Brief Biography:

Dr. Collin F. Lynch is an Assistant Professor in the Department of Computer Science at North Carolina State University. Dr. Lynch is also a member of the interdisciplinary cluster on the Digital Transformation of Education, and a member of the Center for Educational Informatics. His primary research is focused on graph-based educational data mining and the development of robust intelligent tutoring systems and adaptive educational systems for ill-defined domains such as scientific writing, law, and engineering. He completed his doctoral research in Intelligent Systems at the University of Pittsburgh and was affiliated with the Learning Research & Development Center. His doctoral dissertation work was focused on the use of argument diagrams to teach and diagnose student-produced arguments. For that work he developed a novel Augmented Graph Grammar system and applied it to the analysis of student-produced argument diagrams and the prediction of subsequent essay grades. In his more recent work Dr. Lynch has also been involved in the development of Intelligent Tutoring Systems for Logic and Probability and of social networking systems for research communities.

Dr. Lynch has made contributions to AI and Law where he has focused on argument representation and reasoning. He co-founded a series of workshops on AI in education for ill-defined domains and co-edited a special issue of the International Journal of AI in Education journal on the same topic. He also co-chaired the first international workshop on graph-based educational data mining and is a charter member of the Educational Data mining Society. He has made contributions to educational practice by studying the use of formative feedback in legal education. Dr. Lynch has also contributed to tutoring systems in other domains through his work on the Andes ITS for Physics, the SWoRD system for peer review in writing, and the Cognitive Tutor Architecture Tools project at Carnegie Mellon University.

Dr. Lynch also has also been active at the intersection of computer technology and public policy having served as the President of VoteAllegheny a nonpartisan group focused on election technology and security and as an appointed member of the Citizens' Advisory Panel on Election Systems and Software in Allegheny County Pennsylvania.


Contact:

Office: EB3 2409
North Carolina State University
Raleigh, North Carolina,
27695 USA

email: cflynch AT ncsu dot edu
Phone: (919) 513-0876
Fax: (919) 515-7896

Education:

  • Ph.D. in Intelligent Systems 2014 Title: The Diagnosticity of Argument Diagrams Graduate Program in Intelligent Systems, University of Pittsburgh, Pittsburgh, Pennsylvania Advisor: Prof. Kevin D. Ashley
  • M.S. in Intelligent Systems 2011 Thesis: Diagnosing Student Performance: What do Statistical Assessment and Machine Learning Tell us? Graduate Program in Intelligent Systems, University of Pittsburgh, Pittsburgh, Pennsylvania Advisor: Prof. Kevin D. Ashley
  • B.A. in Artificial Intelligence 2000 Thesis: Computationally Simulated Evolution of Predator-Catalyzed Signaling in Prey Populations. Hampshire College, Amherst Massachusetts Advisor: Prof. Lee Spector

Awards:

  • Andrew Mellon Predoctoral Fellowship 2008 - 2009 University of Pittsburgh.
  • Best Paper Award: DeLFI 2006 "Schwachstellenermittlung und Rückmeldungsprinzipen in einem intelligenten Tutorensystem für juristische Argumentation."
  • Best Paper Award: AIED 2005 "The Andes Physics Tutoring System: Five Years of Evaluations."
  • A&S Graduate Program in Intelligent Systems Fellowship 2004 Intelligent Systems Program, University of Pittsburgh.

Publications:

  1. Journal Articles.

    1. Herring, D. Lynch, C. (2012). Teaching Skills of Legal Analysis: Does the Emperor Have Any Clothes? In Gerdy, K. (ed). Legal Writing: The Journal of the Legal Writing Institute. Volume 18. (in press).

