Jonathan D. Stolk

According to our database, Jonathan D. Stolk authored at least 21 papers between 2005 and 2018.

Collaborative distances:

• Dijkstra number of four.
• Erdős number of four.

2018

Reimagining and Empowering the Design of Projects: A Project-Based Learning Goals Framework.

Jonathan D. Stolk, Robert Martello

Proceedings of the IEEE Frontiers in Education Conference, 2018

Learners' Needs Satisfaction, Classroom Climate, and Situational Motivations: Evaluating Self-Determination Theory in an Engineering Context.

Jonathan D. Stolk, Jonathan Jacobs, Camille Girard, Lauren Pudvan

Proceedings of the IEEE Frontiers in Education Conference, 2018

Educational Change Initiatives: Misalignments Between Changemakers and Their Institutions.

Jonathan D. Stolk, Tess Edmonds

Proceedings of the IEEE Frontiers in Education Conference, 2018

Developing a framework for collaborative educational change: A study of people, processes, and cultures.

Tess Edmonds, Jonathan D. Stolk

Proceedings of the IEEE Frontiers in Education Conference, 2018

2017

Critical mass or critical culture? Gendered perceptions of women and men in an engineering school.

Jonathan D. Stolk, Kathy Hubbard, Sila Çetinkaya

Proceedings of the 2017 IEEE Frontiers in Education Conference, 2017

2016

Students' motivational attitudes in introductory STEM courses: The relationship between assessment and externalization.

Sarah Walters, Cesar Santana, Yevgeniya V. Zastavker, Alexander Dillon, Jonathan D. Stolk, Michael D. Gross

Proceedings of the 2016 IEEE Frontiers in Education Conference, 2016

Considering students' intrinsic motivations and positive emotions in course design: Are they ends, means, or threats?

Jonathan D. Stolk, Yevgeniya V. Zastavker, Alex Dillon, Michael D. Gross

Proceedings of the 2016 IEEE Frontiers in Education Conference, 2016

The promise of faculty care in undergraduate STEM courses.

Robert Siegel, March Saper, Emilia Tanu, Yevgeniya V. Zastavker, Jonathan D. Stolk, Alex Dillon, Michael D. Gross

Proceedings of the 2016 IEEE Frontiers in Education Conference, 2016

Internalization and externalization in the classroom: How do they emerge and why is it important?

Pinar Demetci, Caz Nichols, Yevgeniya V. Zastavker, Jonathan D. Stolk, Alex Dillon, Michael D. Gross

Proceedings of the 2016 IEEE Frontiers in Education Conference, 2016

Understanding students' perception of academic and professional relevance in STEM courses.

Yun-Hsin Chen, Allison Tau, Yevgeniya V. Zastavker, Jonathan D. Stolk, Alex Dillon, Michael D. Gross

Proceedings of the 2016 IEEE Frontiers in Education Conference, 2016

2014

To what extent can instructors influence student motivation in the classroom?

Jonathan D. Stolk, Yevgeniya V. Zastavker, Alex Dillon, Michael D. Gross

Proceedings of the IEEE Frontiers in Education Conference, 2014

Well, that didn't work: A troubled attempt to quantitatively measure engineering students' lifelong learning development over two years of college.

Jonathan D. Stolk, Robert Martello, Kathleen Koehler, Katherine C. Chen, Roberta Herter

Proceedings of the IEEE Frontiers in Education Conference, 2014

Same course, different goals: Examining the personal goals of men and women in a project-based engineering environment.

Janie R. Harari, Julianne A. Jorgensen, Jonathan D. Stolk

Proceedings of the IEEE Frontiers in Education Conference, 2014

Motivation-participation conflation: Investigating response bias in intra-semester longitudinal class surveys.

Alex Dillon, Jonathan D. Stolk

Proceedings of the IEEE Frontiers in Education Conference, 2014

Transforming challenges into reflections: Enabling metacognitive development.

Jordyn Burger, Paige Cote, Nitya Dhanushkodi, Jonathan D. Stolk, Yevgeniya V. Zastavker

Proceedings of the IEEE Frontiers in Education Conference, 2014

2013

Creating an intrinsic-motivation-driven course design method.

Geoffrey L. Herman, Kathryn F. Trenshaw, David E. Goldberg, Jonathan D. Stolk, Mark H. Somerville

Proceedings of the IEEE Frontiers in Education Conference, 2013

Model collaboration for advancing student-centered engineering education.

Deyna C. Aragon, Peter Golding, Roger V. Gonzalez, Gilbert Moreno, Daniela Natera, Richard F. O'Brien, Richard T. Schoephoerster, Scott A. Starks, Elsa Q. Villa, William S. Walker, Isaiah N. Webb, Vincent P. Manno, Richard K. Miller, Robert Martello, Mark H. Somerville, Lynn Andrea Stein, Jonathan D. Stolk, Jessica Townsend

Proceedings of the IEEE Frontiers in Education Conference, 2013

2012

Work in progress: How do first-year engineering students develop as self-directed learners?

Boris Taratutin, Taylor Lobe, Jonathan D. Stolk, Robert Martello, Katherine C. Chen, Roberta Herter

Proceedings of the IEEE Frontiers in Education Conference, 2012

Work in progress: En route to lifelong learning? Academic motivations, goal orientations, and learning conceptions of entering first-year engineering students.

Jonathan D. Stolk, Robert Martello, Taylor Lobe, Boris Taratutin, Katherine C. Chen, Roberta Herter

Proceedings of the IEEE Frontiers in Education Conference, 2012

The students are unstable! Cluster analysis of motivation and early implications for educational research and practice.

Alex Dillon, Jonathan D. Stolk

Proceedings of the IEEE Frontiers in Education Conference, 2012

2005

The Olin curriculum: thinking toward the future.

Mark H. Somerville, David Anderson, Hillary Berbeco, John R. Bourne, Jill D. Crisman, Diana Dabby, Helen Donis-Keller, Stephen S. Holt, Sherra E. Kerns, David V. Kerns, Robert Martello, Richard K. Miller, Michael Moody, Gill A. Pratt, Joanne Pratt, Christina Shea, Stephen Schiffman, Sarah Spence Adams, Lynn Andrea Stein, Jonathan D. Stolk, Brian D. Storey, Burt S. Tilley, Benjamin Vandiver, Yevgeniya V. Zastavker

IEEE Trans. Educ., 2005