FACULTY PROFILES

• Student cognition and learning of engineering and science concepts
• Verbal interactions that enhance productive discussions in collaborative learning settings
• Metacognition and its implications for learning
• Technology enhanced learning environments

Selected Publications

• Menekse, M. (2019). The reflection-informed learning and instruction to improve students’ academic success in undergraduate classrooms. The Journal of Experimental Education, DOI: 10.1080/00220973.2019.1620159
• Menekse, M.*, Purzer S., & Heo, D. (2019). An investigation of verbal episodes that relate to individual and team performance in engineering student teams. International Journal of STEM Education. DOI: 10.1186/s40594-019-0160-9
• Anwar, S., Bascou, N. A., Menekse, M., & Kardgar, A. (2019). A systematic review of studies on educational robotics. Journal of Pre-College Engineering Education Research (J-PEER): Vol. 9: Iss. 2, Article 2. https://doi.org/10.7771/2157-9288.1223
• Menekse, M. & Chi, M. T. H. (2018). The role of collaborative interactions versus individual construction on students’ learning of engineering concepts. European Journal of Engineering Education, DOI: 10.1080/03043797.2018.1538324
• Menekse M., Anwar S., Purzer S. (2018). Self-Efficacy and mobile learning technologies: A case study of CourseMIRROR. In: Hodges C. (eds) Self-Efficacy in Instructional Technology Contexts. Springer, Cham. DOI: https://doi.org/10.1007/978-3-319-99858-9_4
• Heo, D., Anwar, S., & Menekse, M. (2018). The relationship between engineering students’ achievement goals, reflection behaviors, and learning outcomes. International Journal of Engineering Education, 34(5), 1634-1643.
• Menekse, M., Higashi, R., Schunn, C., & Baehr, E. (2017). The role of robotics teams’ collaboration quality on team performance in a robotics tournament. Journal of Engineering Education, 106(4), 564-584. doi: 10.1002/jee.20178
• Streveler, R. & Menekse, M. (2017). Taking a closer look at active learning. Journal of Engineering Education, 106(2), 186-190. doi: 10.1002/jee.20160
• Menekse, M., & Purzer, S. (2016). The effects of verbal interactions on individual and team performance in engineering design. In proceedings of the 2016 ASEE Annual Conference, New Orleans, Louisiana. 10.18260/p.26149
• Bascou, N. A., & Menekse, M. (2016). Robotics in K-12 Formal and Informal Learning Environments: A Review of Literature. In proceedings of the 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26119
• Menekse, M. (2015). Computer science teacher professional development in the United States: a review of studies published between 2004 and 2014. Computer Science Education, 25(4), 325-350. doi: 10.1080/08993408.2015.1111645
• Chi, M. T. H., & Menekse, M. (2015). Dialogue patterns in peer collaboration that promote learning. In L. B. Resnick, C. Asterhan, S. N. Clarke (Eds.), Socializing Intelligence through Talk and Dialogue. (Ch. 21, pp. 263-274). Washington DC: AERA.
• Schleigh, S., Clark, D. B., & Menekse, M. (2015). Constructed-response as an alternative to interviews in conceptual change studies: Students’ explanations of force. The International Journal of Education in Mathematics, Science and Technology, 3(1), 14-36.
• Menekse, M., Schunn, C., Higashi, R., & Baehr, E. (2015). An investigation of the relationship between K-8 Robotics teams’ collaborative behaviors and their performance in a robotics tournament. In Frontiers in Education Conference (FIE), 2015. 32614 2015. IEEE (pp. 1-5). IEEE.
• Luo, W., Fan, X., Menekse, M., Wang, J. & Litman, D. (2015). Enhancing instructor-student and student-student interactions with mobile interfaces and summarization. In Proceedings of the 2015 Conference of the North American Chapter of the Association for Computational Linguistics – Human Language Technologies Demonstration Session, Denver, CO.
• Fan, X., Luo, W., Menekse, M., Litman, D., & Wang, J. (2015). CourseMIRROR: Enhancing large classroom instructor-student interactions via mobile interfaces and natural language processing. In ACM Computer-Human Interaction Extended Abstracts on Human Factors in Computing Systems, Atlanta, GA.
• Clark, D. B., Menekse, M., Ozdemir, G., & D’Angelo, C. (2014). Exploring sources of variation in studies of knowledge structure coherence: Comparing force meanings and force meaning consistency across two Turkish cities. Science Education, 98(1), 143-181. doi: 10.1002/sce.21094
• Menekse, M., Stump, G., Krause, S., & Chi, M.T.H. (2013). Differentiated overt learning activities for effective instruction in engineering classrooms. Journal of Engineering Education, 102(3), 346-374. doi: 10.1002/jee.20021
• Menekse, M., Stump, G., Krause, S., & Chi, M.T.H. (2013). Beyond hands on: Some active learning methods are more effective than others. ASEE Prism Magazine, November 2013, 45.
• Jeong, A., Clark, D. B., Sampson, V. D., & Menekse, M. (2011). Sequential analysis of scientific argumentation in asynchronous online discussion environments. In S. Puntambekar, G. Erkens & C. Hmelo-Silver (Eds.), Analyzing Interactions in CSCL: Methodology, Approaches and Issues (Vol. 12, pp. 207-233). Netherlands, Springer.
• Clark, D. B., Sampson, V. D., Stegmann, K., Marttunen, M., Kollar, I., Janssen, J., Weinberger, A., Menekse, M., Erkens, G., & Laurinen, L. (2010). Online learning environments, scientific argumentation, and 21st century skills. B. Ertl (Ed.). E-Collaborative Knowledge Construction: Learning from Computer-Supported and Virtual Environments (Ch. 1, pp. 1-40). Hershey, PA: Information Science Reference.
• Clark, D. B., D’Angelo, C. M., & Menekse, M. (2009). Initial structuring of online discussions to improve learning and argumentation: Incorporating students’ own explanations as seed comments versus an augmented-preset approach to seeding discussions. Journal of Science Education and Technology, 18(4), 321-333.
• Clark, D., Stegmann, K., Weinberger, A., & Menekse, M., & Erkens, G. (2007). Technology-enhanced learning environments to support students’ argumentation. In S. Erduran & M.P. Jimenez Aleixandre (Eds), Argumentation in Science Education: Perspectives from Classroom-Based Research (pp. 217-243). Netherlands, Springer.