    2. Lynch, C. Ashley, K. D. Pinkwart, N., Aleven, V. (2009) Concepts, Structures, and Goals: Redefining Ill-Definedness In Aleven, V., Lynch, C. Pinkwart, N., Ashley, K. (Eds). International Journal of AI in Education; Special Issue on Ill-Defined Domains. Volume 19. Number 3. pp. 253-266 (source pdf)

    3. Pinkwart, N., Aleven, V., Ashley, K. D., & Lynch, C. (2009) Adaptive Räckmeldungen im Intelligenten Tutorensystem LARGO In E-Learning & Education Vol. 5 CampusSource.de & University of Hagen (fulltext)

    4. Pinkwart, N. and Ashley, K. D. and Lynch, C. and and Aleven, V. (2009) Evaluating an Intelligent Tutoring System for Making Legal Arguments with Hypotheticals To appear in: Aleven, V., Lynch, C. Pinkwart, N., Ashley, K. (Eds). International Journal of AI in Education; Special Issue on Ill-Defined Domains. Volume 19. Number 4.(source pdf)

    5. VanLehn, K., Lynch, C., Schulze, K., Shapiro, J.A., Shelby, R., Taylor, L., Treacy, D., Weinstein, A., and Wintersgill, M. (2005). "The Andes Physics Tutoring System: Lessons Learned." International Journal of Artificial Intelligence and Education, 15 (3). (pdf)

  2. Book Chapters.

    1. Lynch, C., Ashley, K. D., Pinkwart, N., & Aleven, V. Ill-Defined Domains and Adaptive Tutoring Technologies in Durlach, P. & Lesgold, A. M (Eds.) Adaptive Technologies for Training and Education. Cambridge University Press. (source)

    2. Ashley, K., Lynch, C. (2010) Are Argument Diagrams of Hypothetical Reasoning Diagnostic? in Stein, M.K., & Kucan, L. (Eds.) Instructional Explanations in the Disciplines. pp. 171-188 New York: Springer.

  3. Strictly Peer-Reviewed Conference Publications.

    1. Lynch, C. F. and Ashley, K. D. Empirically Valid Rules for Ill-Defined Domains. In: Proceedings of The 7th International Conference on Educational Data Mining (EDM 2014). Ed. by J. Stamper and Z. Pardos. International Educational Datamining Society IEDMS, 2014. (pdf)

    2. Lynch, C. F. Falakmassir, M. H. and Ashley K. D. Matching Hypothesis Text in Diagrams and Essays. In: Proceedings of The 7th International Conference on Educational Data Mining (EDM 2014). Ed. by J. Stamper and Z. Pardos. International Educational Datamining Society IEDMS, 2014. (pdf)

    3. Lynch, C. F., Ashley, K. D. and Chi, M. Can Diagrams Predict Essay Grades? In: Intelligent Tutoring Systems. Ed. by S. Trausan-Matu, K. E. Boyer, M. E. Crosby, and K. Panourgia. Vol. 8474. Lecture Notes in Computer Science. Springer, 2014, pp. 260–265. isbn: 978-3-319-07220-3. (preprint)

    4. Elfenbein, M., Lippman, J., Diabes M., Luchau C., Lynch, C., Ashley, K. D., Schunn, C. (2012) To Revise or Not To Revise: What influences Undergraduates to Implement Peer Critiques of Their Argument Diagrams? Poster to be presented at the 4th Biennial Conference of the International Society for the Psychology of Science and Technology, University of Pittsburgh, Pittsburgh, PA. July.

    5. Lynch, C., Ashley, K. D., and Falakmassir, M. (2012) Comparing Argument Diagrams in Schafer, Burkhardt (ed.) JURIX 2012: The Twenty-Fifth Annual Conference on Legal Knowledge and Information Systems (pp. 81-90) IOS Press. (preprint)

    6. Lynch, C. and K. D. Ashley (2012). Modeling Student Arguments in Research Reports. In: Advances in Applied Human Modeling and Simulation Advances in Human Factors and Ergonomics 2012 14 Volume Set: Proceedings of the 4th AHFE Conference 21-25 July 2012. Ed. by V. Duffy. CRC Press: Taylor and Francis Group.

