Scott Bartholomew

691 total citations
67 papers, 393 citations indexed

About

Scott Bartholomew is a scholar working on Education, Media Technology and Mechanical Engineering. According to data from OpenAlex, Scott Bartholomew has authored 67 papers receiving a total of 393 indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Education, 25 papers in Media Technology and 14 papers in Mechanical Engineering. Recurrent topics in Scott Bartholomew's work include Engineering Education and Curriculum Development (23 papers), Design Education and Practice (13 papers) and Problem and Project Based Learning (10 papers). Scott Bartholomew is often cited by papers focused on Engineering Education and Curriculum Development (23 papers), Design Education and Practice (13 papers) and Problem and Project Based Learning (10 papers). Scott Bartholomew collaborates with scholars based in United States, Australia and Sweden. Scott Bartholomew's co-authors include Greg Strimel, Nathan Mentzer, Matthew D. Jones, Andrew Jackson, Allison Godwin, Louis S. Nadelson, Wade Goodridge, W. Andrew Jackson, Tyler S. Love and Eunhye Kim and has published in prestigious journals such as Educational Technology & Society, Journal of Research on Technology in Education and European Journal of Engineering Education.

In The Last Decade

Scott Bartholomew

59 papers receiving 361 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Scott Bartholomew United States 12 189 84 74 67 66 67 393
Greg Strimel United States 12 187 1.0× 79 0.9× 33 0.4× 92 1.4× 49 0.7× 57 350
Niall Seery Ireland 12 292 1.5× 55 0.7× 47 0.6× 50 0.7× 124 1.9× 81 634
Corey Schimpf United States 9 91 0.5× 70 0.8× 61 0.8× 84 1.3× 42 0.6× 47 343
Kerrie Douglas United States 13 291 1.5× 96 1.1× 171 2.3× 50 0.7× 122 1.8× 114 601
Richard Kimbell United Kingdom 11 255 1.3× 41 0.5× 34 0.5× 116 1.7× 89 1.3× 49 449
Yu‐Hung Chien Taiwan 14 143 0.8× 22 0.3× 72 1.0× 60 0.9× 85 1.3× 34 481
Shaunna Smith United States 12 168 0.9× 35 0.4× 149 2.0× 81 1.2× 84 1.3× 44 442
Deborah Trytten United States 13 294 1.6× 329 3.9× 129 1.7× 37 0.6× 70 1.1× 48 767
Julie Gainsburg United States 9 279 1.5× 92 1.1× 43 0.6× 38 0.6× 103 1.6× 17 410
Gina Svarovsky United States 10 185 1.0× 54 0.6× 124 1.7× 32 0.5× 198 3.0× 29 415

Countries citing papers authored by Scott Bartholomew

Since Specialization
Citations

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

Fields of papers citing papers by Scott Bartholomew

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Scott Bartholomew

This figure shows the co-authorship network connecting the top 25 collaborators of Scott Bartholomew. A scholar is included among the top collaborators of Scott Bartholomew 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 Scott Bartholomew. Scott Bartholomew 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.
Bartholomew, Scott, Marie Hoepfl, & Paul J. Williams. (2023). Standards-Based Technology and Engineering Education. 2 indexed citations
2.
Bartholomew, Scott, et al.. (2023). Digital Storyboards: Making CS Elementary. 232–237. 1 indexed citations
3.
Bartholomew, Scott, et al.. (2022). Exploring Elementary Student and Teacher Perceptions of STEM and CS Abilities. ISU Red - Research and eData (Illinois State University). 57(1). 2 indexed citations
4.
Rich, Peter, et al.. (2022). Trends in tools used to teach computational thinking through elementary coding. Journal of Research on Technology in Education. 56(3). 269–290. 18 indexed citations
5.
Love, Tyler S., et al.. (2022). Examining Changes in Teachers’ Beliefs Toward Integrating Computational Thinking to Teach Literacy and Math Concepts in Grades K-2. ScholarSphere (Penn State Libraries). 5(3). 380–401. 17 indexed citations
6.
Bartholomew, Scott, et al.. (2021). A systematic review of “Hour of Code” research. Computer Science Education. 33(4). 512–544. 10 indexed citations
7.
Bartholomew, Scott, et al.. (2020). Reducing Water Waste through Data-Driven Irrigation Practices.. ScholarsArchive (Brigham Young University). 79(4). 21–25. 1 indexed citations
8.
Kelley, Todd R., et al.. (2020). Sharpening "STEL" with Integrated STEM.. ScholarsArchive (Brigham Young University). 80(3). 24–29. 3 indexed citations
9.
Bartholomew, Scott, et al.. (2020). using data to improve precision in crop fertilization through digital agriculture. ScholarsArchive (Brigham Young University). 79(7). 32–36. 1 indexed citations
10.
Jones, Matthew & Scott Bartholomew. (2019). Exploring Alternative Energy through Electric Vehicle Racing.. ScholarsArchive (Brigham Young University). 79(3). 28–31. 2 indexed citations
11.
Bartholomew, Scott, et al.. (2019). Teaching Engineering Concepts through Socially Relevant Contexts: Serving the Homeless with Smart Tiny Homes.. ScholarsArchive (Brigham Young University). 78(7). 24–27. 1 indexed citations
12.
Bartholomew, Scott, et al.. (2019). engaging students in global engineering problems: flooded rice fields during water shortages. ScholarsArchive (Brigham Young University). 78(6). 11–14. 1 indexed citations
13.
Bartholomew, Scott & Liwei Zhang. (2019). Teaching Technology and Engineering Concepts through Socially Relevant Contexts: Promoting Mind and Body Fitness by Engaging Students in Active Game Design: An Emphasis on Intellectually Stimulating and Physically Engaging Opportunities for Students through CT Scenarios May Be One Path towards Improving the Overall Wellness of Our K-12 Students. Technology and Engineering Teacher. 79(1). 13. 1 indexed citations
14.
Strimel, Greg, Scott Bartholomew, & W. Andrew Jackson. (2018). A comparison of traditional and adaptive comparative judgment assessment techniques for freshmen engineering design projects. International journal of engineering education. 34(1). 20–33. 19 indexed citations
15.
Strimel, Greg, et al.. (2018). Examining Engineering Design Cognition with Respect to Student Experience and Performance. International journal of engineering education. 34(6). 1910–1929. 7 indexed citations
16.
Bartholomew, Scott, et al.. (2018). Middle School Student Perceptions and Actual Use of Mobile Devices: Highlighting Disconnects in Student Planned and Actual Usage of Mobile Devices in Class. Educational Technology & Society. 21(1). 48–58. 7 indexed citations
17.
Bartholomew, Scott, et al.. (2018). tumblewings in Tanzania: how international are integrated STEM activities and approaches?. ScholarsArchive (Brigham Young University). 78(4). 26–30. 1 indexed citations
18.
Bartholomew, Scott. (2017). Using Pokéman GO to Teach Integrative STEM.. ScholarsArchive (Brigham Young University). 76(5). 24–27. 1 indexed citations
19.
Bartholomew, Scott. (2017). Assessing Open-Ended Design Problems.. ScholarsArchive (Brigham Young University). 76(6). 13–17. 20 indexed citations
20.
Bartholomew, Scott. (2014). Why we cannot afford to lose CTE in schools. ScholarsArchive (Brigham Young University). 6(2). 7–12. 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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