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,
- 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. (forthcoming). Learning in (and as) interaction. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Oxford: Wiley-Blackwell.
- Koschmann, T., Dunnington, G., & Kim,
M. (forthcoming). Team cognition and the accountabilities of the tool
pass. In E. Salas, S. Fiore & M. Letsky (Eds.), Theories of team cognition: Cross-disciplinary perspectives. New York: Routledge.
- Zemel, A., Koschmann, T., & LeBaron, C. (forthcoming). Pursuing a response: Prodding recognition and expertise within a surgical team. To appear in C. Goodwin, C. LeBaron, & J. Streeck (Eds.), Multimodality and human activity: Research on behavior, action and communication. NY: 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.
- 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,"
- 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.