| 2016 | FIE | 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 |
| 2016 | FIE | 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 |
| 2016 | FIE | 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 |
| 2016 | FIE | 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 |
| 2014 | FIE | Motivation-participation conflation: Investigating response bias in intra-semester longitudinal class surveys. | Alex Dillon, Jonathan D. Stolk |
| 2014 | FIE | To what extent can instructors influence student motivation in the classroom? | Jonathan D. Stolk, Yevgeniya V. Zastavker, Alex Dillon, Michael D. Gross |
| 2012 | FIE | The students are unstable! Cluster analysis of motivation and early implications for educational research and practice. | Alex Dillon, Jonathan D. Stolk |