Publications

Refereed Articles and Book Chapters

  1. Purzer, Ş., Quintana‐Cifuentes, J., & Menekse, M. (2022). The honeycomb of engineering framework: Philosophy of engineering guiding precollege engineering education. Journal of Engineering Education, 111(1), 19-39. https://doi.org/10.1002/jee.20441
  2. Kozan, K., Menekse, M., & Anwar, S. (2021). Exploring the role of STEM content, professional skills, and support service needs in predicting engineering students’ mid-college academic success. International Journal of Engineering Education, 37(3), 690-700.
  3. Akdemir, Z., Menekse, M., Hosseini, M., & Nandi, A. (2021). Introducing quantum key distribution to high school students. The Science Teacher, 88(3), 44-51.
  4. Anwar, S., & Menekse, M. (2021). A systematic review of observation protocols used in postsecondary STEM classrooms. Review of Education, 9:81-120  https://doi.org/10.1002/rev3.3235
  5. Butt, A. A., Kozan, K., & Menekse, M. (2021). The relationship between students’ study strategies and their academic performance in an introductory engineering course with standards-based grading. International Journal of Engineering Education, 37(5), 1371-1381.
  6. Menekse, M., Anwar, S., & Akdemir, Z. (2020). How do different reflection prompts affect engineering students’ academic performance and engagement? The Journal of Experimental Education. (EarlyCite) DOI: 10.1080/00220973.2020.1786346 
  7. Menekse, M. (2020). The reflection-informed learning and instruction to improve students’ academic success in undergraduate classrooms. The Journal of Experimental Education, 88:2, 183-199, DOI: 1080/00220973.2019.1620159
  8. Menekse, M., Anwar, S., & Zheng, X. (2020). Computer science students’ perceived needs for support and their academic performance by gender and residency: An exploratory study. Journal of Applied Research in Higher Education. (EarlyCite). DOI: https://doi.org/10.1108/JARHE-07-2019-0194
  9. Anwar, S. & Menekse, M. (2020). Unique contributions of individual reflections and teamwork on engineering students’ academic performance and achievement goals. International Journal of Engineering Education, 36(3), 1018-1033.
  10. 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
  11. 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
  12. 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
  13. 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
  14. 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.
  15. Menekse, M., Higashi, R., Schunn, C. & Baehr, E. (2017). Exploring the role of robotics teams’ collaboration quality on team performance in a robotics tournament. Journal of Engineering Education, 106(4), 564-584. https://doi.org/10.1002/jee.20178
  16. 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 
  17. 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
  18. 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
  19. 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
  20. 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
  21. 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
  22. 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
  23. 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
  24. 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
  25. 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
  26. 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
  27. 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 

