This map shows the geographic impact of Milo Koretsky'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 Milo Koretsky with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Milo Koretsky more than expected).
This network shows the impact of papers produced by Milo Koretsky. 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 Milo Koretsky. The network helps show where Milo Koretsky may publish in the future.
Co-authorship network of co-authors of Milo Koretsky
This figure shows the co-authorship network connecting the top 25 collaborators of Milo Koretsky.
A scholar is included among the top collaborators of Milo Koretsky 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 Milo Koretsky. Milo Koretsky is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Koretsky, Milo & Alejandra J. Magana. (2019). Using Technology to Enhance Learning and Engagement in Engineering.. AEE Journal.31 indexed citations
10.
Koretsky, Milo. (2017). Cognitive and Social Aspects of Engagement in Active Learning. Chemical Engineering Education. 51(4). 198–204.5 indexed citations
11.
Koretsky, Milo, et al.. (2016). Student response times to in-class thermodynamics concept questions: a window into students’ thinking processes. International journal of engineering education. 32(1). 30–38.2 indexed citations
12.
Koretsky, Milo. (2015). Program Level Curriculum Reform at Scale: Using Studios to Flip the Classroom. Chemical Engineering Education. 49(1). 47–57.18 indexed citations
13.
Iiskala, Tuike, et al.. (2014). Productive Disciplinary Engagement: Examining Negotiation of Group Activity with Multiple Frameworks.. ICLS.1 indexed citations
14.
Krause, Stephen, Dale R. Baker, Adam Carberry, et al.. (2014). Characterizing and addressing student learning issues and misconceptions (SLIMs) in materials science with muddiest point reflections and fast formative feedback.4 indexed citations
15.
Koretsky, Milo, et al.. (2014). The AIChE "Concept Warehouse": A Web-Based Tool to Promote Concept-Based Instruction.. AEE Journal. 4(1).48 indexed citations
16.
Krause, Stephen, et al.. (2014). Using Word Clouds for Fast, Formative Assessment of Students’ Short Written Responses. Chemical Engineering Education. 48(4). 190–198.15 indexed citations
17.
Koretsky, Milo, et al.. (2012). Use of an Authentic, Industrially Situated Virtual Laboratory Project to Address Engineering Design and Scientific Inquiry in High Schools.. AEE Journal. 3(2).6 indexed citations
18.
Koretsky, Milo, et al.. (2012). Student Attitudes in the Transition to an Active-Learning Technology. Chemical Engineering Education. 46(1). 41–49.5 indexed citations
19.
Koretsky, Milo, et al.. (2011). Comparison of student responses to easy and difficult thermodynamics conceptual questions during peer instruction. International journal of engineering education. 27(4). 897–908.5 indexed citations
20.
Koretsky, Milo, Christine A. Kelly, & Edith Gummer. (2011). Fundamental Research in Engineering Education. Student Learning in Industrially Situated Virtual Laboratories.. Chemical Engineering Education. 45(3). 219–228.10 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.