Renee Clark

865 total citations
70 papers, 562 citations indexed

About

Renee Clark is a scholar working on Media Technology, Education and Developmental and Educational Psychology. According to data from OpenAlex, Renee Clark has authored 70 papers receiving a total of 562 indexed citations (citations by other indexed papers that have themselves been cited), including 42 papers in Media Technology, 41 papers in Education and 14 papers in Developmental and Educational Psychology. Recurrent topics in Renee Clark's work include Experimental Learning in Engineering (34 papers), Innovative Teaching Methods (25 papers) and Engineering Education and Curriculum Development (17 papers). Renee Clark is often cited by papers focused on Experimental Learning in Engineering (34 papers), Innovative Teaching Methods (25 papers) and Engineering Education and Curriculum Development (17 papers). Renee Clark collaborates with scholars based in United States, United Kingdom and China. Renee Clark's co-authors include Autar Kaw, Mary Besterfield‐Sacre, Cheryl Bodnar, Arash Mahboobin, Lisa M. Stabryla, Leanne M. Gilbertson, Larry J. Shuman, John F. Patzer, Robert S. Parker and Andrew Scott and has published in prestigious journals such as SHILAP Revista de lepidopterología, Risk Analysis and Journal of Engineering Education.

In The Last Decade

Renee Clark

62 papers receiving 531 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Renee Clark United States 16 321 210 121 92 71 70 562
Khairiyah Mohd‐Yusof Malaysia 15 513 1.6× 267 1.3× 50 0.4× 99 1.1× 125 1.8× 110 764
Pengyue Guo Netherlands 6 553 1.7× 141 0.7× 135 1.1× 110 1.2× 88 1.2× 6 804
Flora McMartin United States 10 143 0.4× 110 0.5× 66 0.5× 39 0.4× 21 0.3× 47 318
Roxanne Moore United States 10 85 0.3× 52 0.2× 62 0.5× 38 0.4× 78 1.1× 49 325
Ilana Lavy Israel 11 371 1.2× 181 0.9× 111 0.9× 133 1.4× 90 1.3× 47 635
Fatin Aliah Phang Malaysia 13 357 1.1× 98 0.5× 33 0.3× 80 0.9× 66 0.9× 109 595
Sasha Nikolic Australia 13 193 0.6× 180 0.9× 81 0.7× 48 0.5× 63 0.9× 42 559
Sivachandran Chandrasekaran Australia 10 274 0.9× 214 1.0× 49 0.4× 34 0.4× 115 1.6× 70 544
Jacob Perrenet Netherlands 11 405 1.3× 272 1.3× 264 2.2× 192 2.1× 158 2.2× 24 724
Zenon J Pudlowski Poland 6 197 0.6× 147 0.7× 13 0.1× 44 0.5× 53 0.7× 63 476

Countries citing papers authored by Renee Clark

Since Specialization
Citations

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

Fields of papers citing papers by Renee Clark

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Renee Clark

This figure shows the co-authorship network connecting the top 25 collaborators of Renee Clark. A scholar is included among the top collaborators of Renee Clark 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 Renee Clark. Renee Clark 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.
Kaw, Autar, Ali Yalçin, & Renee Clark. (2025). Using Adaptive Learning Platform Data in a Flipped Classroom for Early Detection and Tutoring of Low‐Performing Students. Computer Applications in Engineering Education. 33(2). 1 indexed citations
2.
Kaw, Autar, Ali Yalçin, Renee Clark, et al.. (2024). On Building and Implementing Adaptive Learning Platform Lessons for Pre-Class Learning in a Flipped Course. 14(2). 1 indexed citations
3.
Clark, Renee, et al.. (2024). The case for metacognition support in a flipped STEM course. International Journal of Mechanical Engineering Education. 53(3). 720–748. 4 indexed citations
4.
Clark, Renee, Autar Kaw, & Rasim Guldiken. (2023). Metacognition instruction and repeated reflection in a fluid mechanics course: Reflective themes and student outcomes. International Journal of Mechanical Engineering Education. 51(4). 243–269. 4 indexed citations
5.
Yalçin, Ali, Autar Kaw, & Renee Clark. (2023). On learning platform metrics as markers for student success in a course. Computer Applications in Engineering Education. 31(5). 1412–1432. 3 indexed citations
6.
7.
Clark, Renee, et al.. (2022). The flipped classroom during the remote period of COVID: student perceptions compared to pre-COVID times. International Journal of Mathematical Education in Science and Technology. 55(5). 1204–1225. 7 indexed citations
8.
Clark, Renee, et al.. (2021). Adaptive learning: Helpful to the flipped classroom in the online environment of COVID?. Computer Applications in Engineering Education. 30(2). 517–531. 39 indexed citations
9.
Clark, Renee, et al.. (2021). Use of SPICE Circuit Simulation to Guide Written Reflections and Metacognition. IEEE Transactions on Education. 65(3). 471–480. 1 indexed citations
10.
Clark, Renee, et al.. (2020). Teaching a Standalone Optics and Lasers Course Using Project-Based Learning. IEEE Transactions on Education. 63(4). 255–262. 6 indexed citations
11.
Clark, Renee & Autar Kaw. (2019). Adaptive learning in a numerical methods course for engineers: Evaluation in blended and flipped classrooms. Computer Applications in Engineering Education. 28(1). 62–79. 21 indexed citations
12.
Clark, Renee, et al.. (2018). Assessing the Impact of Reflective Activities in Digital and Analog Electronics Courses. IEEE Transactions on Education. 62(2). 141–148. 17 indexed citations
13.
Clark, Renee, et al.. (2018). A Case Study of Post-Workshop Use of Simple Active Learning in an Introductory Computing Sequence. IEEE Transactions on Education. 61(3). 167–176. 13 indexed citations
14.
Clark, Renee, et al.. (2018). A classroom‐based simulation‐centric approach to microelectronics education. Computer Applications in Engineering Education. 26(4). 768–781. 17 indexed citations
15.
Clark, Renee & Arash Mahboobin. (2017). Scaffolding to Support Problem-Solving Performance in a Bioengineering Lab—A Case Study. IEEE Transactions on Education. 61(2). 109–118. 24 indexed citations
16.
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
17.
Clark, Renee, et al.. (2017). Developing a framework to better engage students in STEM via game design: Findings from year 1. 4 indexed citations
18.
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
19.
Bodnar, Cheryl, et al.. (2016). Evaluating the effectiveness of game-based learning on improvement of student learning outcomes within a sophomore level chemical product design class. International journal of engineering education. 32(1). 448–456.
20.
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

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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Rankless by CCL
2026