Refereed Articles in Published Conference Proceedings

  1. Butt, A. A., & Anwar, S., & Menekse, M. (2021). Work in Progress: STEM Students’ Experiences with Educational Technology Tools. Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/38197
  2. Anwar, S., & Butt, A. A., & Menekse, M. (2021). Work in Progress: Challenges and Mitigation Strategies in STEM Courses: Students’ Perspectives. Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/38127
  3. Anwar, S., & Menekse, M. (2020). Unique contributions of reflective thinking and teamwork behaviors on engineering students’ academic performance. Paper presented for the American Educational Research Association (AERA) meeting, San Francisco, CA, April. (9 pages) [The conference is changed to be online only.] 
  4. Anwar, S., Menekse, M., Butt, A.A. (2020). Perceived motivational constructs and engineering students’ academic performance. Proceedings of the American Society for Engineering Education (ASEE) Annual Conference. Montreal, Canada, June. [The conference is changed to be online only.] 
  5. Anwar, S., Menekse, M., Guzey, S., Bogan, V., Genc, U. & Bryan, L. (2020). Role of engagement in predicting students’ performance in an Integrated Life STEM Unit. Proceedings of the American Society for Engineering Education (ASEE) Annual Conference. Montreal, Canada, June. [The conference is changed to be online only.] 
  6. Butt, A.A., Anwar, S., & Menekse, M. (2020). Work in Progress: First–year engineering students’ study strategies and their academic performance. Proceedings of the American Society for Engineering Education (ASEE) Annual Conference. Montreal, Canada, June. [The conference is changed to be online only.] (9 pages)
  7. Anwar, S., Menekse, M., & Kardgar, A. (2019). Engineering students’ self-reflections, teamwork behaviors, and academic performance. In proceedings of the 2019 ASEE Annual Conference & Exposition, Tampa, Florida. https://peer.asee.org/32738
  8. Anwar, S., Menekse, M., Guzey, S. S., Bogan, V. L., Smeathers , S. C., Jung, J. Y., & Genc, U. (2019). Effect of integrated life science units on middle school students’ engagement. In proceedings of the 2019 ASEE Annual Conference & Exposition. Tampa, Florida. https://peer.asee.org/31908
  9. Yeter, I. H., Rynearson, A. M., Ehsan, H., Rehmat, A. P., Dasgupta, A., & Fagundes, B., Menekse, M., & Cardella, M. E. (2019). Design and implementation of data collection in a large-scale, multi-year pre-college engineering study: A Retrospective. In proceedings of the 2019 ASEE Annual Conference & Exposition. Tampa, Florida. https://peer.asee.org/32596
  10. Hynes, M. M., Cardella, M. E., Moore, T. J., Brophy, S. P., Purzer, S., Tank, K. M., Menekse, M., Yeter, I. H., & Ehsan, H. (2019). Inspiring young children to engage in computational thinking in and out of school (Research to Practice). In proceedings of the 2019 ASEE Annual Conference & Exposition. Tampa, Florida. https://peer.asee.org/32970
  11. Anwar, S., Menekse, M., Heo, D., & Kim, D. (2018). Work in Progress: Students’ reflection quality and effective team membership. In proceedings of the 2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah.
  12. Menekse, M. (2017). The role of activities and verbal interactions on engineering students’ learning outcomes across dyadic and individual conditions. In proceedings of the 2017 ASEE Annual Conference & Exposition, Columbus, Ohio.
  13. Heo, D. & Menekse, M. (2017). How do engineering students’ achievement goals influence their reflection behaviors and learning outcomes? In proceedings of the 2017 ASEE Annual Conference & Exposition, Columbus, Ohio.
  14. Fan, X., Luo, W., Menekse, M., Litman, D., & Wang, J. (2017). Scaling reflection prompts in large classrooms via mobile interfaces and natural language processing. In proceedings of the 22nd annual meeting of the ACM Intelligent User Interfaces Conference.
  15. K. Boden, E. Kuo, T. J. Nokes-Malach, T. L. Wallace, and M. Menekse. (2017). What is the role of motivation in procedural and conceptual physics learning? An examination of self-efficacy and achievement goals, 2017 PERC Proceedings [Cincinnati, OH, July 26-27, 2017], edited by L. Ding, A. Traxler, and Y. Cao, doi:
  16. 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 
  17. 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
  18. 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
  19. 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 proceedings of the Frontiers in Education Conference (FIE), 2015. 32614 2015. IEEE (pp. 1-5). IEEE.
  20. 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.
  21. 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.
  22. 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).
  23. Menekse, M., & Chi, M.T.H. (2013). The effectiveness of knowledge co-construction on pairs’ learning outcomes. Paper presented for the American Educational Research Association (AERA) meeting, San Francisco, CA, March. 
  24. Menekse, M., & Chi, M.T.H. (2013). Review of inquiry-based science learning studies based on the DOLA framework. Proceedings of the European Association for Research on Learning and Instruction (EARLI) conference, Munich, Germany, August. 
  25. Menekse, M., & Chi, M.T.H. (2013). How do collaborative interactions influence students’ learning outcomes? Proceedings of the European Association for Research on Learning and Instruction (EARLI) conference, Munich, Germany, August. 
  26. Menekse, M., Stump, G., Krause, S., & Chi, M.T.H. (2012). The use of differentiated learning activities to enhance engineering students learning. Proceedings of the American Society for Engineering Education (ASEE) Annual Conference. San Antonio, Texas, June
  27. 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.
  28. 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.
  29. 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.
  30. 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.
  31. 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.