Julie Mendez

Julie Mendez serves as an Associate Professor of Practice at Purdue University's Polytechnic Institute, based at the Indiana University-Purdue University Columbus (IUPUC) campus. Her scholarly work centers on transformative approaches to engineering education, with particular expertise in alternative grading methodologies and pedagogical innovation across mechanical and thermal-fluid engineering disciplines.

Her academic credentials include:

• Ph.D. in Chemical Engineering from Case Western Reserve University (2009)
• B.S. in Chemical Engineering from Rose-Hulman Institute of Technology (2005)

Dr. Mendez's research program focuses on specifications grading systems, concept mapping techniques, and open educational resource development within undergraduate engineering curricula. She has implemented these strategies across core courses including fluid mechanics, heat and mass transfer, thermodynamics, and dynamics, with demonstrated impact on student self-regulation and mastery learning. Her methodological approaches emphasize structured assessment frameworks that replace traditional grading with transparent performance standards.

Analysis of her publication trajectory reveals a distinct evolution from materials science research (2007-2011 semiconductor metallurgy studies) to dedicated educational scholarship since 2018. Recent work demonstrates consistent innovation in assessment design, particularly the adaptation of specifications grading to diverse engineering contexts while maintaining rigorous academic standards. Her scholarship bridges theoretical educational frameworks with practical classroom implementation across multiple engineering subdisciplines.

Her teaching excellence has been formally recognized through:

• Outstanding Full-Time Faculty Teaching Award (IUPUC) in 2024 and 2021
• Trustees' Teaching Award (IUPUC) in 2019

Dr. Mendez maintains active scholarship through the American Society for Engineering Education (ASEE), though specific grant funding details and formal student advising relationships are not documented in available sources. Her work continues to influence engineering education pedagogy through conference presentations and practical implementation at the IUPUC campus.

No dedicated research laboratories or structured collaborative teams are referenced in the provided documentation.