Faculty Profile : Dr. Timothy Koschmann
Timothy Koschmann, PhD
Professor, Department of Medical Education
913 Rutledge St., Rm. 1221
P.O. Box 19681
Springfield, IL 62794-9681
+1.217.545.6843 (office), +1.217.545.6803 (lab)
- University of Missouri-Kansas City (Philosophy, B.A., 1968-1972).
- University of Wisconsin-Milwaukee (Psychology, M.S., 1976-1980).
- Illinois Institute of Technology (Computer Science, Ph.D., 1982-1987).
His research has shifted from an initial concern with how technology might be used to augment collaborative forms of instruction to more fundamental inquiry into the social organization of learning and instruction. These he studies (along with a variety of other closely related phenomena such as discovery, understanding, and reason) as interactional matters. This work is ethnomethodologically-informed and draws on the methods and findings of Conversation Analysis. Koschmann has conducted fieldwork in a variety of settings most, but not all, of which have been medically-related. Descriptions of current projects can be found at the website of the Collaboration & Learning Laboratory (C&LL).
Related to his interests in language and social interaction, Dr. Koschmann conducts an elective annually on doctor/patient interaction. He also supervises an elective on documentary filmmaking entitled, "Patient Stories."
- Koschmann, T. (2013). The perils of appropriation. To appear in Qualitative Research in Psychology.
- Zemel, A., & Koschmann, T. (2013). Recalibrating reference within a dual-space interaction environment. Computer-Supported Collaborative Learning, 8, 65-87.
- Koschmann, T. (2012). Early glimmers of the now familiar ethnomethodological themes in Garfinkel’s “The Perception of the Other.” Human Studies, 35, 479-504.
- Koschmann, T., & Zemel, A. (2011). "So that's the ureter": The informal logic of discovering work. Ethnographic Studies (12), 31-46.
- Koschmann, T., LeBaron, C., Goodwin, C., & Feltovich, P. (2011). "Can you see the cystic artery yet?" A simple matter of trust. Journal of Pragmatics, 43, 521–541.
- Zemel, A., & Koschmann, T. (2011). Pursuing a question: Reinitiating IRE sequences as a method of instruction. Journal of Pragmatics, 43, 475-488.
- Koschmann, T. (2010). On the universality of recursion. Lingua, 120, 2691–2694.
- Koschmann, T., & Zemel, A. (2009). Optical pulsars and black arrows: Discoveries as occasioned productions. Journal of the Learning Sciences, 18, 200-246.
- Zemel, A., Koschmann, T., LeBaron, C., & Feltovich, P. (2008). “What are we missing?” Usability’s indexical ground. Computer-Supported Cooperative Work, 17, 63–85.
- Koschmann, T. (2007). Wittgenstein’s method of understanding praxeologically. Analysis and Metaphysics, 6, 254-263.
- Koschmann, T., LeBaron, C., Goodwin, C., Zemel, A., & Dunnington, G. (2013). Formulating the triangle of doom. In W. Beach (Ed.), Handbook of patient-provider interactions: Raising and responding to concerns about life, illness, and disease (pp. 717–730). New York: Hampton Press.
- Koschmann, T. (2013). Learning in (and as) interaction. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Oxford: Wiley-Blackwell.
- Koschmann T, Dunnington G, & Kim M. (2012). Team cognition and the accountabilities of the tool pass. In E. Salas, S. Fiore & M. Letsky (Eds.), Theories of team cognition: Cross-disciplinary perspectives (pp. 405-420). New York: Routledge.
- Koschmann, T. (2013). Conversation analysis and collaborative learning. In C. Hmelo-Silver, A. O'Donnell, C. Chan & C. Chinn (Eds.), International Handbook of Collaborative Learning. New York: Rutledge.
- Mori, J., & Koschmann, T. (2012). Good reasons for seemingly bad performance: Competence and its assessment at the chalkboard. In G. R. Hougaard, C. E. Brouwer, D. Day & A. Hougaard (Eds.), Evaluating 'cognitive competences' in interaction. Amsterdam: John Benjamins.
- Koschmann, T., Dunnington, G., & Kim, M. (2012). Team cognition and the accountabilities of the tool pass. In E. Salas, S. Fiore & M. Letsky (Eds.), Theories of team cognition: Cross-disciplinary perspectives. (pp. 405-420) New York: Routledge.
