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.
Pedagogies of Engagement: Classroom-Based Practices
Countries citing papers authored by Sheri Sheppard
Since
Specialization
Citations
This map shows the geographic impact of Sheri Sheppard'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 Sheri Sheppard with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Sheri Sheppard more than expected).
This network shows the impact of papers produced by Sheri Sheppard. 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 Sheri Sheppard. The network helps show where Sheri Sheppard may publish in the future.
Co-authorship network of co-authors of Sheri Sheppard
This figure shows the co-authorship network connecting the top 25 collaborators of Sheri Sheppard.
A scholar is included among the top collaborators of Sheri Sheppard 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 Sheri Sheppard. Sheri Sheppard is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Sheppard, Sheri. (2020). Confronting a Double Pandemic of COVID-19 and Racial Injustice: Identifying Opportunities for Redesign and Reinvention. AEE Journal. 8(4). 1–9.3 indexed citations
Streveler, Ruth, Holly Matusovich, Samantha Brunhaver, et al.. (2017). Professional engineering pathways study: Using a community of practice model to propagate findings and engage the community.1 indexed citations
11.
Toye, George, Sheri Sheppard, & Helen L. Chen. (2016). Data Sharing and Reuse within the Academic Pathways Study.. AEE Journal. 5(2).
12.
Qu, Jin, Shannon Gilmartin, Helen L. Chen, et al.. (2016). Entrepreneurial career choice and characteristics of engineering and business students. International journal of engineering education. 32(2). 598–613.10 indexed citations
13.
Chen, Helen L., et al.. (2013). What Does It Take to Become a Good Engineer?: Identifying Cross-National Engineering Student Profiles According to Perceived Importance of Skills. International journal of engineering education. 29(3). 698–713.12 indexed citations
14.
Yasuhara, Ken, Micah Lande, Helen L. Chen, Sheri Sheppard, & Cynthia J. Atman. (2012). Educating Engineering Entrepreneurs: A Multi-Institution Analysis*. International journal of engineering education. 28(2). 436–447.8 indexed citations
15.
Turns, Jennifer, et al.. (2011). Supporting Informed Decision Making to Improve Engineering Education. Journal of STEM education. 12(7).1 indexed citations
16.
Sheppard, Sheri, et al.. (2008). Educating Engineers: Designing for the Future of the Field. Book Highlights.. 50(8). 939–44.20 indexed citations
17.
Sheppard, Sheri, Cynthia J. Atman, Reed Stevens, et al.. (2004). Studying the engineering student experience: Design of a longitudinal study. 13091–13105.40 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.