The University of Rochester is one of the nation's leading private research universities, renowned for its commitment to innovation, interdisciplinary collaboration, and academic excellence. Guided by its motto, "Meliora"—Ever Better—the University fosters groundbreaking research and transformative education across its schools and centers.

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Augmented Reality Improved Learning of Lower-level Students by Empowering their Participation in Collaborative Activities

Social and Tactile Mixed Reality Increases Student Engagement in Undergraduate Lab Activities

Unpacking ‘signs of learning’ in complex social environments: Desettling neoliberal market-driven educational methodologies, epistemologies and recognitions of learning

“Reflexivity Is Kicking Our Asses”: Tensions in Foregrounding Photographs in a Multimodal Ethnographic Analysis of Participation

April Luehmann joined the Warner School community in 2002 as a science educator, teaching in the science teacher preparation and doctoral programs. She previously taught mathematics and science to secondary school students in Illinois, Michigan, and Indiana.

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, both of which serve as foci for her research. An additional focus for Luehmann centers on the design and implementation of social and tactile augmented reality to support learning in formal (undergraduate STEM courses) and informal (museum and afterschool) contexts. Luehmann has also done research 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 how teachers blog for their own professional identity development and how classrooms blog to transform norms of participation.

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