Mary Besterfield‐Sacre

4.1k total citations · 1 hit paper
122 papers, 2.8k citations indexed

About

Mary Besterfield‐Sacre is a scholar working on Media Technology, Architecture and Education. According to data from OpenAlex, Mary Besterfield‐Sacre has authored 122 papers receiving a total of 2.8k indexed citations (citations by other indexed papers that have themselves been cited), including 79 papers in Media Technology, 49 papers in Architecture and 44 papers in Education. Recurrent topics in Mary Besterfield‐Sacre's work include Engineering Education and Curriculum Development (67 papers), Engineering Education and Pedagogy (49 papers) and Experimental Learning in Engineering (36 papers). Mary Besterfield‐Sacre is often cited by papers focused on Engineering Education and Curriculum Development (67 papers), Engineering Education and Pedagogy (49 papers) and Experimental Learning in Engineering (36 papers). Mary Besterfield‐Sacre collaborates with scholars based in United States, United Kingdom and Nigeria. Mary Besterfield‐Sacre's co-authors include Larry J. Shuman, Jack McGourty, Cynthia J. Atman, Harvey Wolfe, Renee Clark, Barbara Olds, C.J. Atman, T. P. Yildirim, R.L. Miller and Gloria Rogers and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Product Innovation Management and Risk Analysis.

In The Last Decade

Mary Besterfield‐Sacre

105 papers receiving 2.5k citations

Hit Papers

The ABET “Professional Skills” - Can They Be Taught? Can ... 2005 2026 2012 2019 2005 250 500 750
What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

  1. The ABET “Professional Skills” - Can They Be Taught? Can They Be Assessed?
    2005 811 citations Larry J. Shuman, Mary Besterfield‐Sacre et al. Journal of Engineering Education profile →

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Mary Besterfield‐Sacre United States 22 1.7k 1.3k 706 432 404 122 2.8k
Jeffrey E. Froyd United States 24 1.3k 0.8× 1.4k 1.0× 492 0.7× 424 1.0× 253 0.6× 106 2.8k
Marie Paretti United States 21 839 0.5× 854 0.6× 258 0.4× 304 0.7× 416 1.0× 169 2.0k
Richard A. Layton United States 18 845 0.5× 932 0.7× 405 0.6× 225 0.5× 649 1.6× 109 2.0k
Barbara Olds United States 17 1.1k 0.6× 754 0.6× 457 0.6× 265 0.6× 112 0.3× 84 1.7k
Jennifer Turns United States 21 948 0.6× 1.2k 0.9× 397 0.6× 288 0.7× 135 0.3× 124 2.7k
Barbara Moskal United States 20 837 0.5× 898 0.7× 213 0.3× 207 0.5× 160 0.4× 86 1.9k
Robin Adams United States 23 1.1k 0.7× 1.2k 0.9× 513 0.7× 491 1.1× 217 0.5× 111 3.3k
Jack McGourty United States 13 1.2k 0.7× 747 0.6× 416 0.6× 320 0.7× 63 0.2× 29 1.6k
Anette Kolmos Denmark 28 1.6k 0.9× 2.4k 1.8× 151 0.2× 972 2.3× 86 0.2× 185 3.5k
Cynthia Finelli United States 23 787 0.5× 1.1k 0.8× 180 0.3× 240 0.6× 902 2.2× 163 2.8k

Countries citing papers authored by Mary Besterfield‐Sacre

Since Specialization
Citations

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

Fields of papers citing papers by Mary Besterfield‐Sacre

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Mary Besterfield‐Sacre. 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 Mary Besterfield‐Sacre. The network helps show where Mary Besterfield‐Sacre may publish in the future.

