Collin Lynch

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About

Collin Lynch is a leading researcher in computing education, with a particular focus on broadening participation and improving graduate-level engineering pedagogy. His work rigorously examines how student identity—especially the intersection of race and gender—shapes attitudes and success in computer science. In his highly cited 2021 validation study (24 citations), Lynch provided critical evidence of how elementary students’ CS attitudes differ across demographic groups, offering a validated instrument that has become foundational for equity-focused research in the field. More recently, Lynch has advanced engineering education through his NSF-funded project applying Communities of Practice (CoP) theory to redesign graduate courses in computer science, robotics, and construction engineering. His 2024 work-in-progress paper (5 citations) reports early, promising results from this innovative framework, which aims to bridge the gap between theory and practice in graduate training. By combining rigorous psychometric analysis with practical instructional design, Lynch’s research directly informs how educators can create more inclusive and effective learning environments—from elementary classrooms to advanced graduate programs. His contributions are shaping the future of CS education by ensuring that both the tools we use to measure learning and the communities we build to support it are equitable and evidence-based.