Margot Vigeant

1.1k total citations
79 papers, 791 citations indexed

About

Margot Vigeant is a scholar working on Media Technology, Education and Architecture. According to data from OpenAlex, Margot Vigeant has authored 79 papers receiving a total of 791 indexed citations (citations by other indexed papers that have themselves been cited), including 48 papers in Media Technology, 31 papers in Education and 30 papers in Architecture. Recurrent topics in Margot Vigeant's work include Experimental Learning in Engineering (36 papers), Engineering Education and Pedagogy (29 papers) and Engineering Education and Curriculum Development (23 papers). Margot Vigeant is often cited by papers focused on Experimental Learning in Engineering (36 papers), Engineering Education and Pedagogy (29 papers) and Engineering Education and Curriculum Development (23 papers). Margot Vigeant collaborates with scholars based in United States, Mexico and Canada. Margot Vigeant's co-authors include Roseanne M. Ford, Katharyn Nottis, Michael J. Prince, Lukas K. Tamm, Michael Wagner, Michael Prince, David Silverstein, Darrell Velegol, Joseph F. Jones and Jason D. Feick and has published in prestigious journals such as Applied and Environmental Microbiology, Langmuir and Journal of Bacteriology.

In The Last Decade

Margot Vigeant

71 papers receiving 752 citations

Peers

Margot Vigeant

EDUCA

BE

MT

MB

CMP

Eric Burkholder United States

Amy Moll United States

Adrienne Minerick United States

Linda Vanasupa United States

Keith Sheppard United States

Teri J. Murphy United States

Nate Cira United States

David Mérida Spain

Paula A. G. Soneral United States

J. Roger Parsons United States

Eric Burkholder United States

Margot Vigeant

192 ×0.8

EDUCA

107 ×0.5

BE

51 ×0.2

MT

26 ×0.2

MB

95 ×0.7

CMP

Citations per year, relative to Margot Vigeant Margot Vigeant (= 1×) peers Eric Burkholder

Countries citing papers authored by Margot Vigeant

Since Specialization

Citations

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

Fields of papers citing papers by Margot Vigeant

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Margot Vigeant

This figure shows the co-authorship network connecting the top 25 collaborators of Margot Vigeant. A scholar is included among the top collaborators of Margot Vigeant 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 Margot Vigeant. Margot Vigeant is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

1.

Cheville, Alan, et al.. (2025). The Maker Movement at Bucknell: A Plan for Developing, Launching, and Managing On-Campus MakerSpaces. Papers on Engineering Education Repository (American Society for Engineering Education).

2.

Vigeant, Margot, Daniel Anastasio, Daniel Burkey, et al.. (2024). Preliminary Reflections and Assessment of the 2022 Chemical Engineering Summer School. Rose-Hulman Scholar (Rose–Hulman Institute of Technology).

3.

Vigeant, Margot, et al.. (2024). First-Year Design Projects and Student Perceptions of the Role of an Engineer. IEEE Transactions on Education. 67(5). 669–680.

4.

Vigeant, Margot, et al.. (2020). Using Video Media to Enhance Conceptual Learning in an Undergraduate Thermodynamics Course. Papers on Engineering Education Repository (American Society for Engineering Education). 25.1446.1–25.1446.8. 4 indexed citations

5.

Vigeant, Margot, et al.. (2020). Using Video Media to Enhance Conceptual Learning in an Undergraduate Thermodynamics Course. Papers on Engineering Education Repository (American Society for Engineering Education). 23.1346.1–23.1346.5. 5 indexed citations

6.

Vigeant, Margot, Michael J. Prince, Katharyn Nottis, & Ronald H. Miller. (2020). Inquiry-Based Activities to Address Critical Concepts in Chemical Engineering. Papers on Engineering Education Repository (American Society for Engineering Education). 22.885.1–22.885.6. 2 indexed citations

7.

Prince, Michael, Margot Vigeant, & Katharyn Nottis. (2020). Development Of A Concept Inventory In Heat Transfer. 14.469.1–14.469.14. 5 indexed citations

8.

Vigeant, Margot. (2020). A portfolio replacement for a traditional final exam in thermodynamics. Education for Chemical Engineers. 35. 1–6. 5 indexed citations

9.

Bekki, Jennifer, et al.. (2018). OPINION: Why EM? The potential benefits of instilling an entrepreneurial mindset. AEE Journal. 7(1). 24 indexed citations

10.

Prince, Michael, Margot Vigeant, & Katharyn Nottis. (2016). Repairing Student Misconceptions in Heat Transfer Using Inquiry-Based Activities.. Chemical Engineering Education. 50(1). 52–61. 13 indexed citations

11.

Koretsky, Milo, et al.. (2015). Comparing Pedagogical Strategies for Inquiry-based Learning Tasks in a Flipped Classroom. 26.375.1–26.375.12. 3 indexed citations

12.

Silverstein, David & Margot Vigeant. (2012). Results of the 2010 Survey on Teaching Chemical Reaction Engineering.. Chemical Engineering Education. 46(1). 31–40. 4 indexed citations

13.

Prince, Michael J., Margot Vigeant, & Katharyn Nottis. (2012). Development of the Heat and Energy Concept Inventory: Preliminary Results on the Prevalence and Persistence of Engineering Students' Misconceptions. Journal of Engineering Education. 101(3). 412–438. 90 indexed citations

14.

Vigeant, Margot, Michael Prince, & Katharyn Nottis. (2011). Fundamental Research in Engineering Education. Development of Concept Questions and Inquiry-Based Activities in Thermodynamics and Heat Transfer: An Example for Equilibrium vs. Steady-State.. Chemical Engineering Education. 45(3). 211–218. 5 indexed citations

15.

Prince, Michael J., Margot Vigeant, & Katharyn Nottis. (2011). Development of Concept Questions and Inquiry-Based Activities in Thermodynamics and Heat Transfer: An Example for Equilibrium vs. Steady State. Chemical Engineering Education. 45(2). 1 indexed citations

16.

Prince, Michael, Margot Vigeant, & Katharyn Nottis. (2010). Assessing Misconceptions of Undergraduate Engineering Students in the Thermal Sciences. International journal of engineering education. 26(4). 880–890. 17 indexed citations

17.

Nottis, Katharyn, Michael J. Prince, & Margot Vigeant. (2010). Building an understanding of heat transfer concepts in undergraduate chemical engineering courses. US-China education review. 7(2). 1–9. 19 indexed citations

18.

Vigeant, Margot, et al.. (2007). Evaluating the Seminar Model for a First-Year Engineering Course. 1 indexed citations

19.

Vigeant, Margot, Roseanne M. Ford, Michael Wagner, & Lukas K. Tamm. (2002). Reversible and Irreversible Adhesion of Motile Escherichia coli Cells Analyzed by Total Internal Reflection Aqueous Fluorescence Microscopy. Applied and Environmental Microbiology. 68(6). 2794–2801. 136 indexed citations

20.

Vigeant, Margot, Michael Wagner, Lukas K. Tamm, & Roseanne M. Ford. (2001). Nanometer Distances between Swimming Bacteria and Surfaces Measured by Total Internal Reflection Aqueous Fluorescence Microscopy. Langmuir. 17(7). 2235–2242. 29 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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