In the Engineering Cognition Lab we conduct research in four broad areas, conceptual change, situated cognition, teacher practices and change, and social capital. Our conceptual change research focuses on identifying areas in engineering disciplines where students lack correct understanding, comparing these to existing conceptual change theories, and developing new or revised theories. Our work in situated cognition includes studies of the engineering workplace to understand how engineers use concepts in the design process, and in understanding the role in changing the context of a problem affects thinking. We also conduct studies on how teachers design and implement curriculum, and the barriers and affordances that affect this process. Finally, we study social networks of students and how these related to academic success.