| 2024 | FIE | Learning Beliefs of Engineering Faculty and Their Students: How Might Alignments and Misalignments Affect Educational Change Initiatives? | Jonathan D. Stolk |
| 2024 | FIE | Designing Courses for Autonomy Support: A Practical Framework Inspired by Self-Determination Theory for Motivation. | Jonathan D. Stolk |
| 2018 | FIE | Developing a framework for collaborative educational change: A study of people, processes, and cultures. | Tess Edmonds, Jonathan D. Stolk |
| 2018 | FIE | Educational Change Initiatives: Misalignments Between Changemakers and Their Institutions. | Jonathan D. Stolk, Tess Edmonds |
| 2018 | FIE | 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 |
| 2018 | FIE | Reimagining and Empowering the Design of Projects: A Project-Based Learning Goals Framework. | Jonathan D. Stolk, Robert Martello |
| 2017 | FIE | Critical mass or critical culture? Gendered perceptions of women and men in an engineering school. | Jonathan D. Stolk, Kathy Hubbard, Sila etinkaya |
| 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 |
| 2016 | FIE | 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 |
| 2014 | FIE | Transforming challenges into reflections: Enabling metacognitive development. | Jordyn Burger, Paige Cote, Nitya Dhanushkodi, Jonathan D. Stolk, Yevgeniya V. Zastavker |
| 2014 | FIE | Motivation-participation conflation: Investigating response bias in intra-semester longitudinal class surveys. | Alex Dillon, Jonathan D. Stolk |
| 2014 | FIE | 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 |
| 2014 | FIE | 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 |
| 2014 | FIE | To what extent can instructors influence student motivation in the classroom? | Jonathan D. Stolk, Yevgeniya V. Zastavker, Alex Dillon, Michael D. Gross |
| 2013 | FIE | 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, Richard K. Miller, Robert Martello, Mark H. Somerville, Lynn Andrea Stein, Jonathan D. Stolk, Jessica Townsend |
| 2013 | FIE | Creating an intrinsic-motivation-driven course design method. | Geoffrey L. Herman, Kathryn F. Trenshaw, David E. Goldberg, Jonathan D. Stolk, Mark H. Somerville |
| 2012 | FIE | The students are unstable! Cluster analysis of motivation and early implications for educational research and practice. | Alex Dillon, Jonathan D. Stolk |
| 2012 | FIE | 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 |
| 2012 | FIE | 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 |