    7. Lynch, C., Ashley, K. D., Pinkwart, N., & Aleven, V. (2009). Toward Assessing Law Students' Argument Diagrams. In Proceedings of the 12th International Conference on Artificial Intelligence and Law (p. 222-223). New York (NY), ACM Press (pdf)

    8. Lynch, C., Ashley, K. D., Pinkwart, N., & Aleven, V. (2009). Argument Diagramming and Diagnostic Reliability. In Guido Governatori (Ed.) Legal Knowledge and Information Systems, Jurix 2009: The Twenty-Second Annual Conference. (p. 106-115). Amsterdam, IOS Press

    9. Ashley, K., Lynch, C. Pinkwart, N., and Aleven, V. (2009) Toward Modeling and Teaching Legal Case-Based Adaptation with Expert Examples In McGinty, Lorraine; Wilson, David C. (Eds.) Case-Based Reasoning Research and Development [LNCS 0302-9743 (Print) 1611-3349 (Online)]: Proceedings of the 2009 International Conference on Case-Based Reasoning (p. 45-59) Springer

    10. Pinkwart, N. Lynch, C., Ashley, K., and Aleven, V. (2009) Assessing Argument Diagrams in an Ill-defined Domain In Vania Dimitrova, Riichiro Mizoguchi, Benedict du Boulay, Arthur C. Graesser (Eds.) Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling, Proceedings of the 14th International Conference on AI in Education (p. 590-592)

    11. Lynch, C., Ashley, K., Pinkwart, N., & Aleven, V. (2008) "Argument Graph Classification with Genetic Programming and C4.5" In R. S. J. Baker, T. Barnes, and J. E. Beck (Editors). Educational Data Mining 2008: Proceedings of the 1st International Conference on Educational Data Mining Montréal, Québec, Canada, June 20-21 2008. (p 137-146) (pdf)

    12. Pinkwart, N., Ashley, K. D., Aleven, V., and Lynch C. Graph Grammars: An ITS Technology for Diagram Representations. In FLAIRS Conference 2008 (p. 433-438)

    13. Ashley, K., Lynch, C., Pinkwart, N., Aleven, V. (2008) A Process Model of Legal Argument with Hypotheticals. In Francesconi, E., Sartor, G. and Tiscornia, D. (Editors) Legal Knowledge and Information Systems, Proceedings of the 21st Annual Conference, Jurix 2008, pp. 1-10. IOS Press. (pdf)

    14. Pinkwart, N., Lynch, C., Ashley, K., & Aleven, V. (2008). Re-Evaluating LARGO in the Classroom: Are Diagrams Better than Text for Teaching Argumentation Skills? In B. Woolf, E, Aïmer, R. Nkambou, and S. Lajoie (Editors).Intelligent Tutoring Systems, Proceedings of the 9th International Conference ITS 2008 Montréal, Canada, June 2008. (pdf)

    15. Pinkwart, N., Lynch, C., Ashley, K., & Aleven, V. (2007). Student's Usage of Multiple Linked Argument Representations in LARGO. In T. Gross (Ed.), Tagungsband Mensch & Computer 2007 (p. 245-250). Munich (Germany), Oldenbourg. (ppt)

    16. Pinkwart, N., Aleven, V., Ashley, K., & Lynch, C. (2007). Evaluating Legal Argument Instruction with Graphical Representations Using LARGO. In R. Luckin, K. Koedinger, & J. Greer (Eds.), Proceedings of the 13th International Conference on Artificial Intelligence in Education (p. 101-108). Amsterdam (The Netherlands), IOS Press. (pdf, ppt)
      • Invited for submission to the International Journal of AI in Education.

    17. Ashley, K., Pinkwart, N., Lynch, C., & Aleven, V. (2007). Learning by Diagramming Supreme Court Oral Arguments. In Proceedings of the 11th International Conference on Artificial Intelligence and Law (p. 271-275). New York (NY), ACM Press. (pdf)
      • Invited for submission to the International Journal of AI and Law.

    18. Pinkwart, N., Aleven, V., Ashley, K., & Lynch, C. (2006). Schwachstellenermittlung und Rückmeldungsprinzipen in einem intelligenten Tutorensystem für juristische Argumentation (Weakness Detection and Feedback Principles in an Intelligent Tutoring System for Legal Argumentation). In M. Mühlhäuser, G. Rößling, & R. Steinmetz (Eds.), GI Lecture Notes in Informatics - Tagungsband der 4. e-Learning Fachtagung Informatik (p. 75-86). Bonn (Germany), Gesellschaft für Informatik. (pdf)

