Luke D. Conlin
Contact Info:
Toll Physics Building, Room 1322
DESEP office in Benjamin basement
Ph: (301)405-6185
Mo: (240)271-7665
Email: luke.conlin@gmail.com
Blog: http://thegrandperspective.blogspot.com
About Me:
I graduated from Tufts University in 2000 with a B.S. in Astrophysics (with emphasis on the B.S.). I received high honors for my thesis on cosmic evolution. I taught high school physics for five years in Massachusetts before coming to Maryland. Currently, I am seeking a Ph.D. in Science Education from the Department of Curriculum and Instruction. I have worked under the Progress in Learning Physics K-16 grant, studying coherences in student behaviors and verbal reasoning. I also have supervised student teachers in high school physics classrooms, helping them attend to student thinking.
Currently I'm working on the (MSP)^2 project. We are working with grade school teachers in Prince George's County to teach science through inquiry, and doing research on how that plays out.
Ouside the classroom walls, I enjoy performing and writing music, playing electric and upright bass. I continue to play in several local bands.
Research Interests:
Education
- Student reasoning, framing, and behavior
- Modeling student thinking
- Explanations in science education
- Interaction between student and teacher epistemologies
- Affect and humor in physics education
- TA professional development
- Complex systems approaches to education
Philosophy
- Causality and mechanism
- Local realistic interpretations of quantum mechanics
- Discourse communities and the nature of science
Currently Working On:
- MSP^2
- Finding the Mind, i.e. modeling cognition at both the individual and group levels
- Conflict & Comedy in scientific inquiry
- Causal semantics of physics equations
- The roles of humor and affect in learning
Select Papers, Posters & Talks
Publications
Conlin, L. D. (2009, February). For the new teacher: Finding methods in madness. The Physics Teacher, 125-126.
Conlin, L. D. (2009, February). Inscrutable Intelligence? [Letter to the editor]. Scientific American, p. A10.
Conlin, L. D., Gupta, A., Scherr, R. E., & Hammer, D. (2007). The Dynamics of students’ behaviors and reasoning during collaborative physics tutorial sessions. Proceedings of the Physics Education Research Conference, 24(15), 4. (pdf)
Presentations
Conlin, L. D. (2009, May 4). Inquiry through Conflict and Comedy. Science Education Seminar, University of Maryland Department of Curriculum & Instruction (pdf)
Conlin, L. D. (2009, February 9). Causal Semantics of Physics Equations. Science Education Seminar, University of Maryland Department of Curriculum & Instruction. (pdf)
Conlin, L. D. (2008, December 1). Does Causation Make a Difference? Physics Education Research Meeting. (pdf)
Conlin, L. D., Ciloglu, H., Kang, M., Solarino, C., & Tufekci, Z. (2008, June 16). To beep or not to beep: Effects of driver types on highway traffic jams. Project Presentation, New England Complex Systems Institute. (pdf)
Conlin, L. D., Gupta, A., Scherr, R. E., & Hammer, D. (2008, January 20). Framing and Reasoning in Tutorials over the Course of a Semester. Poster Presentation, Baltimore, MD. (pdf)
Conlin, L. D. (2007, November 27). Philosophy of Science and Science Education Research. Guest Lecture, UMD Philosophy Department. (pdf)
Conlin., L. D. (2007, September 4). Complex Dynamics of Student Groups during Introductory Physics Tutorials. Presentation, UMD Department of Ed:Curriculum and Instruction. ( pdf)
Conlin, L. D., Gupta, A., Scherr, R. E., & Hammer, D. (2007, August 1). Students' Behavior and Reasoning during Physics Tutorials. Poster Presentation, University of North Carolina - Greensboro. (pdf)
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