Refereed Articles and Book Chapters

1.             Menekse, M., Higashi, R., Schunn, C. & Baehr, E. (Accepted for the October 2017 issue). Exploring the role of robotics teams’ collaboration quality on team performance in a robotics tournament. Journal of Engineering Education.

2.             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 (Guest Editorial)

3.             Menekse, M. (2015). Computer science teacher professional development in the United States: A review of studies published between 2004 and 2014. Computer Science Education. DOI: 10.1080/08993408.2015.1111645 PDF

4.             Chi, M.T.H., & Menekse, M. (2015). Dialogue patterns 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. PDF

5.             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. PDF

6.             Clark, D. B., Menekse, M., Özdemir, G., D’Angelo, C., & Schleigh, S. (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 PDF

7.             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, 346-374. doi: 10.1002/jee.20021 PDF

8.             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. PDF

9.             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. PDF

10.         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. PDF

11.         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. PDF

12.         Guerra, P., Hernández, L., Kim, A., Menekse, M., & Middleton, J. (2009). Two case studies of fifth grade students reasoning about levers. In R. Lesh, P. L. Galbraith, C. R. Haines, & A. Hurford. (Eds). Modeling Students' Mathematical Modeling Competencies (Ch. 24, pp. 301-312). Netherlands, Springer. PDF

13.         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. PDF

Journal Articles in Progress

ü    Menekse, M., & Chi, M.T.H. (Under review). The role of dialogue patterns on students’ learning of engineering concepts in unstructured face-to-face collaboration.

ü    Menekse, M. Anwar, S., Purzer, S (Accepted). Self-efficacy and mobile learning environments. Chapter for the forthcoming book on Self-Efficacy and Instructional Technologies.

ü    Heo, D., Anwar, S., Menekse, M. (Accepted).  Exploring the relationship between engineering students’ achievement goals, reflection behaviors and learning outcomes. Submitted to the International Journal of Engineering Education.

ü    Menekse, M., Dasgupta, C., & Nania, V. (Under review). A meta-analysis of research on inquiry based science education by using interactive-constructive-active framework.

Refereed Articles in Published Conference Proceedings

14.         Menekse, M. (Accepted). The role of activities and verbal interactions on engineering students’ learning outcomes across dyadic and individual conditions. Accepted for the 2017 ASEE Annual Conference, Columbus, Ohio.

15.         Heo, D. & Menekse, M. (Accepted). How do engineering students’ achievement goals influence their reflection behaviors and learning outcomes? Accepted for the 2017 ASEE Annual Conference, Columbus, Ohio.

16.         Fan, X., Luo, W., Menekse, M., Litman, D., & Wang, J. (Accepted). Scaling reflection prompts in large classrooms via mobile interfaces and natural language processing. Accepted for the 22nd annual meeting of the ACM Intelligent User Interfaces Conference.

17.         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 

18.         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

19.         Hynes, M. M., Moore, T. J., Cardella, M. E., Tank, K. M., Purzer, S., Menekse, M., & Brophy, S. P. (2016). Inspiring computational thinking in young children’s engineering design activities. In proceedings of the 2016 ASEE Annual Conference, New Orleans, Louisiana. 10.18260/p.2573

20.         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.

21.         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.

22.         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.

23.         Menekse, M., & Chi, M.T.H. (2014). An investigation of effective dialogue patterns in collaborative interactions. Proceedings of the American Educational Research Association (AERA), Philadelphia, PA (2014 AERA paper repository).

24.         Menekse, M., & Chi, M.T.H. (2013). The effectiveness of knowledge co-construction on pairs’ learning outcomes. Proceedings of the American Educational Research Association (AERA), San Francisco, CA (2013 AERA paper repository).

25.         Menekse, M., Stump, G., Krause, S., & Chi, M.T.H. (2011). Implementation of differentiated active-constructive-interactive activities in an engineering classroom. Proceedings of the American Society for Engineering Education (ASEE) Annual Conference. Vancouver, Canada.

26.         Menekse, M., Stump, G., Krause, S., & Chi, M.T.H. (2011). The effectiveness of students’ daily reflections on learning in engineering context. Proceedings of the American Society for Engineering Education (ASEE) Annual Conference. Vancouver, Canada.

27.         Menekse, M., Clark, D. B., Ozdemir, G., D’Angelo, C., & Schleigh, S. (2009).   Turkish students’ force meanings. Proceedings of the European Science Education Research Association (ESERA) 2009 Conference (pp. 33-38). Istanbul, Turkey.

28.         Megowan-Romanowicz, C., Uysal, S. Menekse, M., Birchfield, D. (2009). Growth   in teacher self-efficacy through participation in a high-tech instructional design community. Proceedings of the European Science Education Research Association (ESERA) 2009 Conference (pp. 239-244). Istanbul, Turkey.

29.         Clark, D. B., D’Angelo, C., Schleigh, S., & Menekse, M. (2008). International comparison of knowledge structure coherence: Cultural, semantic, and educational differences. Proceedings of the Eighth International Conference of the Learning Sciences (pp. 159-166). Utrecht, Netherlands.

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