Muhsin Menekse

Assistant Professor
Mailing Addresses


Ph.D. Arizona State University, Curriculum and Instruction, specialization in Science Education
M.A. Arizona State University, Educational Psychology, specialization in Measurement and
B.S. & M.S. Bogazici University, Physics, specialization in Teaching

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.

Awards, Honors, Achievements, & Memberships

  • Recipient of the 2017, 2018, and 2019 Seed for Success Excellence in Research Awards at Purdue University (This award recognizes the recipients of a $1 million or more external research funding in each academic year.)
  • Recipient of the 2014 William Elgin Wickenden Award of the American Society for Engineering Education. (This award recognizes the author of the best journal article published in the Journal of Engineering Education, selected by the editorial board.)
  • Recipient of the 2014 American Association for the Advancement of Science (AAAS) scholarship to attend the Understanding and Using Next Generation Science Learning Goals workshop in Washington, DC.
  • American Society for Engineering Education (ASEE), Member
  • American Educational Research Association (AERA), Member
  • National Association of Research in Science Teaching (NARST), Member
  • The International Society of the Learning Sciences (ISLS), Member