- Zemel, A., Koschmann, T., & LeBaron, C. (2011). Pursuing a response: Prodding recognition and expertise within a surgical team. In J. Streeck, C. Goodwin & C. LeBaron (Eds.), Embodied interaction: Language and body in the material world (pp. 227-242). New York: Cambridge University Press.
- Koschmann, T. (Ed.)(2011). Theories of learning and studies of instructional practice. New York: Springer Science+Business Media. ding understanding praxeologically. Analysis and Metaphysics, 6, 254-263.
- Icbay, M.A. & Koschmann, T. (2013, August). Member accounts in the assessment of professional competence. To be presented at the 108th Annual meeting of the American Sociological Association, New York, NY.
Koschmann, T., & Zemel, A. (2013, August). Learning in interactional terms. To be presented in a thematic panel entitled, "Technologies and Techniques of Learning" at the IIEMCA Conference, Wilfrid Laurier University, Waterloo, Ontario.
- Koschmann, T. (2012, September). “Come on guys, use your sense!” Illuminating the ‘incarnate’ work of teaching. Invited presentation at the 2nd Meeting of the Language and Social Interaction Working Group, Teachers College, Columbia University.
- Icbay, M.A. & Koschmann, T. (2012, September). Negotiating professional accountability: Evaluating student performance in a clinical encounter. Presented at the Applied Education Congress (APED), Ankara, Turkey.
- Koschmann, T. & Zemel, A. (2012, May). Instructed perception. Presented at a Workshop on Objects and Interaction, Helsinki Collegium for Advanced Studies, Helsinki, Finland.
- Koschmann, T. (2012, April). “Come on guys, use your sense!” Illuminating the ‘incarnate’ work of teaching. Presented at the Séminar International sur les Sciences de l’Apprendre, Institut Français de l’Éducation (IFÉ), Lyons, France.
- Zemel, A. & Koschmann, T. (2011, November). Learning and instruction in the operating room. Presented at 97th Annual Meeting of the National Communication Association (NCA), New Orleans, LA.
- Zemel, A. & Koschmann, T (2011, October). Learning and discovery in Online Chat. Presented at the 1st Meeting of the Language and Social Interaction Working Group (LANSI), Teachers College, Columbia University, New York.
- Koschmann, T. & Zemel, A. (2011, July). Discovering the learnable. To be presented at the 10th Conference of the International Institute for Ethnomethodology and Conversation Analysis, Fribourg, Switzerland.
- Zemel, A., Koschmann, T., & Murray, M. (2011, May). Therapeutic enactment in emotionally focused therapy. Presented at the 61st Annual Meeting of the International Communication Association (ICA), Boston, MA.
- Mori, J., & Koschmann, T. (2010, July). Competency at the chalkboard: Producing a geometry proof in talk and gesture. Paper presented at the International Conference on Conversation Analysis (ICCA), Mannheim, Germany.
- Koschmann, T., Johnson, V., & Shapiro, D. (2010, April). Patient stories: Medical students as documentary filmmakers. Presentation at “The Examined Life: Writing and the art of medicine”, University of Iowa, Iowa City, IA.
- Koschmann, T., Stahl, G., & Zemel, A. (2009, June). “You can divide the thing into two parts”: Analyzing understanding practice in the VMT environment. Paper presented at a symposium entitled, “A Comparative Analysis of Understanding Practice in the VMT Environment” at CSCL ’09, Rhodes, Greece.
- Outstanding Scholar Award, SIU School of Medicine, 2010.
- National Academy of Education Spencer Post-Doctoral Fellow (1993-1995).
- National Institute of Mental Health (NIMH), Division of Services and Intervention Research (DSIR), "Examining Professional Competency," 12/1/06–11/31/09.
- National Science Foundation, Directorate for Education and Human Resources, Division of Research, Evaluation, & Communication (REC), "Coupling Theories of Learning and Research on Practice," 4/1/03–9/1/06.
- National Science Foundation, Directorate for Education and Human Resources, Program for Research on Learning and Education (ROLE), "Toward a Descriptive Science of Learning Practices," 3/1/01–6/30/05.