Katie Hinko

Katie  Hinko
  • Assistant Professor
  • Physics
  • Holmes Hall, E-25C
  • 919 E. Shaw Lane
  • East Lansing, MI 48825
  • (517) 884-8771

LBC COURSES

  • LB 273/274 - Physics 1 and 2 for the Life Sciences
  • LB 492 - Senior Seminar: Science Identity and Informal Learning

BIOGRAPHY

I am interested in how learning physics in informal environments can encourage individuals’ interest and identity as scientists. We all have multiple identities that need to be nourished so we can thrive as whole humans while both doing scientific work and being part of various communities. For folks who experience marginalization, oppression, and discrimination in physics, science more broadly, or in society at large, it is especially important to listen to their experiences and design systems to support them. In my research, I investigate how participating in groups that do public science engagement can support university undergraduate and graduate students who are pursuing degrees in science. Physics departments, national organizations, and national labs devote significant time and resources to communicating about physics to public audiences – and the ways in which they do this have not been systemically mapped. I am working on a project to map this landscape and to look at the institutional structures and cultural practices that affect the functionality, inclusive practices, and impact of informal physics environments. In my teaching, I blend physics with biology and chemistry as well as art, computation and community engagement, utilizing modeling curriculum, in order to support all students towards their goals in learning physics.

EDUCATION

  • Ph.D., Biophysics, University of Texas
  • B.S., Physics, The Ohio State University

RESEARCH

PI: NSF Advancing Informal STEM Learning, #1713060 ($689,731, 3 yrs) 2017-2020

Research in Service to Practice: Determining the Landscape of Informal Physics Programming in the United States Senior Personnel: NSF Advancing Informal STEM Learning, #1713060 ($1,999,603, 3 yrs) 2018-2022

Big Astronomy in Chile through Dome+ PI: S3 Award, Michigan State University, co-PI M. Halpern ($10,000, 1 yr) 2018-2019

Hidden Value: Investigating the Physics Demonstration as Aesthetic Experience PI: NSF Advancing Informal STEM Learning, #1423496 ($300K, 2 yrs plus extension) 2014-2018 Pathways: Measuring the Impact of Participation in Informal STEM Programming on University Students


PUBLICATIONS

  • S. Hyater-Adams, C. Fracchiolla, T. Williams, N.D. Finkelstein and K. Hinko, “Deconstructing black physics identity: Linking individual and social constructs using the critical physics identity framework”, Physical Review Physics Education Research, 2019.
  • S. Hyater-Adams, C. Fracchiolla, N.D. Finkelstein and K. Hinko, Racialized physics identity: An operationalized framework for examining physics identity for black students, Physical Review Physics Education Research, 14, 010132, 2018. https://doi.org/10.1103/PhysRevPhysEducRes.14.010132
  • C. Fracchiolla, N. D. Finkelstein, and K. A. Hinko, Characterizing Models of Informal Physics Programs, 2018 PERC Proceedings [Washington, DC, August 1-2, 2018], edited by A. Traxler, Y. Cao, and S. Wolf, doi:10.1119/perc.2018.pr.Fracchiolla.
  • S. Hyater-Adams, N. D. Finkelstein, and K. A. Hinko, Performing Physics: An Analysis of Design-Based Informal STEAM Education Programs, 2018 PERC Proceedings [Washington, DC, August 1-2, 2018], edited by A. Traxler, Y. Cao, and S. Wolf, doi:10.1119/perc.2018.pr.Hyater-Adams.
  • B. Prefontaine, C. Fracchiolla, M. Vasquez, and K. A. Hinko, Intense Outreach: Experiences Shifting University Students’ Identities, 2018 PERC Proceedings [Washington, DC, August 1-2, 2018], edited by A. Traxler, Y. Cao, and S. Wolf, doi:10.1119/perc.2018.pr.Prefontaine.
  • D. P. Weller, K. A. Hinko, and V. Sawtelle, Investigating complementary computational and empirical activities for students learning diffusion, 2018 PERC Proceedings [Washington, DC, August 1-2, 2018], edited by A. Traxler, Y. Cao, and S. Wolf, doi:10.1119/perc.2018.pr.Weller.
  • T. Williams, S. Hyater-Adams, K. A. Hinko, C. Fracchiolla, K. Nordstrom, and N. D. Finkelstein, The Intersection of Identity and Performing Arts of Black Physicists, 2018 PERC Proceedings [Washington, DC, August 1-2, 2018], edited by A. Traxler, Y. Cao, and S. Wolf, doi:10.1119/perc.2018.pr.Williams
  • K. Hinko, P. Madigan, E. Miller, N.D. Finkelstein, Characterizing Pedagogical Practices of University Physics Students in Informal Learning Environments, Physical Review Special Topics: Physics Education Research, 12, 010111, 2016. https://doi.org/10.1103/PhysRevPhysEducRes.12.010111
  • C. Fracchiolla, S. Hyater-Adams, N. D. Finkelstein, and K. Hinko, University physics students’ motivations and experiences in informal physics programs, 2016 PERC Proceedings [Sacramento, CA, July 20-21, 2016], doi:10.1119/perc.2016.pr.026. K. Hinko, J. Seneca, N.D. Finkelstein, Use of Scientific Language by University Physics Students Communicating to the Public, 2015 PERC Proceedings, AIP Press, 2014.