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.
Understanding Student Differences
20051.1k citationsRichard M. Felder, Rebecca Brentprofile →
This map shows the geographic impact of Rebecca Brent'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 Rebecca Brent with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Rebecca Brent more than expected).
This network shows the impact of papers produced by Rebecca Brent. 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 Rebecca Brent. The network helps show where Rebecca Brent may publish in the future.
Co-authorship network of co-authors of Rebecca Brent
This figure shows the co-authorship network connecting the top 25 collaborators of Rebecca Brent.
A scholar is included among the top collaborators of Rebecca Brent 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 Rebecca Brent. Rebecca Brent is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Felder, Richard M. & Rebecca Brent. (2015). Handouts With Gaps. Chemical Engineering Education. 49(4). 239–240.1 indexed citations
5.
Brent, Rebecca & Richard M. Felder. (2014). Want Your Students To Think Creatively and Critically? How About Teaching Them?. Chemical Engineering Education. 48(2). 113–114.10 indexed citations
6.
Ollis, David F., et al.. (2008). Addressing "engineering solutions in global and societal context" through an integrated foreign language immersion experience. International journal of engineering education. 24(2). 304–313.1 indexed citations
7.
Prince, Michael J., et al.. (2007). The Case for Inductive Teaching.14 indexed citations
Brawner, Catherine E., et al.. (2001). 2002 SUCCEED Faculty Survey of Teaching Practices and Perceptions of Institutional Attitudes toward Teaching.. Grantee Submission.4 indexed citations
12.
Brent, Rebecca & Richard M. Felder. (2001). Engineering Faculty Development: Getting the Sermon beyond the Choir.. The journal of faculty development. 18(3). 73–81.11 indexed citations
13.
Felder, Richard M. & Rebecca Brent. (2001). FAQS. III: Groupwork in Distance Learning.. Chemical Engineering Education. 35(2).7 indexed citations
14.
Felder, Richard M. & Rebecca Brent. (2000). Is Technology a Friend or Foe of Learning. Chemical Engineering Education. 34(4).10 indexed citations
15.
Brawner, Catherine E., et al.. (1999). Faculty Survey of Teaching Practices and Perceptions of Institutional Attitudes Toward Teaching, 1997-1998..4 indexed citations
16.
Brent, Rebecca & Richard M. Felder. (1998). The New Faculty Member.. Chemical Engineering Education. 32(3).3 indexed citations
17.
Brent, Rebecca & Richard M. Felder. (1997). IT TAKES ONE TO KNOW ONE. Chemical Engineering Education. 31(1). 32–33.16 indexed citations
18.
Felder, Richard M. & Rebecca Brent. (1996). If You've Got It, Flaunt It: Uses and Abuses of Teaching Portfolios.. Chemical Engineering Education. 30(3).10 indexed citations
Brent, Rebecca & Patricia J. Anderson. (1993). Developing Children's Classroom Listening Strategies.. The Reading Teacher. 47(2).15 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.