Muhsin Menekse

Associate Professor of Engineering Education
Mailing Addresses


Ph.D., Curriculum and Instruction (specialization in science education), Arizona State University
M.A., Educational Psychology (specialization in measurement and statistics), Arizona State University
M.S., Physics (specialization in teaching), Bogazici University
B.S., Physics, Bogazici University

Research Interests

Students' learning of complex tasks and concepts in engineering and science
Verbal interactions in collaborative learning settings (e.g., teams, small groups)
Metacognition, reflection, and 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.

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.

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.

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.

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

Streveler, R. & Menekse, M. (2017). Taking a closer look at active learning. Journal of Engineering Education, 106(2), 186-190.

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.

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.

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), 1431181.

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.