Stephen Krause

1.4k total citations
119 papers, 856 citations indexed

About

Stephen Krause is a scholar working on Education, Media Technology and Architecture. According to data from OpenAlex, Stephen Krause has authored 119 papers receiving a total of 856 indexed citations (citations by other indexed papers that have themselves been cited), including 66 papers in Education, 60 papers in Media Technology and 31 papers in Architecture. Recurrent topics in Stephen Krause's work include Engineering Education and Curriculum Development (42 papers), Experimental Learning in Engineering (34 papers) and Engineering Education and Pedagogy (31 papers). Stephen Krause is often cited by papers focused on Engineering Education and Curriculum Development (42 papers), Experimental Learning in Engineering (34 papers) and Engineering Education and Pedagogy (31 papers). Stephen Krause collaborates with scholars based in United States, Australia and India. Stephen Krause's co-authors include Dale Baker, Chell Roberts, Muhsin Menekşe, Glenda Stump, T. H. Michelene, James A. Middleton, Gary E. Price, Eugene Judson, W. Wade Adams and William F. Hosford and has published in prestigious journals such as Applied Physics Letters, Journal of Applied Physics and Polymer.

In The Last Decade

Stephen Krause

104 papers receiving 804 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Stephen Krause United States 14 436 285 192 123 99 119 856
Jonathan Stolk United States 14 366 0.8× 188 0.7× 177 0.9× 56 0.5× 68 0.7× 66 711
Linda Vanasupa United States 14 238 0.5× 258 0.9× 48 0.3× 85 0.7× 65 0.7× 66 688
Genaro Zavala Mexico 17 548 1.3× 119 0.4× 147 0.8× 17 0.1× 17 0.2× 114 1.2k
Jonathan Breiner United States 4 432 1.0× 44 0.2× 138 0.7× 11 0.1× 34 0.3× 9 737
MacKenzie R. Stetzer United States 19 500 1.1× 136 0.5× 208 1.1× 9 0.1× 10 0.1× 51 856
Yevgeniya V. Zastavker United States 10 121 0.3× 74 0.3× 46 0.2× 28 0.2× 58 0.6× 63 654
Jonte Bernhard Sweden 15 391 0.9× 356 1.2× 160 0.8× 80 0.7× 79 0.8× 93 1.1k
David D. Kumar United States 19 470 1.1× 33 0.1× 174 0.9× 9 0.1× 18 0.2× 92 1.2k
Tamara Floyd‐Smith United States 11 185 0.4× 59 0.2× 36 0.2× 19 0.2× 16 0.2× 21 556
Christopher Wright United States 9 192 0.4× 32 0.1× 67 0.3× 16 0.1× 52 0.5× 36 338

Countries citing papers authored by Stephen Krause

Since Specialization
Citations

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

Fields of papers citing papers by Stephen Krause

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Stephen Krause

This figure shows the co-authorship network connecting the top 25 collaborators of Stephen Krause. A scholar is included among the top collaborators of Stephen Krause 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 Stephen Krause. Stephen Krause 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.
2.
Krause, Stephen, et al.. (2020). Review and Assessment of an Evidence-Based Professional Development Program to Promote Active-Learning Pedagogical Practices in the Classroom. 2020 ASEE Virtual Annual Conference Content Access Proceedings. 1 indexed citations
3.
Krause, Stephen, et al.. (2020). The Effect of a Visually-Based Intervention on Students’ Misconceptions Related to Solutions, Solubility, and Saturation in a Core Materials Course. Papers on Engineering Education Repository (American Society for Engineering Education). 23.1189.1–23.1189.15. 4 indexed citations
4.
Krause, Stephen, et al.. (2014). Using Word Clouds for Fast, Formative Assessment of Students’ Short Written Responses. Chemical Engineering Education. 48(4). 190–198. 15 indexed citations
5.
Krause, Stephen, et al.. (2014). The effect of incorporating youtube videos into an intervention addressing students' misconceptions related to solutions, solubility, and saturation. 2 indexed citations
6.
Krause, Stephen, Dale R. Baker, Adam Carberry, et al.. (2014). Characterizing and addressing student learning issues and misconceptions (SLIMs) in materials science with muddiest point reflections and fast formative feedback. 4 indexed citations
7.
Middleton, James A., et al.. (2014). Early course and grade predictors of persistence in undergraduate engineering majors. 1–7. 15 indexed citations
8.
Krause, Stephen, et al.. (2012). Using systemic functional linguistics to analyze engineering speak in an introductory materials science & engineering course. 1 indexed citations
9.
Krause, Stephen, et al.. (2011). Development and use of Concept-in-Context maps to promote student conceptual understanding in an introductory materials course. 4 indexed citations
10.
Krause, Stephen, et al.. (2011). Addressing misconceptions and knowledge gaps in restructuring of atomic bonding content in a materials course to enhance student conceptual change. 1 indexed citations
11.
Pizziconi, Vincent, et al.. (2010). The P3E2 project: The introduction, implementation and evaluation of engineering design integrated across the middle school curriculum. 1 indexed citations
12.
Krause, Stephen, et al.. (2010). An Atomic bonding module for materials engineering that elicits and addresses misconceptions with "Concept-in-Context" multimodal activities, worksheets, problems, and assessments. 1 indexed citations
13.
Krause, Stephen, et al.. (2010). Effect of pedagogy on conceptual change in an introductory materials science course. International journal of engineering education. 26(4). 869–879. 14 indexed citations
14.
Baker, Dale, et al.. (2010). Uncovering atomic bonding misconceptions with multimodal topic module assessments of student understanding in an introductory materials course. 3 indexed citations
15.
Purzer, Şenay, et al.. (2009). What lies beneath the Materials Science and Engineering misconceptions of undergraduate engineering students. 2 indexed citations
16.
Baker, Dale, Şenay Purzer, Sharon E. Robinson Kurpius, Stephen Krause, & Chell Roberts. (2007). Infusing design, engineering, and technology into K-12 teachers’ practice. International journal of engineering education. 23(5). 884–893. 5 indexed citations
17.
Baker, Dale, et al.. (2006). Development of a Survey to Assess K‐12 Teachers' Perceptions of Engineers and Familiarity with Teaching Design, Engineering, and Technology. Journal of Engineering Education. 95(3). 205–216. 146 indexed citations
18.
Pavelich, Michael J., et al.. (2004). Development of a Chemistry Concept Inventory for Use in Chemistry, Materials and other Engineering Courses. 3445–3452. 9 indexed citations
19.
Krause, Stephen, et al.. (2004). Origins of Misconceptions in a Materials Concept Inventory From Student Focus Groups. 10813–10820. 25 indexed citations
20.
Baker, Dale, et al.. (2004). Developing a method to measure the metacognitive effects of a course on design, engineering and technology over time. 3117–3128. 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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