    19. Pinkwart, N., Aleven, V., Ashley, K., & Lynch, C. (2006). "Toward Legal Argument Instruction with Graph Grammars and Collaborative Filtering Techniques." In M. Ikeda, K. Ashley, & T. W. Chan (Eds.), Proceedings of the 8th International Conference on Intelligent Tutoring Systems. Lecture Notes in Computer Science 4053 (p. 227-236). Berlin (Germany), Springer. (pdf)

    20. Vanlehn, K., Lynch, C., Schultz, K., Shapiro, J. A., Shelby, R. H., Taylor, L., Treacy, D. J., Weinstein, A., and Wintersgill, M. C. (2005). "The Andes physics tutoring system: Five years of evaluations." G. I. McCalla and C.-K. Looi (Eds.), Proceedings of the Artificial Intelligence in Education Conference. Amsterdam: IOS. (pdf)

    21. Aleven, V., Ashley, K. D., and Lynch, C. (2005) "Helping Law Students to Understand US Supreme Court Oral Arguments: A Planned Experiment." Proceedings of the 10th International Conference on Artificial Intelligence and Law. June 6-11, 2005, Bologna Italy. (pdf)

    22. VanLehn, K., Bhembe, D., Chi, M., Lynch, C., Schulze, K., Shelby, R., Taylor, L., Treacy, D., Weinstein, A., & Wintersgill, M. (2004). "Implicit versus explicit learning of strategies in a non-procedural cognitive skill." Lester, J.C., Vicari, R.M., Paraguacu, F. (Eds.), 7th Conference on Intelligent Tutoring Systems, Berlin: Springer, pages 521-530. (pdf)

    23. VanLehn K., Lynch C., Taylor L., Weinstein A., Shelby R., Schulze K., Treacy D., and Wintersgill M. (2002) "Minimally Invasive Tutoring of Complex Physics Problem Solving." Cerri, Gouarderes, Paraguacu (Eds). Intelligent Tutoring Systems; Proceedings of the 7th International Congress, ITS 2002. Biarritz, France and San Sebastian, Spain. 2002 Mind, 59, 433-460. (pdf)

  4. Workshop Publications.

    1. Catete, V. Hicks, A. Barnes, T. and Lynch, C. Snag’em: Graph Data Mining for a Social Networking Game. In: EDM 2014 Extended Proceedings: Workshop Proceedings of the 7th International Conference on Educational Data Mining. London, United Kingdom, June 4-7, 2014. Ed. by S. Gutierrez-Santos and O. C. Santos. CEUR-WS, 2014. (source, pdf)

    2. Lynch, C. F. AGG: Augmented Graph Grammars for Complex Heterogeneous Data. In: EDM 2014 Extended Proceedings: Workshop Proceedings of the 7th International Conference on Educational Data Mining. London, United Kingdom, June 4-7, 2014. Ed. by S. Gutierrez-Santos and O. C. Santos. CEUR-WS, 2014. (source, pdf)

    3. Sheshadri, V. Lynch, C. and Barnes, T. InVis: An EDM Tool For Graphical Rendering And Analysis Of Student Interaction Data. In: EDM 2014 Extended Proceedings: Workshop Proceedings of the 7th International Conference on Educational Data Mining. London, United Kingdom, June 4-7, 2014. Ed. by S. Gutierrez-Santos and O. C. Santos. CEUR-WS, 2014. (source, pdf)

    4. Ashley, K., Lynch, C., Pinkwart, N., Aleven. (2010) Borderline Cases of Ill-definedness – and How Different Definitions Deal with Them. In Proceedings of Workshop on Intelligent Tutoring Technologies for Ill-Defined Problems and Ill-Defined Domains. (ITS Workshop), Pittsburgh, PA, June.

    5. Lynch, C., Pinkwart, N. Ashley, K., & Aleven, V. (2008). "What Do Argument Diagrams Tell Us About Students' Aptitude Or Experience? A Statistical Analysis In An Ill-Defined Domain." In V. Aleven, K. Ashley, C. Lynch, & N. Pinkwart (Eds.), Proceedings of the Workshop on Intelligent Tutoring Systems for Ill-Defined Domains at the 9th International Conference on Intelligent Tutoring Systems (p. 56-67). Montréal, Canada. (pdf)