Co-authorship network of co-authors of Mary Besterfield‐Sacre

This figure shows the co-authorship network connecting the top 25 collaborators of Mary Besterfield‐Sacre. A scholar is included among the top collaborators of Mary Besterfield‐Sacre 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 Mary Besterfield‐Sacre. Mary Besterfield‐Sacre 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.
Besterfield‐Sacre, Mary, Larry J. Shuman, & Jack McGourty. (2024). Abet's Eleven Student Learning Outcomes (A K): Have We Considered The Implications?. Papers on Engineering Education Repository (American Society for Engineering Education). 4.50.1–4.50.10.
2.
Clark, Renee, Mary Besterfield‐Sacre, & April Dukes. (2020). Supportive Classroom Assessment for Remote Instruction. AEE Journal. 8(4). 1–6. 1 indexed citations
3.
Clark, William W. & Mary Besterfield‐Sacre. (2020). Full Court Press as a Come-from-Behind Strategy to Win the Innovation and Entrepreneurship Game: A Case Study at the University of Pittsburgh.. AEE Journal. 1 indexed citations
4.
Besterfield‐Sacre, Mary, et al.. (2020). What Do We Know About Our Entering Students And How Does It Impact Upon Performance?. 8.1304.1–8.1304.15. 2 indexed citations
5.
Besterfield‐Sacre, Mary, et al.. (2020). The Pitt STRIVE Program: Adopting Evidence-Based Principles "The Meyerhoff and PROMISE Way”. 2020 ASEE Virtual Annual Conference Content Access Proceedings. 1 indexed citations
6.
Besterfield‐Sacre, Mary, et al.. (2019). Measuring the relative impact of international experiences on engineering students: a benchmarking analysis. International journal of engineering education. 35(5). 1503–1517. 1 indexed citations
7.
Besterfield‐Sacre, Mary, et al.. (2018). Development of the Global Engineering Programming Model: A Participatory, Mixed-Methods Approach. Digital Commons - URI (University of Rhode Island). 1(1). 1 indexed citations
8.
Clark, Renee, et al.. (2017). Blended vs. flipped teaching: One course - Three engineering schools. Digital Commons - University of South Florida (University of South Florida). 2 indexed citations
9.
Clark, Renee, Autar Kaw, & Mary Besterfield‐Sacre. (2016). Comparing the Effectiveness of Blended, Semi-Flipped, and Flipped Formats in an Engineering Numerical Methods Course. AEE Journal. 5(3). 1. 53 indexed citations
10.
Clark, Renee, Mary Besterfield‐Sacre, Karen M. Bursic, et al.. (2016). Flipping engineering courses: A school wide initiative. AEE Journal. 5(3). 35 indexed citations
11.
Besterfield‐Sacre, Mary, et al.. (2015). Design team processes that contribute to innovative outcomes: a mixed methods approach. International journal of engineering education. 31(6). 1537–1553. 1 indexed citations
12.
Wolfe, Harvey, et al.. (2014). Defining the majors that comprise ‘‘STEM’’: an analytical method for looking beyond the classical acronym. International journal of engineering education. 30(2). 360–377.
13.
Besterfield‐Sacre, Mary, et al.. (2014). An Approach to Evaluate Engineering Global Preparedness in Industrial Engineering Curricula. 2389–2396. 5 indexed citations
14.
Shuman, Larry J., Mary Besterfield‐Sacre, & Thomas Litzinger. (2013). AEE and JEE: Where Are the Boundaries? Should There Be Boundaries? Do We Need Boundaries?. Journal of Engineering Education. 102(2). 224–226. 1 indexed citations
15.
Parker, Robert S., et al.. (2011). Building an Evaluation Strategy for an Integrated Curriculum in Chemical Engineering. AEE Journal. 2(4). 2 indexed citations
16.
Kotys-Schwartz, Daria, Mary Besterfield‐Sacre, & Larry J. Shuman. (2011). Informal learning in engineering education: Where we are — Where we need to go. T4J–1. 20 indexed citations
17.
Besterfield‐Sacre, Mary, et al.. (2010). Reflection tools in modeling activities. International Conference of Learning Sciences. 413–414. 2 indexed citations
18.
Yildirim, T. P., Larry J. Shuman, & Mary Besterfield‐Sacre. (2010). Model-eliciting activities: assessing engineering student problem solving and skill integration processes. International journal of engineering education. 26(4). 831–845. 64 indexed citations
19.
Shuman, Larry J., Mary Besterfield‐Sacre, & Jack McGourty. (2005). The ABET “Professional Skills” - Can They Be Taught? Can They Be Assessed?. Journal of Engineering Education. 94(1). 41–55. 811 indexed citations breakdown →
20.
Besterfield‐Sacre, Mary, et al.. (2002). Cross-institutional assessment with a customized Web based survey system. 3. S3C–11. 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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