Jonathan D. Stolk

23 papers C 22Journal 1

Year	Rank	Type	Title / Venue / Authors
2024	C	`conf`	Designing Courses for Autonomy Support: A Practical Framework Inspired by Self-Determination Theory for Motivation. FIE Jonathan D. Stolk
2024	C	`conf`	Learning Beliefs of Engineering Faculty and Their Students: How Might Alignments and Misalignments Affect Educational Change Initiatives? FIE Jonathan D. Stolk
2018	C	`conf`	Developing a framework for collaborative educational change: A study of people, processes, and cultures. FIE Tess Edmonds, Jonathan D. Stolk
2018	C	`conf`	Educational Change Initiatives: Misalignments Between Changemakers and Their Institutions. FIE Jonathan D. Stolk, Tess Edmonds
2018	C	`conf`	Learners' Needs Satisfaction, Classroom Climate, and Situational Motivations: Evaluating Self-Determination Theory in an Engineering Context. FIE Jonathan D. Stolk, Jonathan Jacobs, Camille Girard, Lauren Pudvan
2018	C	`conf`	Reimagining and Empowering the Design of Projects: A Project-Based Learning Goals Framework. FIE Jonathan D. Stolk, Robert Martello
2017	C	`conf`	Critical mass or critical culture? Gendered perceptions of women and men in an engineering school. FIE Jonathan D. Stolk, Kathy Hubbard, Sila Çetinkaya
2016	C	`conf`	Considering students' intrinsic motivations and positive emotions in course design: Are they ends, means, or threats? FIE Jonathan D. Stolk, Yevgeniya V. Zastavker, Alex Dillon, Michael D. Gross
2016	C	`conf`	Internalization and externalization in the classroom: How do they emerge and why is it important? FIE Pinar Demetci, Caz Nichols, Yevgeniya V. Zastavker, Jonathan D. Stolk, Alex Dillon, Michael D. Gross
2016	C	`conf`	Students' motivational attitudes in introductory STEM courses: The relationship between assessment and externalization. FIE Sarah Walters, Cesar Santana, Yevgeniya V. Zastavker, Alexander Dillon, Jonathan D. Stolk, Michael D. Gross
2016	C	`conf`	The promise of faculty care in undergraduate STEM courses. FIE Robert Siegel, March Saper, Emilia Tanu, Yevgeniya V. Zastavker, Jonathan D. Stolk, Alex Dillon, Michael D. Gross
2016	C	`conf`	Understanding students' perception of academic and professional relevance in STEM courses. FIE Yun-Hsin Chen, Allison Tau, Yevgeniya V. Zastavker, Jonathan D. Stolk, Alex Dillon, Michael D. Gross
2014	C	`conf`	Motivation-participation conflation: Investigating response bias in intra-semester longitudinal class surveys. FIE Alex Dillon, Jonathan D. Stolk
2014	C	`conf`	Same course, different goals: Examining the personal goals of men and women in a project-based engineering environment. FIE Janie R. Harari, Julianne A. Jorgensen, Jonathan D. Stolk
2014	C	`conf`	To what extent can instructors influence student motivation in the classroom? FIE Jonathan D. Stolk, Yevgeniya V. Zastavker, Alex Dillon, Michael D. Gross
2014	C	`conf`	Transforming challenges into reflections: Enabling metacognitive development. FIE Jordyn Burger, Paige Cote, Nitya Dhanushkodi, Jonathan D. Stolk, Yevgeniya V. Zastavker
2014	C	`conf`	Well, that didn't work: A troubled attempt to quantitatively measure engineering students' lifelong learning development over two years of college. FIE Jonathan D. Stolk, Robert Martello, Kathleen Koehler, Katherine C. Chen, Roberta Herter
2013	C	`conf`	Creating an intrinsic-motivation-driven course design method. FIE Geoffrey L. Herman, Kathryn F. Trenshaw, David E. Goldberg, Jonathan D. Stolk, Mark H. Somerville
2013	C	`conf`	Model collaboration for advancing student-centered engineering education. FIE 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
2012	C	`conf`	The students are unstable! Cluster analysis of motivation and early implications for educational research and practice. FIE Alex Dillon, Jonathan D. Stolk
2012	C	`conf`	Work in progress: En route to lifelong learning? Academic motivations, goal orientations, and learning conceptions of entering first-year engineering students. FIE Jonathan D. Stolk, Robert Martello, Taylor Lobe, Boris Taratutin, Katherine C. Chen, Roberta Herter
2012	C	`conf`	Work in progress: How do first-year engineering students develop as self-directed learners? FIE Boris Taratutin, Taylor Lobe, Jonathan D. Stolk, Robert Martello, Katherine C. Chen, Roberta Herter
2005	J	`jnl`	The Olin curriculum: thinking toward the future. IEEE Trans. Educ. 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 Jr., 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