The Olin curriculum: thinking toward the future. - Mark H. Somerville; David Anderson 003; Hillary Berbeco; John R. Bourne; Jill D. Crisman; Diana Dabby; Helen Donis-Keller; Stephen S. Holt; Sherra E. Kerns; David V. Kerns Jr.; Robert Martello; Richard K. Miller; et al. (IEEE Trans. Educ., 2005)

The students are unstable! Cluster analysis of motivation and early implications for educational research and practice. - Alex Dillon; Jonathan D. Stolk (FIE, 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 (FIE, 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 (FIE, 2012)

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; et al. (FIE, 2013)

Creating an intrinsic-motivation-driven course design method. - Geoffrey L. Herman; Kathryn F. Trenshaw; David E. Goldberg; Jonathan D. Stolk; Mark H. Somerville (FIE, 2013)

Transforming challenges into reflections: Enabling metacognitive development. - Jordyn Burger; Paige Cote; Nitya Dhanushkodi; Jonathan D. Stolk; Yevgeniya V. Zastavker (FIE, 2014)

Motivation-participation conflation: Investigating response bias in intra-semester longitudinal class surveys. - Alex Dillon; Jonathan D. Stolk (FIE, 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 (FIE, 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 (FIE, 2014)

To what extent can instructors influence student motivation in the classroom? - Jonathan D. Stolk; Yevgeniya V. Zastavker; Alex Dillon; Michael D. Gross (FIE, 2014)

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 (FIE, 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 (FIE, 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 (FIE, 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 (FIE, 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 (FIE, 2016)

Critical mass or critical culture? Gendered perceptions of women and men in an engineering school. - Jonathan D. Stolk; Kathy Hubbard; Sila Çetinkaya (FIE, 2017)

Developing a framework for collaborative educational change: A study of people, processes, and cultures. - Tess Edmonds; Jonathan D. Stolk (FIE, 2018)

Educational Change Initiatives: Misalignments Between Changemakers and Their Institutions. - Jonathan D. Stolk; Tess Edmonds (FIE, 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 (FIE, 2018)

Reimagining and Empowering the Design of Projects: A Project-Based Learning Goals Framework. - Jonathan D. Stolk; Robert Martello (FIE, 2018)

Learning Beliefs of Engineering Faculty and Their Students: How Might Alignments and Misalignments Affect Educational Change Initiatives? - Jonathan D. Stolk (FIE, 2024)

Designing Courses for Autonomy Support: A Practical Framework Inspired by Self-Determination Theory for Motivation. - Jonathan D. Stolk (FIE, 2024)