Kathleen Offenholley

Picture of Kathleen    Offenholley


EMAIL: koffenholley@bmcc.cuny.edu

Office: N599A

Office Hours: Usually in the early afternoon

Phone: +1 (212) 220-1358

Hello! I’m Dr. Kathleen Offenholley. I live in Brooklyn, NY. I’ve been teaching math for 20 plus years.
Besides teaching, my main interests include quilting and karate. There’s an article on the CUNY math blog about me that includes a picture of my favorite quilt, and talks about my karate school, which is an anti-violence organization that teaches self defense: http://cunymathblog.commons.gc.cuny.edu/.
My current research interests include gaming in mathematics education. I am a steering committee member of CUNY Games Network, which connects educators from every campus and discipline at CUNY who are interested in games, simulations, and other forms of interactive teaching. We seek to facilitate the pedagogical uses of both digital and non-digital games, improve student success, and encourage research and scholarship in the developing field of games-based learning. http://games.commons.gc.cuny.edu/
I was recently featured in Marks of Excellence and in an article in the Hechinger Report: http://hechingerreport.org/new-high-score-game-based-learning-is-a-winner-in-college-remedial-math/


Teacher Education, Mathematics Anxiety, Math Education, Educational Technology, Developmental Mathematics Education, Computing and Technology, Adult Education


  • Ph.D. Columbia University, Teachers College, Math Education,2007

Courses Taught

Research and Projects

  • NSF ATE Grant

    Currently working on a $875,794 NSF grant that will fund the development of a game-based developmental math course for aspiring STEM majors.

    See http://games.commons.gc.cuny.edu/2015/04/11/cuny-games-network-members-win-nsf-grant/



Honors, Awards and Affiliations

Additional Information

My dissertation was a discourse analysis of online learning, including how student and teacher interaction influences the online conversation. One of my findings: when teachers talk more online, students tend to talk more, too — but if teachers take up more than a certain proportion of the conversation, students talk less. I also found that when teachers use a sort of Socratic questioning style, encouraging students and asking them questions, students tend to interact more with each other, with longer thread lengths.