Luke Conlin

I am passionate about teaching physics and astronomy.  I coordinate the university's Collins observatory on the roof of Meier Hall.  In my teaching, my approach is to make space for students' thinking and help them connect their ideas and experiences to understand complex phenomena. In my research, I study how science learners get comfortable making sense of the world with their own ideas, both in the classroom and beyond. 

Physics Education Research; The Learning Sciences; Scientific Sensemaking; Epistemic Emotions; Group Work; Quantitative Inquiry-Based Physics Labs; Learning Astronomy in Informal Environments.

Active Research Projects:

• DC-Models (NSF DRK12) - A collaboration with MIT and Washington, DC Public Schools to integrate computational modeling in high school STEM classrooms
• Solve-It: Assessing and Supporting Algebra Skills in Physics
• Family Astronomy Workshops
• Pedagogical Innovations in Physics Classrooms
• Want to get involved with one of these research projects? Email me!

Interested in getting involved in education research, but don't know how to start?  Come to the SSU-PER DBER Group (pronounced "Super Duper Group") weekly meeting!  Email me for details!

Department Coordinator, Collins Observatory

Conlin, L. D., Kuo, E., & Hallinen, N. R. (2019). How null results can be significant for physics education research. Physical Review Physics Education Research, 15(2), 020104.

Conlin, L.D. & Scherr, R.E. (2018). Making space to sensemake: The use of epistemic distancing to construct a safe space to discuss ideas in science. Cognition and Instruction, 36(4), 396-423. DOI: 10.1080/07370008.2018.1496918

 (Online access available at https://www.tandfonline.com/eprint/g6ASKxF8zniwb5qNd9ZB/full)