Caruth Institute Executive Director Honored With JEE Top Cited Article

Dr. Muhsin Menekse, Executive Director of the Caruth Institute for Engineering Education and Texas Instruments Distinguished Chair in Engineering Education and Professor at SMU Lyle, has been recognized for his outstanding contributions to research in the field of STEM Education.

Menekse’s article, “Achievement Goal Theory in STEM Education: A Systematic Review,” first published in 2024, has been named a Top-Cited Article by the Journal of Engineering Education (JEE), reflecting the growing impact of his work in STEM teaching and learning.

Alongside collaborators and former doctoral students Dr. Alexander Vincent Jannini, Assistant Professor with the University of Cincinnati, and Dr. Zeynep Akdemir-Beveridge, Postdoctoral researcher with the University of Connecticut, Menekse explored the studies focusing on Achievement Goal Theory — a motivational theory used widely among STEM and psychology educators.

Achievement goal theory examines why students pursue academic tasks, whether to master materials, outperform others, or avoid failure, and how these motivations shape their educational priorities, self-perception, and academic outcomes. Because STEM students face unique academic challenges, confidence and achievement arise from a supportive learning environment which understands their motivations.

“The central question was: How has achievement goal theory been used to understand undergraduate students’ motivation in STEM education, and what can the field learn from that body of work?”

Their insights demonstrate the important role motivation plays in student learning, persistence, and performance in engineering and other STEM disciplines: “Motivation is not a fixed trait — it is shaped by the way we design assignments, give feedback, structure collaboration, assess performance, and communicate expectations.”

“The learning environment can influence whether students focus on deep learning, simply try to perform well, or become afraid of failure,” Menekse continued. “If we want to improve student success in engineering, we need to understand not only what students know, but also why they engage, how they respond to challenges, and what kind of environments help them thrive.”

Their insights address a crucial literature gap and point to new directions in engineering education, structuring STEM learning so that its very design supports student success. In synthesizing decades of work on Achievement Goal Theory in STEM settings, Menekse hopes this research provides a firm foundation for researchers and educators, encouraging an informed, student-focused approach to learning that supports their academic outcomes.

“In engineering education, we often focus on interventions, tools, technologies, and outcomes,” Menekse explained. “Those are important, but we also need strong theoretical foundations to explain why students respond differently to learning environments and how we can support them more effectively.”

As the premier journal in the field of engineering education, recognition by the Journal of Engineering Education speaks to the broader impact of this research on educators and students in and outside of the Lyle community.

“This recognition shows that our work is contributing to national and international conversations about engineering education, aligning strongly with Lyle’s commitment to student success, inclusive excellence, and evidence-based educational innovation.”

Menekse carries these insights into new projects, from ongoing research in Reflection-Informed Learning and Instruction to designing student success programs with the Caruth Institute for Engineering Education, powering theory-driven engineering learning at SMU Lyle.

For Menekse, his efforts are a reflection of the questions he’s dedicated his career to at Lyle as “not only how students perform, but how they come to see themselves as capable, purposeful, and supported learners in engineering.”

About the Bobby B. Lyle School of Engineering

SMU’s Lyle School of Engineering thrives on innovation that transcends traditional boundaries. We strongly believe in the power of externally funded, industry-supported research to drive progress and provide exceptional students with valuable industry insights. Our mission is to lead the way in digital transformation within engineering education, all while ensuring that every student graduates as a confident leader. Founded in 1925, SMU Lyle is one of the oldest engineering schools in the Southwest, offering undergraduate and graduate programs, including master’s and doctoral degrees. 

About SMU

SMU is the nationally ranked teaching and research university in the dynamic city of Dallas, and a member of the prestigious Atlantic Coast Conference. SMU’s alumni, faculty and more than 12,000 students in eight degree-granting schools demonstrate an entrepreneurial spirit as they lead change in their professions, communities and the world.