Logan E. Gin

1.0k total citations
24 papers, 602 citations indexed

About

Logan E. Gin is a scholar working on Safety Research, Education and Social Psychology. According to data from OpenAlex, Logan E. Gin has authored 24 papers receiving a total of 602 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Safety Research, 11 papers in Education and 8 papers in Social Psychology. Recurrent topics in Logan E. Gin's work include Career Development and Diversity (7 papers), Disability Education and Employment (7 papers) and Innovative Teaching Methods (5 papers). Logan E. Gin is often cited by papers focused on Career Development and Diversity (7 papers), Disability Education and Employment (7 papers) and Innovative Teaching Methods (5 papers). Logan E. Gin collaborates with scholars based in United States. Logan E. Gin's co-authors include Katelyn M. Cooper, Sara E. Brownell, Jacqueline M. Cala, M. Elizabeth Barnes, John F. Bruno, Ashley A. Rowland, Lisa A. Corwin, Yi Zheng, Carolyn E. Clark and Kristen Parrish and has published in prestigious journals such as Nature Communications, Nature Biotechnology and PLoS ONE.

In The Last Decade

Logan E. Gin

24 papers receiving 586 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Logan E. Gin United States 13 281 223 171 112 106 24 602
Devasmita Chakraverty India 15 319 1.1× 126 0.6× 76 0.4× 99 0.9× 203 1.9× 28 681
Christine Maidl Pribbenow United States 9 337 1.2× 202 0.9× 195 1.1× 59 0.5× 21 0.2× 18 619
Barbara K. Goza United States 6 297 1.1× 391 1.8× 174 1.0× 50 0.4× 41 0.4× 9 634
John Matsui United States 7 378 1.3× 358 1.6× 135 0.8× 47 0.4× 17 0.2× 11 698
Steve Bearman United States 3 265 0.9× 367 1.6× 147 0.9× 42 0.4× 18 0.2× 3 550
Amanda R. Butz United States 9 197 0.7× 134 0.6× 318 1.9× 26 0.2× 91 0.9× 14 530
Kyle Hubbard Canada 6 206 0.7× 67 0.3× 157 0.9× 215 1.9× 132 1.2× 8 554
Yasmiyn Irizarry United States 8 245 0.9× 128 0.6× 100 0.6× 27 0.2× 211 2.0× 17 612
Laura S. Tenenbaum United States 7 190 0.7× 125 0.6× 272 1.6× 15 0.1× 81 0.8× 10 404
Mercedes Inda Spain 12 262 0.9× 130 0.6× 87 0.5× 41 0.4× 103 1.0× 59 500

Countries citing papers authored by Logan E. Gin

Since Specialization
Citations

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

Fields of papers citing papers by Logan E. Gin

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Logan E. Gin. 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 Logan E. Gin. The network helps show where Logan E. Gin may publish in the future.

Co-authorship network of co-authors of Logan E. Gin

This figure shows the co-authorship network connecting the top 25 collaborators of Logan E. Gin. A scholar is included among the top collaborators of Logan E. Gin 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 Logan E. Gin. Logan E. Gin 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.
Goodwin, Emma C., et al.. (2024). Perspectives from Undergraduate Life Sciences Faculty: Are We Equipped to Effectively Accommodate Students With Disabilities in Our Classrooms?. CBE—Life Sciences Education. 23(2). ar18–ar18. 5 indexed citations
2.
Gin, Logan E., et al.. (2024). Behind the graduate mental health crisis in science. Nature Biotechnology. 42(11). 1749–1753. 3 indexed citations
3.
Gin, Logan E., et al.. (2024). The scientific rules, roles, and values that life sciences doctoral students want to see upheld by undergraduate researchers. Journal of Research in Science Teaching. 61(10). 2405–2443. 1 indexed citations
4.
Mead, Chris, Logan E. Gin, Ariel D. Anbar, et al.. (2023). A comparative case study of the accommodation of students with disabilities in online and in-person degree programs. PLoS ONE. 18(10). e0288748–e0288748. 2 indexed citations
5.
Gin, Logan E., et al.. (2023). Face negotiation in graduate school: the decision to conceal or reveal depression among life sciences Ph.D. students in the United States. International Journal of STEM Education. 10(1). 35–35. 8 indexed citations
6.
Mattison, Siobhán M., et al.. (2022). Community voices: broadening participation in Science, Technology, Engineering, Mathematics, and Medicine among persons with disabilities. Nature Communications. 13(1). 7208–7208. 2 indexed citations
7.
Gin, Logan E., et al.. (2022). New Online Accommodations Are Not Enough: The Mismatch between Student Needs and Supports Given for Students with Disabilities during the COVID-19 Pandemic. Journal of Microbiology and Biology Education. 23(1). 16 indexed citations
8.
Gin, Logan E., et al.. (2022). Students with Disabilities in Life Science Undergraduate Research Experiences: Challenges and Opportunities. CBE—Life Sciences Education. 21(2). ar32–ar32. 16 indexed citations
9.
Gin, Logan E., et al.. (2022). The Experiences of Undergraduates with Depression in Online Science Learning Environments. CBE—Life Sciences Education. 21(2). ar18–ar18. 19 indexed citations
10.
11.
Gin, Logan E., et al.. (2021). PhDepression: Examining How Graduate Research and Teaching Affect Depression in Life Sciences PhD Students. CBE—Life Sciences Education. 20(3). ar41–ar41. 35 indexed citations
12.
Gin, Logan E., et al.. (2021). Anatomical self-efficacy of undergraduate students improves during a fully online biology course with at-home dissections. AJP Advances in Physiology Education. 46(1). 125–139. 5 indexed citations
13.
14.
Cooper, Katelyn M., Logan E. Gin, & Sara E. Brownell. (2020). Depression as a concealable stigmatized identity: what influences whether students conceal or reveal their depression in undergraduate research experiences?. International Journal of STEM Education. 7(1). 27–27. 44 indexed citations
15.
Cooper, Katelyn M., et al.. (2020). Fear of Negative Evaluation and Student Anxiety in Community College Active-Learning Science Courses. CBE—Life Sciences Education. 19(2). ar20–ar20. 99 indexed citations
16.
17.
Cooper, Katelyn M., Logan E. Gin, M. Elizabeth Barnes, & Sara E. Brownell. (2020). An Exploratory Study of Students with Depression in Undergraduate Research Experiences. CBE—Life Sciences Education. 19(2). ar19–ar19. 52 indexed citations
18.
Gin, Logan E., Katelyn M. Cooper, & Sara E. Brownell. (2020). The impact of student research anxiety on undergraduate biology students’ intentions to pursue a scientific research career. The FASEB Journal. 34(S1). 1–1. 2 indexed citations
19.
Cooper, Katelyn M., et al.. (2019). Factors that predict life sciences student persistence in undergraduate research experiences. PLoS ONE. 14(8). e0220186–e0220186. 75 indexed citations
20.
Gin, Logan E., et al.. (2018). Students Who Fail to Achieve Predefined Research Goals May Still Experience Many Positive Outcomes as a Result of CURE Participation. CBE—Life Sciences Education. 17(4). ar57–ar57. 62 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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