed citations
10.
Watts, Field M., et al.. (2021). Organic Chemistry Students’ Written Descriptions and Explanations of Resonance and Its Influence on Reactivity. Journal of Chemical Education. 98(11). 3431–3441. 29 indexed citations
11.
Watts, Field M., et al.. (2021). Investigating students’ reasoning over time for case comparisons of acyl transfer reaction mechanisms. Chemistry Education Research and Practice. 22(2). 364–381. 34 indexed citations
12.
Shultz, Ginger V., et al.. (2021). University instructors’ knowledge for teaching organic chemistry mechanisms. Chemistry Education Research and Practice. 22(3). 715–732. 18 indexed citations
13.
Finkenstaedt-Quinn, Solaire A., et al.. (2021). Praxis of Writing-to-Learn: A Model for the Design and Propagation of Writing-to-Learn in STEM. Journal of Chemical Education. 98(5). 1548–1555. 35 indexed citations
14.
Watts, Field M., et al.. (2021). Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities. Chemistry Education Research and Practice. 22(2). 396–414. 45 indexed citations
15.
Finkenstaedt-Quinn, Solaire A., et al.. (2021). The role of authentic contexts and social elements in supporting organic chemistry students’ interactions with writing-to-learn assignments. Chemistry Education Research and Practice. 23(1). 189–205. 18 indexed citations
16.
Moon, Alena, et al.. (2020). Investigation of chemistry graduate teaching assistants' teacher knowledge and teacher identity. Journal of Research in Science Teaching. 57(6). 943–967. 25 indexed citations
17.
Moon, Alena, et al.. (2019). Application and testing of a framework for characterizing the quality of scientific reasoning in chemistry students' writing on ocean acidification. Chemistry Education Research and Practice. 20(3). 484–494. 24 indexed citations
18.
19.
Finkenstaedt-Quinn, Solaire A., et al.. (2019). Characterizing Peer Review Comments and Revision from a Writing-to-Learn Assignment Focused on Lewis Structures. Journal of Chemical Education. 96(2). 227–237. 40 indexed citations
20.
Lutter, Jacob C., Lillian V. A. Hale, & Ginger V. Shultz. (2018). Unpacking graduate students’ knowledge for teaching solution chemistry concepts. Chemistry Education Research and Practice. 20(1). 258–269. 16 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Michael J. Sanger Breakdown of academic impact, for papers by Hannah Sevian Breakdown of academic impact, for papers by Nicole Graulich Breakdown of academic impact, for papers by MacKenzie R. Stetzer Breakdown of academic impact, for papers by Jeffrey R. Raker Breakdown of academic impact, for papers by Kristen L. Murphy Breakdown of academic impact, for papers by Sonia M. Underwood Breakdown of academic impact, for papers by Panayiotis Antoniou Breakdown of academic impact, for papers by Ryan L. Stowe Breakdown of academic impact, for papers by Brian P. Coppola
Rankless by CCL
2026