Stephanie Velegol
- Atomic and Molecular Physics, and Optics top 10%
- Molecular Biology
- Water Science and Technology top 5%
- Organic Chemistry top 10%
- Biomedical Engineering
- Co-authors
- Bruce E. LoganRobert D. TiltonSarah ZappeErica J. WanlessBarry D. FlemingSimon BiggsDarrell VelegolJason D. Feick
- Topics
- Engineering Education and Curriculum Development (5 papers)Force Microscopy Techniques and Applications (4 papers)Innovative Teaching Methods (4 papers)
- Partner nations
- United StatesAustralia
In The Last Decade
Stephanie Velegol
24 papers receiving 948 citations
Peers
Comparison fields: 5 of 113
- Atomic and Molecular Physics, and Optics 269
- Molecular Biology 202
- Water Science and Technology 200
- Organic Chemistry 177
- Biomedical Engineering 165
Countries citing papers authored by Stephanie Velegol
This map shows the geographic impact of Stephanie Velegol'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 Stephanie Velegol with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Stephanie Velegol more than expected).
Fields of papers citing papers by Stephanie Velegol
This network shows the impact of papers produced by Stephanie Velegol. 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 Stephanie Velegol. The network helps show where Stephanie Velegol may publish in the future.
Co-authorship network of co-authors of Stephanie Velegol
This figure shows the co-authorship network connecting the top 25 collaborators of Stephanie Velegol. A scholar is included among the top collaborators of Stephanie Velegol 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 Stephanie Velegol. Stephanie Velegol is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 0 | |
| 2 | 2 | |
| 3 | 1 | |
| 4 | 1 | |
| 5 | 29 | |
| 6 | 9 | |
| 7 | 1 | |
| 8 | 6 | |
| 9 | 2 | |
| 10 | 18 | |
| 11 | 10 | |
| 12 | 66 | |
| 13 | The evolution of a flipped classroom: Evidence-based recommendations | 115 |
| 14 | 2 | |
| 15 | 60 | |
| 16 | 113 | |
| 17 | 22 | |
| 18 | 167 | |
| 19 | 24 | |
| 20 | 202 |
About Stephanie Velegol
Stephanie Velegol is a scholar working on Architecture, Media Technology and Surfaces, Coatings and Films, having authored 25 papers that have together received 976 indexed citations. Recurring topics across this work include Engineering Education and Curriculum Development (5 papers), Force Microscopy Techniques and Applications (4 papers) and Innovative Teaching Methods (4 papers). The work is most often cited by research in Surfaces, Coatings and Films (146 citations), Water Science and Technology (200 citations) and Media Technology (78 citations). Stephanie Velegol has collaborated with scholars based in United States and Australia. Frequent co-authors include Bruce E. Logan, Robert D. Tilton, Sarah Zappe, Erica J. Wanless, Barry D. Fleming, Simon Biggs, Darrell Velegol, Jason D. Feick, Ekaterina Paramonova and Manish Kumar. Their work appears in journals such as Environmental Science & Technology, Langmuir and Chemosphere.
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.