Michael S. Trevisan

1.6k total citations
72 papers, 938 citations indexed

About

Michael S. Trevisan is a scholar working on Media Technology, Architecture and Education. According to data from OpenAlex, Michael S. Trevisan has authored 72 papers receiving a total of 938 indexed citations (citations by other indexed papers that have themselves been cited), including 34 papers in Media Technology, 29 papers in Architecture and 21 papers in Education. Recurrent topics in Michael S. Trevisan's work include Engineering Education and Curriculum Development (33 papers), Engineering Education and Pedagogy (29 papers) and Evaluation and Performance Assessment (14 papers). Michael S. Trevisan is often cited by papers focused on Engineering Education and Curriculum Development (33 papers), Engineering Education and Pedagogy (29 papers) and Evaluation and Performance Assessment (14 papers). Michael S. Trevisan collaborates with scholars based in United States, Russia and Italy. Michael S. Trevisan's co-authors include Denny Davis, D. E. Calkins, Steven Beyerlein, Christopher Hundhausen, Gilbert Sax, Phillip Thompson, Marianne Barabasz, William B. Michael, Arreed Barabasz and Jay McCormack and has published in prestigious journals such as Academic Medicine, Educational and Psychological Measurement and Journal of Teacher Education.

In The Last Decade

Michael S. Trevisan

67 papers receiving 859 citations

Peers

Michael S. Trevisan

EDUCA

ARCHI

MSOR

Lisa Bullard United States

Johan Malmqvist Sweden

Adam Kirn United States

Justin L. Hess United States

Carla Zoltowski United States

Robin Anderson United States

J. Olin Campbell United States

Erkki Olkinuora Finland

Demetra Evangelou United States

Andy Wiggins United Kingdom

Lisa Bullard United States

Michael S. Trevisan

205 ×0.7

267 ×1.0

EDUCA

73 ×0.3

ARCHI

17 ×0.1

MSOR

61 ×0.4

Citations per year, relative to Michael S. Trevisan Michael S. Trevisan (= 1×) peers Lisa Bullard

Countries citing papers authored by Michael S. Trevisan

Since Specialization

Citations

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

Fields of papers citing papers by Michael S. Trevisan

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Michael S. Trevisan. 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 Michael S. Trevisan. The network helps show where Michael S. Trevisan may publish in the future.

Co-authorship network of co-authors of Michael S. Trevisan

This figure shows the co-authorship network connecting the top 25 collaborators of Michael S. Trevisan. A scholar is included among the top collaborators of Michael S. Trevisan 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 Michael S. Trevisan. Michael S. Trevisan 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

Trevisan, Michael S., Denny Davis, Steven Beyerlein, et al.. (2020). Integrated Design Engineering Assessment and Learning System (IDEALS):. 25.789.1–25.789.18.

Davis, Denny, et al.. (2020). Establishing Inter-rater Agreement for TIDEE's Teamwork and Professional Development Assessments. Papers on Engineering Education Repository (American Society for Engineering Education). 22.639.1–22.639.14. 3 indexed citations

Davis, Denny, et al.. (2020). Enhancing Scoring Reliability In Mid Program Assessment Of Design. 6.454.1–6.454.9. 6 indexed citations

Carey, John C., et al.. (2018). Competence in Program Evaluation and Research Assessed by State School Counselor Licensure Examinations. Professional School Counseling. 22(1). 8 indexed citations

Rud, A. G., et al.. (2014). Jumpstarting Junior Faculty Motivation and Performance with Focused Writing Retreats.. The journal of faculty development. 28(1). 33–40. 8 indexed citations

Trevisan, Michael S., Jay McCormack, Steven Beyerlein, et al.. (2014). Alumni perspective on professional skills gained through integrated assessment and learning. International journal of engineering education. 30(1). 48–59. 5 indexed citations

McCormack, Jay, Steven Beyerlein, Denny Davis, et al.. (2012). Contextualizing Professionalism in Capstone Projects Using the IDEALS Professional Responsibility Assessment. International journal of engineering education. 28(2). 416–424. 2 indexed citations

McCormack, Jay, Steven Beyerlein, Denny Davis, et al.. (2010). Assessing professional skill development in capstone design courses. International journal of engineering education. 27(6). 1308–1323. 19 indexed citations

Davis, Denny, Michael S. Trevisan, Howard Davis, et al.. (2010). Assessing team member citizenship in capstone engineering design courses. International journal of engineering education. 26(4). 771–783. 20 indexed citations

10.

Trevisan, Michael S., et al.. (2009). An Exploratory Study of the Effects of Time Compressed Animated Delivery Multimedia Technology on Student Learning in Reproductive Physiology. Journal of Science Education and Technology. 19(3). 293–302. 8 indexed citations

11.

Hundhausen, Christopher, et al.. (2009). Integrating pedagogical code reviews into a CS 1 course. 291–295. 42 indexed citations

12.

Trevisan, Michael S.. (2007). Evaluability Assessment From 1986 to 2006. American Journal of Evaluation. 28(3). 290–303. 65 indexed citations

13.

Squires, David, et al.. (2004). There is another way: The faculty-developed Idaho Comprehensive Literacy Assessment for K-8 pre-service teachers. Education Policy Analysis Archives. 12. 62–62. 1 indexed citations

14.

Calkins, D. E., et al.. (2002). TIDEE: the first year of a design engineering educational partnership for Washington State. 3. 1374–1378. 5 indexed citations

15.

Trevisan, Michael S., et al.. (2001). Implementing Comprehensive Guidance Program Evaluation Support: Lessons Learned. Professional School Counseling. 4(3). 225. 12 indexed citations

16.

Barabasz, Arreed, et al.. (1999). Cortical event-related potentials show the structure of hypnotic suggestions is crucial. International Journal of Clinical and Experimental Hypnosis. 47(1). 5–22. 74 indexed citations

17.

Barabasz, Arreed, et al.. (1998). Hypnosis Enhances Recall Memory: A Test of Forced and Non-Forced Conditions. American Journal of Clinical Hypnosis. 40(4). 297–305. 4 indexed citations

18.

Trevisan, Michael S.. (1996). Review of the Draw a Person: Screening Procedure for Emotional Disturbance.. Measurement and Evaluation in Counseling and Development. 28(4). 4 indexed citations

19.

Deitz, Jean, et al.. (1992). The Test of Orientation for Rehabilitation Patients: Test-Retest Reliability. The Occupational Therapy Journal of Research. 12(3). 172–185. 2 indexed citations

20.

Trevisan, Michael S.. (1991). Book Review : Scale Development: Theory and Applications Robert F. DeVellis Newbury Park CA: Sage Publications, Inc., 1991, 121 pp., approx. $12.95. Applied Psychological Measurement. 15(4). 425–426. 14 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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