Kathleen Offenholley

Picture of Kathleen Offenholley


Professor
Mathematics

EMAIL: koffenholley@bmcc.cuny.edu

Office: N-599A

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. Recently, I was one of five faculty at BMCC to be recognized with a distinguished award. I was also featured in Marks of Excellence and in an article in the Hechinger Report. 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 part of an anti-violence organization that teaches self defense.

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/

Expertise

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

BMCC Distinguished teaching award, 2019:

Professors Recognized for Unique Contributions to Student Learning

My Blog on games in math education can be found here.

Article on the Cuny Math Blog.

Degrees

  • 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/

Publications

Wladis, C., Offenholley, K., Licwinko, S., Dawes, D. and Lee, J. K. (2018). Development of the Elementary Algebra Concept Inventory for the College Context, Mathematical Association of America (MAA) Research in Undergraduate Mathematics Education (RUME) Conference, San Diego, CA, 2/23/18.

Wladis, C., Verkuilen, J., McCluskey, S., Offenholley, K., Dawes, D., Licwinko, S., Lee, J.K. (2018). Challenges in concept inventory creation: the complex relationship between procedural fluency and conceptual understanding. Mathematical Association of America (MAA) Research in Undergraduate Mathematics Education (RUME-NE) Northeast Regional Conference, New Brunswick, NJ, 10/6/18.

Wladis, C., Offenholley, K., Licwinko, S., Dawes, D. and Lee, J. K. (2018) Development of the elementary algebra concept inventory for the college context, In T. Fukawa-Connelly, N. Engelke Infante, M. Wawro, S. Brown (Eds.), Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education. San Diego, CA.

Offenholley, K. (2012). A Discourse Analysis of the Online Mathematics Classroom, American Journal of Distance Education, 26:4, 236-248,The American Journal of Distance Education (for colleagues, email me for free access to the article)

Offenholley, K. (2011). Toward an analysis of video games. ,Journal of Mathematics Education at Teachers College (JMETC), 2.

Offenholley, K. (2013) Bundled-Up Babies & Dangerous Ice Cream: Correlation Puzzlers,Mathematics Teacher Magazine

Offenholley, K., Wladis, C, George, M. (2011). Identifying developmental students who are at-risk: an intervention using computer-assisted instruction at a large urban community college. ,Special Interest Group of the Mathematical Association of American on Research in Undergraduate Mathematics Education (SIGMA RUME)

William, E., Chin, B., Felt, A., Giraldo, J., Kwon, M., Offenholley, K., Ul-haq, I., Vallin, R. (2011). Voting Theory. ,DIMACS Undergraduate Education Modules (The Rutgers University Center for Discrete Mathematics).

Offenholley, K. (2012). Gaming your Mathematics Course: The Theory and Practice of Games for Learning,The Journal of Humanistic Mathematics, Vol. 2 (2)

Offenholley, K. Online Tutoring Research Study for Remedial Algebra,UCJC Community College Journal of Research and Practice

Wladis, C., Offenholley, K. George, M. Leveraging Technology to Improve Developmental Mathematics Course Completion: Evaluation of a Large-Scale Intervention,UCJC Community College Journal of Research and Practice

Duncan, R.O., Bisz, J., Crocco, F., Hernandez, C., Offenholly, K., Potter, L., & Smalle, M. (Eds.). (2014). Proceedings of the 1st CUNY Games Festival. New York, NY: The CUNY Games Network. Retrieved from https://www.cunygames.org.,CUNY Games Network

Download

A Proof of Concept Study of Game-Based Learning in Higher Education,Simulation and Gaming

An instructor-generated concept framework for elementary algebra in the tertiary context,In T. Dooley, V. Durand-Guerrier & G. Guedet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. Dubli

Theoretical Framework of Algebraic Concepts for Elementary Algebra, ,In T. Fukawa-Connelly, N. Engelke Infante, M. Wawro, S. Brown (Eds.), Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Ed

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.