    6. Lynch, C., Ashley, K., Pinkwart, N., & Aleven, V. (2007). Argument diagramming as focusing device: does it scaffold reading? In V. Aleven, K. Ashley, C. Lynch, & N. Pinkwart (Eds.), Proceedings of the Workshop on AIED Applications for Ill-Defined Domains at the 13th International Conference on Artificial Intelligence in Education (p. 51-60). Los Angeles (CA). (pdf)

    7. Pinkwart, N., Aleven, V., Ashley, K., & Lynch, C. (2006). Using Collaborative Filtering in an Intelligent Tutoring System for Legal Argumentation. In S. Weibelzahl, & A. Cristea (Eds.), Proceedings of Workshops held at the 4th International Conference on Adaptive Hypermedia and Adaptive Web-Based Systems. Lecture Notes in Learning and Teaching (p. 542-551). Dublin (Ireland), National College of Ireland.

    8. Lynch, C., Ashley, K., Aleven, V., & Pinkwart, N. (2006). "Defining Ill-Defined Domains; A literature survey." In Aleven, V., Ashley, K., Lynch, C. & Pinkwart, N. (Eds.), Proceedings of the Workshop on Intelligent Tutoring Systems for Ill-Defined Domains at the 8th International Conference on Intelligent Tutoring Systems (p. 1-10). Jhongli (Taiwan), National Central University. (pdf)

    9. Aleven, V., Pinkwart, N., Ashley, K., & Lynch, C. (2006). "Supporting Self-explanation of Argument Transcripts: Specific v. Generic Prompts." In Aleven, V., Ashley, K., Lynch, C., & Pinkwart N., (Eds.), Proceedings of the Workshop on Intelligent Tutoring Systems for Ill-Defined Domains at the 8th International Conference on Intelligent Tutoring Systems (p. 47-55). Jhongli (Taiwan), National Central University. (pdf)

  5. Technical Reports and Open Publications:

    1. Herring, D. Lynch, C. (2010). Enhancing Traditional Law Teaching to Produce Measurable Gains University of Pittsburgh Legal Studies Research Paper No. 2012-16. Available at SSRN: #2084345

    2. Herring, D. Lynch, C. (2010). Teaching Skills of Legal Analysis: Does the Emperor Have Any Clothes? University of Pittsburgh Legal Studies Research Paper No. 2011-16. Available at SSRN: #1856109

    3. Lynch, C., Ashley, K., Pinkwart, N., & Aleven, V., (2009). Computational Argument as a Diagnostic Tool: The Role of Reliability In Bench-Capon, T, Parsons, S. \& Prakken H. (Eds.), The Uses of Computational Argumentation: Papers from the AAAI Fall Symposium. Tech Report: FS-09-06 Menlo Park, California, AAAI Press.

  6. Edited Volumes.

    1. Lynch, C., K. Ashley, A. Mitrovic, V. Dimitrova, N. Pinkwart, V. Aleven, eds. (2010). Proceedings of the Workshop on Intelligent Tutoring Systems for Ill-Defined Domains at the 10th International Conference on Intelligent Tutoring Systems (ITS). Pittsburgh, PA, USA. (see here)

    2. Pinkwart, N., Lynch, C., Ashley, K. D., Aleven, V. eds. (2009). International Journal of Artificial Intelligence in Education, Special Issues on AIED applications for ill-defined domains. 19(3-4) (www.iaied.org)

    3. Aleven, V., Ashley, K. D., Lynch, C., Pinkwart, N. eds. (2008). Proceedings of the Workshop on Intelligent Tutoring Systems for Ill-Defined Domains at the 9th International Conference on Intelligent Tutoring Systems (ITS). Montreal, Canada.(see here)

    4. Aleven, V., Ashley, K. D., Lynch, C., Pinkwart, N. eds. (2007). Proceedings of the Workshop on AIED Applications for Ill-Defined Domains at the 13th International Conference on Artificial Intelligence in Education (AIED). Los Angeles, CA, USA.(see here)

    5. Aleven, V., Ashley, K. D., Lynch, C., Pinkwart, N. eds. (2006). Proceedings of the Workshop on Intelligent Tutoring Systems for Ill-Defined Domains at the 8th International Conference on Intelligent Tutoring Systems (ITS). Jhongli, Taiwan.(see here)