Stanley M. Lo

1.5k total citations
47 papers, 405 citations indexed

About

Stanley M. Lo is a scholar working on Education, Developmental and Educational Psychology and Safety Research. According to data from OpenAlex, Stanley M. Lo has authored 47 papers receiving a total of 405 indexed citations (citations by other indexed papers that have themselves been cited), including 30 papers in Education, 10 papers in Developmental and Educational Psychology and 9 papers in Safety Research. Recurrent topics in Stanley M. Lo's work include Innovative Teaching Methods (17 papers), Evaluation of Teaching Practices (9 papers) and Innovative Teaching and Learning Methods (9 papers). Stanley M. Lo is often cited by papers focused on Innovative Teaching Methods (17 papers), Evaluation of Teaching Practices (9 papers) and Innovative Teaching and Learning Methods (9 papers). Stanley M. Lo collaborates with scholars based in United States, Canada and Ireland. Stanley M. Lo's co-authors include Nicole J. Francis, Brian K. Sato, Nitin K. Ahuja, Rou‐Jia Sung, Su Swarat, Denise Drane, Jane M. Liu, Andrew T. Wilson, Daniel Grau and Kameryn Denaro and has published in prestigious journals such as SHILAP Revista de lepidopterología, Molecular Cell and PLoS ONE.

In The Last Decade

Stanley M. Lo

41 papers receiving 391 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Stanley M. Lo United States 12 184 109 64 57 34 47 405
Katie Van Horne United States 12 281 1.5× 44 0.4× 41 0.6× 139 2.4× 34 1.0× 25 455
Joseph A. Harsh United States 11 155 0.8× 21 0.2× 112 1.8× 48 0.8× 19 0.6× 20 368
Julie Dangremond Stanton United States 13 318 1.7× 89 0.8× 73 1.1× 236 4.1× 14 0.4× 22 575
Mónica Baptista Portugal 12 294 1.6× 55 0.5× 14 0.2× 80 1.4× 44 1.3× 66 469
Sara A. Wyse United States 6 325 1.8× 64 0.6× 19 0.3× 102 1.8× 13 0.4× 11 422
Steve Croker United States 9 224 1.2× 23 0.2× 9 0.1× 230 4.0× 36 1.1× 15 435
L. Kate Wright United States 10 218 1.2× 136 1.2× 5 0.1× 90 1.6× 9 0.3× 31 368
Debra Sprague United States 10 112 0.6× 73 0.7× 9 0.1× 36 0.6× 30 0.9× 32 335
Brian Gravel United States 11 145 0.8× 15 0.1× 28 0.4× 130 2.3× 29 0.9× 35 326
Kelly Mills United States 11 99 0.5× 42 0.4× 10 0.2× 102 1.8× 45 1.3× 25 330

Countries citing papers authored by Stanley M. Lo

Since Specialization
Citations

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

Fields of papers citing papers by Stanley M. Lo

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Stanley M. Lo. 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 Stanley M. Lo. The network helps show where Stanley M. Lo may publish in the future.

Co-authorship network of co-authors of Stanley M. Lo

This figure shows the co-authorship network connecting the top 25 collaborators of Stanley M. Lo. A scholar is included among the top collaborators of Stanley M. Lo 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 Stanley M. Lo. Stanley M. Lo 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.
Sato, Brian K., et al.. (2025). Equitable faculty hiring: development and implementation of teaching faculty hiring rubrics. Frontiers in Education. 10.
2.
McDonnell, Lisa, et al.. (2025). An undergraduate biology pedagogy course curriculum for instructional apprentices. Journal of Microbiology and Biology Education. 26(2). e0024424–e0024424.
3.
Wedow, Robbee, et al.. (2025). How and for whom can genetics education reduce beliefs in genetic essentialism?. Human Genetics and Genomics Advances. 7(1). 100548–100548.
4.
5.
Sato, Brian K., et al.. (2024). Instructional Influencers: Teaching Professors as Potential Departmental Change Agents in Diversity, Equity, and Inclusion. CBE—Life Sciences Education. 23(3). ar35–ar35. 3 indexed citations
6.
Lo, Stanley M., et al.. (2024). STEM Faculty Instructional Beliefs Regarding Assessment, Grading, and Diversity are Linked to Racial Equity Grade Gaps. Research in Higher Education. 65(5). 871–892. 6 indexed citations
7.
Hsu, Jeremy, et al.. (2024). Variations in Student Approaches to Problem Solving in Undergraduate Biology Education. CBE—Life Sciences Education. 23(2). ar12–ar12. 4 indexed citations
8.
Sato, Brian K., et al.. (2023). Limited or complete? Teaching and learning conceptions and instructional environments fostered by STEM teaching versus research faculty. International Journal of STEM Education. 10(1). 12 indexed citations
9.
Goudsouzian, Lara K. & Stanley M. Lo. (2023). A case study on genomic imprinting facilitates student learning. AJP Advances in Physiology Education. 47(1). 139–143. 1 indexed citations
10.
Sung, Rou‐Jia, Emily A. Holt, & Stanley M. Lo. (2023). Constructing biology education research identities: a duoethnography. Frontiers in Education. 8.
11.
Denaro, Kameryn, et al.. (2022). Predicting implementation of active learning by tenure-track teaching faculty using robust cluster analysis. International Journal of STEM Education. 9(1). 49–49. 11 indexed citations
12.
Lo, Stanley M., et al.. (2022). Stakeholder perspectives on hiring teaching-focused faculty at research-intensive universities. International Journal of STEM Education. 9(1). 16 indexed citations
13.
Lo, Stanley M., et al.. (2021). Student Outcomes From a Large-Enrollment Introductory Course-Based Undergraduate Research Experience on Soil Microbiomes. Frontiers in Microbiology. 12. 589487–589487. 11 indexed citations
14.
Denaro, Kameryn, Stanley M. Lo, & Amanda J. Holton. (2021). Effect of a Concurrent Enrollment Preparatory Course on Student Achievement and Persistence in General Chemistry. Journal of Chemical Education. 98(9). 2820–2828. 4 indexed citations
15.
Sung, Rou‐Jia, Su Swarat, & Stanley M. Lo. (2020). Doing coursework without doing biology: undergraduate students’ non-conceptual strategies to problem solving. Journal of Biological Education. 56(3). 271–283. 10 indexed citations
16.
Lo, Stanley M., et al.. (2020). Characterizing the University of California’s tenure-track teaching position from the faculty and administrator perspectives. PLoS ONE. 15(1). e0227633–e0227633. 13 indexed citations
17.
Sung, Rou‐Jia, et al.. (2019). BiochemAR: An Augmented Reality Educational Tool for Teaching Macromolecular Structure and Function. Journal of Chemical Education. 97(1). 147–153. 46 indexed citations
18.
Bozkurt, Günes, et al.. (2017). Disulfide Bond Formation and N-Glycosylation Modulate Protein-Protein Interactions in GPI-Transamidase (GPIT). Scientific Reports. 7(1). 45912–45912. 9 indexed citations
19.
Lo, Stanley M., et al.. (2012). A Bridging Model for Persistence of a Polycomb Group Protein Complex through DNA Replication In Vitro. Molecular Cell. 46(6). 784–796. 38 indexed citations
20.
Lo, Stanley M. & Nicole J. Francis. (2010). Inhibition of Chromatin Remodeling by Polycomb Group Protein Posterior Sex Combs Is Mechanistically Distinct from Nucleosome Binding. Biochemistry. 49(44). 9438–9448. 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.

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