Jonathan D. Stolk

According to our database1, Jonathan D. Stolk authored at least 21 papers between 2005 and 2018.

Collaborative distances:
  • Dijkstra number2 of five.
  • Erdős number3 of four.

Timeline

Legend:

Book 
In proceedings 
Article 
PhD thesis 
Other 

Links

On csauthors.net:

Bibliography

2018
Reimagining and Empowering the Design of Projects: A Project-Based Learning Goals Framework.
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.
Proceedings of the IEEE Frontiers in Education Conference, 2018

Educational Change Initiatives: Misalignments Between Changemakers and Their Institutions.
Proceedings of the IEEE Frontiers in Education Conference, 2018

Developing a framework for collaborative educational change: A study of people, processes, and cultures.
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.
Proceedings of the 2017 IEEE Frontiers in Education Conference, 2017

2016
Students' motivational attitudes in introductory STEM courses: The relationship between assessment and externalization.
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?
Proceedings of the 2016 IEEE Frontiers in Education Conference, 2016

The promise of faculty care in undergraduate STEM courses.
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?
Proceedings of the 2016 IEEE Frontiers in Education Conference, 2016

Understanding students' perception of academic and professional relevance in STEM courses.
Proceedings of the 2016 IEEE Frontiers in Education Conference, 2016

2014
To what extent can instructors influence student motivation in the classroom?
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.
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.
Proceedings of the IEEE Frontiers in Education Conference, 2014

Motivation-participation conflation: Investigating response bias in intra-semester longitudinal class surveys.
Proceedings of the IEEE Frontiers in Education Conference, 2014

Transforming challenges into reflections: Enabling metacognitive development.
Proceedings of the IEEE Frontiers in Education Conference, 2014

2013
Creating an intrinsic-motivation-driven course design method.
Proceedings of the IEEE Frontiers in Education Conference, 2013


2012
Work in progress: How do first-year engineering students develop as self-directed learners?
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.
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.
Proceedings of the IEEE Frontiers in Education Conference, 2012

2005
The Olin curriculum: thinking toward the future.
IEEE Trans. Educ., 2005


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