Kari O’Connell

1.1k total citations
30 papers, 791 citations indexed

About

Kari O’Connell is a scholar working on Education, Social Psychology and Global and Planetary Change. According to data from OpenAlex, Kari O’Connell has authored 30 papers receiving a total of 791 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Education, 8 papers in Social Psychology and 8 papers in Global and Planetary Change. Recurrent topics in Kari O’Connell's work include Diverse Educational Innovations Studies (7 papers), Geography Education and Pedagogy (6 papers) and Science Education and Pedagogy (6 papers). Kari O’Connell is often cited by papers focused on Diverse Educational Innovations Studies (7 papers), Geography Education and Pedagogy (6 papers) and Science Education and Pedagogy (6 papers). Kari O’Connell collaborates with scholars based in United States, New Zealand and Zimbabwe. Kari O’Connell's co-authors include Mark E. Harmon, Stephen Mitchell, John M. Norman, Stith T. Gower, Stith T. Gower, Martin Storksdieck, Alan R. Berkowitz, Michael Giamellaro, Phillip J. van Mantgem and Dean L. Urban and has published in prestigious journals such as PLoS ONE, Global Change Biology and Ecological Monographs.

In The Last Decade

Kari O’Connell

27 papers receiving 750 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Kari O’Connell United States 13 452 210 138 113 76 30 791
Bernard J. Lewis China 18 498 1.1× 212 1.0× 211 1.5× 75 0.7× 18 0.2× 33 749
María Elena Fernández Argentina 24 864 1.9× 612 2.9× 166 1.2× 382 3.4× 29 0.4× 88 1.4k
Jesús García Spain 14 349 0.8× 235 1.1× 71 0.5× 103 0.9× 155 2.0× 76 745
Rebecca Spake United Kingdom 23 650 1.4× 434 2.1× 410 3.0× 31 0.3× 15 0.2× 37 1.6k
Carol A. Brewer United States 16 385 0.9× 186 0.9× 143 1.0× 109 1.0× 79 1.0× 23 972
Gustavo Pérez-Verdín Mexico 13 348 0.8× 138 0.7× 87 0.6× 22 0.2× 13 0.2× 46 584
Luigi Portoghesi Italy 14 762 1.7× 297 1.4× 162 1.2× 89 0.8× 21 0.3× 44 1.4k
Giuseppe Colangelo Italy 16 832 1.8× 152 0.7× 103 0.7× 29 0.3× 23 0.3× 21 1.4k
Amanda Robertson United States 11 402 0.9× 319 1.5× 238 1.7× 40 0.4× 20 0.3× 18 865
Anna Rita Frattaroli Italy 13 108 0.2× 159 0.8× 109 0.8× 24 0.2× 32 0.4× 39 475

Countries citing papers authored by Kari O’Connell

Since Specialization
Citations

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

Fields of papers citing papers by Kari O’Connell

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Kari O’Connell. 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 Kari O’Connell. The network helps show where Kari O’Connell may publish in the future.

Co-authorship network of co-authors of Kari O’Connell

This figure shows the co-authorship network connecting the top 25 collaborators of Kari O’Connell. A scholar is included among the top collaborators of Kari O’Connell 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 Kari O’Connell. Kari O’Connell 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.
Garlick, Sarah, John C. Besley, Karen Peterman, et al.. (2025). Six elements of effective public engagement with science. Frontiers in Ecology and the Environment. 23(10).
2.
Rosin, Mark, et al.. (2023). Broadening participation in science through arts-facilitated experiences at a cultural festival. PLoS ONE. 18(5). e0284432–e0284432. 5 indexed citations
3.
O’Connell, Kari, et al.. (2022). Community College Students in the Field: A review of a Community Conversation on Successful Programs and Strategies. Bulletin of the Ecological Society of America. 103(3).
4.
O’Connell, Kari, et al.. (2022). Understanding the Benefits of Residential Field Courses: The Importance of Class Learning Goal Orientation and Class Belonging. CBE—Life Sciences Education. 21(3). ar40–ar40. 3 indexed citations
5.
Staus, Nancy, Kari O’Connell, & Martin Storksdieck. (2021). Addressing the Ceiling Effect when Assessing STEM Out-Of-School Time Experiences. Frontiers in Education. 6. 21 indexed citations
6.
O’Connell, Kari, et al.. (2021). A Tool for Designing and Studying Student-Centered Undergraduate Field Experiences: The UFERN Model. BioScience. 72(2). 189–200. 20 indexed citations
7.
Hall, Troy E., et al.. (2021). Classroom-based citizen science: impacts on students’ science identity, nature connectedness, and curricular knowledge. Environmental Education Research. 27(7). 1037–1053. 21 indexed citations
8.
O’Connell, Kari, et al.. (2020). Promoting inclusion in ecological field experiences: Examining and overcoming barriers to a professional rite of passage. Bulletin of the Ecological Society of America. 101(4). 60 indexed citations
9.
Goralnik, Lissy, et al.. (2020). Forest discovery: place relationships on an environmental science, arts and humanities (eSAH) field trip. Australian Journal of Environmental Education. 37(2). 108–119. 3 indexed citations
10.
O’Connell, Kari, et al.. (2020). Context Matters: Using art-based science experiences to broaden participation beyond the choir. International Journal of Science Education Part B. 10(2). 166–185. 13 indexed citations
11.
Giamellaro, Michael, et al.. (2020). Teachers as participant-narrators in authentic data stories. International Journal of Science Education. 42(3). 406–425. 6 indexed citations
12.
Rosin, Mark, et al.. (2019). Guerilla Science: Mixing Science with Art, Music and Play in Unusual Settings. Leonardo. 54(2). 191–195. 14 indexed citations
13.
Ellison, Aaron M., Carri J. LeRoy, Paul J. CaraDonna, et al.. (2018). Art/Science Collaborations: New Explorations of Ecological Systems, Values, and their Feedbacks. Bulletin of the Ecological Society of America. 99(2). 180–191. 8 indexed citations
14.
Mogk, David W., et al.. (2014). Undergraduate Reseach in Earth Science Classes: Engaging Students in the First Two Years Posters. AGU Fall Meeting Abstracts. 2014. 1 indexed citations
15.
Woolley, Travis, Mark E. Harmon, & Kari O’Connell. (2014). Inter-annual variability and spatial coherence of net primary productivity across a western Oregon Cascades landscape. Forest Ecology and Management. 335. 60–70. 6 indexed citations
16.
Acker, Steven A., et al.. (2013). Dynamics of coarse woody debris following wildfire in a mountain hemlock (Tsuga mertensiana) forest. Forest Ecology and Management. 302. 231–239. 12 indexed citations
17.
Mitchell, Stephen, Mark E. Harmon, & Kari O’Connell. (2012). Carbon debt and carbon sequestration parity in forest bioenergy production. GCB Bioenergy. 4(6). 818–827. 122 indexed citations
18.
Mitchell, Stephen, Mark E. Harmon, & Kari O’Connell. (2009). Forest fuel reduction alters fire severity and long‐term carbon storage in three Pacific Northwest ecosystems. Ecological Applications. 19(3). 643–655. 121 indexed citations
19.
Vogel, Jason G., Ben Bond‐Lamberty, Edward A. G. Schuur, et al.. (2008). Carbon allocation in boreal black spruce forests across regions varying in soil temperature and precipitation. Global Change Biology. 14(7). 1503–1516. 69 indexed citations
20.
Woolley, Travis, Mark E. Harmon, & Kari O’Connell. (2007). Estimating annual bole biomass production using uncertainty analysis. Forest Ecology and Management. 253(1-3). 202–210. 7 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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