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Motivation, pedagogy, and gender: examining the multifaceted and dynamic situational responses of women and men in college STEM courses

International journal of STEM education, 2021-05, Vol.8 (1), p.1-19, Article 35

2021

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Self-regulation and autonomy in problem- and project-based learning environments

Active learning in higher education, 2013-07, Vol.14 (2), p.109-122

2013

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

2018 IEEE Frontiers in Education Conference (FIE), 2018, p.1-5

2018

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

2018 IEEE Frontiers in Education Conference (FIE), 2018, p.1-9

2018

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Educational Change Initiatives: Misalignments Between Changemakers and Their Institutions

2018 IEEE Frontiers in Education Conference (FIE), 2018, p.1-5

2018

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The Impacts of Societal Context on Student Motivation and Engagement

MRS proceedings, 2013, Vol.1532 (1), Article mrsf12-1532-zz01-02

Stolk, Jonathan D.

2013

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

2014 IEEE Frontiers in Education Conference (FIE) Proceedings, 2014, p.1-5

2014

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

2017 IEEE Frontiers in Education Conference (FIE), 2017, p.1-5

2017

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

2016 IEEE Frontiers in Education Conference (FIE), 2016, p.1-4

2016

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

2016 IEEE Frontiers in Education Conference (FIE), 2016, p.1-5

2016

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

2016 IEEE Frontiers in Education Conference (FIE), 2016, p.1-4

2016

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

2014 IEEE Frontiers in Education Conference (FIE) Proceedings, 2014, p.1-4

2014

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

2016 IEEE Frontiers in Education Conference (FIE), 2016, p.1-5

2016

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The promise of faculty care in undergraduate STEM courses

2016 IEEE Frontiers in Education Conference (FIE), 2016, p.1-5

2016

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Transforming challenges into reflections: Enabling metacognitive development

2014 IEEE Frontiers in Education Conference (FIE) Proceedings, 2014, p.1-4

2014

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

2014 IEEE Frontiers in Education Conference (FIE) Proceedings, 2014, p.1-3

2014

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The Olin curriculum: thinking toward the future

IEEE transactions on education, 2005-02, Vol.48 (1), p.198-205

2005

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Model collaboration for advancing student-centered engineering education

2013 IEEE Frontiers in Education Conference (FIE), 2013, p.212-214

2013

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Work-in-progress - Self-directed learning and motivation in a project-based learning environment

2007 37th Annual Frontiers In Education Conference - Global Engineering: Knowledge Without Borders, Opportunities Without Passports, 2007, p.F2G-3-F2G-4

2007

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Modelling for policy: The five principles of the Neglected Tropical Diseases Modelling Consortium

PLoS neglected tropical diseases, 2020-04, Vol.14 (4), p.e0008033-e0008033

2020

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What does the COVID-19 pandemic mean for the next decade of onchocerciasis control and elimination?

Transactions of the Royal Society of Tropical Medicine and Hygiene, 2021-03, Vol.115 (3), p.269-280

2021

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Predictive Value of Microfilariae-Based Stop-MDA Thresholds After Triple Drug Therapy With IDA Against Lymphatic Filariasis in Treatment-Naive Indian Settings

Clinical infectious diseases, 2024-04, Vol.78 (Supplement_2), p.S131-S137

2024

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Predicted Impact of COVID-19 on Neglected Tropical Disease Programs and the Opportunity for Innovation

Clinical infectious diseases, 2021-04, Vol.72 (8), p.1463-1466

2021

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How Does the Proportion of Never Treatment Influence the Success of Mass Drug Administration Programs for the Elimination of Lymphatic Filariasis?

Clinical infectious diseases, 2024-04, Vol.78 (Supplement_2), p.S93-S100

2024

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Structural Uncertainty in Onchocerciasis Transmission Models Influences the Estimation of Elimination Thresholds and Selection of Age Groups for Seromonitoring

The Journal of infectious diseases, 2020-06, Vol.221 (Supplement_5), p.S510-S518

2020

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Motivation, pedagogy, and gender: examining the multifaceted and dynamic situational responses of women and men in college STEM courses

Self-regulation and autonomy in problem- and project-based learning environments

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

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

Educational Change Initiatives: Misalignments Between Changemakers and Their Institutions

The Impacts of Societal Context on Student Motivation and Engagement

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

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

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

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

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

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

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

The promise of faculty care in undergraduate STEM courses

Transforming challenges into reflections: Enabling metacognitive development

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

The Olin curriculum: thinking toward the future

Model collaboration for advancing student-centered engineering education

Work-in-progress - Self-directed learning and motivation in a project-based learning environment

Modelling for policy: The five principles of the Neglected Tropical Diseases Modelling Consortium

What does the COVID-19 pandemic mean for the next decade of onchocerciasis control and elimination?

Predictive Value of Microfilariae-Based Stop-MDA Thresholds After Triple Drug Therapy With IDA Against Lymphatic Filariasis in Treatment-Naive Indian Settings

Predicted Impact of COVID-19 on Neglected Tropical Disease Programs and the Opportunity for Innovation

How Does the Proportion of Never Treatment Influence the Success of Mass Drug Administration Programs for the Elimination of Lymphatic Filariasis?

Structural Uncertainty in Onchocerciasis Transmission Models Influences the Estimation of Elimination Thresholds and Selection of Age Groups for Seromonitoring

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