[person name=”April Lynn Luehmann, Ph.D.” title=”Associate Professor, Science Education” picture=”http://getrealscience.org/wp-content/uploads/2015/04/10922827_10205198598740717_3695409010835004067_n-300×300.jpg” pic_link=”https://www.warner.rochester.edu/facultystaff/luehmann/” pic_style=”dropshadow” pic_style_color=”” pic_bordersize=”0″ pic_bordercolor=”” class=” id=””]
Get Real! Science & Science STARS
University of Rochester
[title size=”1″ content_align=”left” style_type=”single solid” sep_color=”” class=”” id=””]Education[/title]
PhD, University of Michigan (science education; industrial and operations engineering)
MS, University of Michigan (science education; industrial and operations engineering)
BA, Concordia University (secondary education; mathematics)
[title size=”1″ content_align=”left” style_type=”single solid” sep_color=”” class=”” id=””]Bio[/title]
April Luehmann joined the Warner School community in 2002 as a science educator, teaching in the science teacher preparation and doctoral programs. She completed graduate degrees in science education and industrial and operations engineering, and previously taught mathematics and science to secondary school students in Illinois, Michigan, and Indiana.
Dr. Luehmann is the lead designer and researcher for the Warner School innovative teacher education program that merges learning to teach in out-of-school settings as a complement to and scaffold for learning to teach in in-school (high-stakes) settings. Each year of the program, the science education master’s students work with University faculty to run an environmental action camp and a science inquiry club for local urban teens, the latter of which serves as a second focus for Luehmann’s scholarship. In the context of this club, called Science STARS, she studies questions, such as How can long-term inquiry into science questions that intrigue us and the construction of multimedia representations of this scientific work including film nurture positive and transformative disciplinary identities for traditionally marginalized youth? A third focus of design-based research for Luehmann centers on the use of new media literacies, such as blogging to support learning. The book that she and Warner School Dean Raffaella Borasi edited in 2012 compiles a series of studies, conducted by Luehmann, that looked at both how teachers blog for their own professional identity development and how classrooms blog to transform norms of participation.
Dr. Luehmann’s scholarly work and teaching have received recognition. In 2011, she was awarded a National Science Foundation Full-Scale Development Grant, titled Science STARS – Nurturing urban girls’ identities through inquiry-based science ($1.25 million; August 2011-July 2015). In 2008, she was presented with the University of Rochester’s G. Graydon ‘58 and Jane W. Curtis Award for Excellence in Teaching by a Nontenured Member of the Faculty.
[title size=”1″ content_align=”left” style_type=”single solid” sep_color=”” class=”” id=””]Selected Publications[/title]
Luehmann, A., Henderson, J., & Tinelli, L. (2013). Supporting pre-service teachers’
development: The case of blogging in the Get Real! science teacher preparation program. In M. Knobel & C. Lankshear (Eds.) A new literacies reader. New York, NY: Peter Lang.
Luehmann, A.L. & Frink, J. (2012). New Media Literacies in Science Education: Capitalizing on Web 2.0 to Implement Reform in The Second International Handbook of Science Education, Springer Publishers, New York, NY.
Luehmann, A.L. & Borasi, R. (Eds.) (2011). Blogging as Change: Transforming Science and Mathematics Education through New Media Literacies in New Literacies and Digital Epistemologies, Peter Lang Publishing, Bern.
Luehmann, A.L. (2009). The Get Real! Science Program: A scaffolded model to
prepare reform-minded teachers. In Teacher Education: Policy, Practice and Research, Nova Science Publishers, Inc. Hauppauge, NY.
Luehmann, A.L. (2009). Students’ perspectives of a science enrichment programme: Out-of-school inquiry as access. The International Journal of Science Education 31(13) 1831-1855.
Luehmann, A.L. & Frink, J. (2009). How Can Blogging Help Teachers Realize the Goals of Reform-based Science Instruction? A Study of Nine Classroom Blogs. The Journal of Science Education and Technology 18(3) 275-290.
Luehmann, A.L. (2008). Blogs’ affordances for identity work: Insights gained from an urban teacher’s blog.The New Educator 4(3) 175-198.
Luehmann, A.L. (2008). Using blogging in support of teacher professional identity development: A case-study. Journal of the Learning Sciences 17(3), 287-337.
Luehmann, A.L. & MacBride, R. (2008). Classroom blogging in the service of student-centered pedagogy: Two high school teachers’ use of blogs. THEN Journal: Technology, Humanities, Education & Narrative Issue 6.
Luehmann, A.L. & Tinelli, L. (2008). Teacher professional identity development with social networking technologies: Learning reform through blogging. Educational Media International 45(4), 323-333.
MacBride, R. & Luehmann, A.L. (2008). Capitalizing on emerging technologies. A case study of classroom blogging. School Science and Mathematics 108(5), 173-183.
Luehmann, A.L. (2007). Identity development as a lens to science teacher preparation. Science Education 91(5), 822-839.
Luehmann, A.L. & Markowitz, D. (2007). Science teachers’ perceived benefits of an out-of-school enrichment programme: Identity needs and university affordances. International Journal of Science Education 29(9), 1133-1161.
Barab, S.L. & Luehmann, A.L. (2003). Building sustainable science curriculum: Acknowledging and accommodating local adaptation. Science Education 87(4), 454-467.
Squire, K., MaKinster, J., Barnett, M. Luehmann, A.L., & Barab, S. (2003). Designed curriculum and local culture: Acknowledging the primacy of classroom culture. Science Education 87(4), 468-489.