College of Education

About Us Admissions & Academics Research & Engagement Departments & Faculty Current Students

Catherine Dornfeld Tissenbaum

Key Professional Appointments

  • Assistant Professor, Curriculum and Instruction, University of Illinois, Urbana-Champaign

Research & Service

Collaboration and learning with people, tools, and technology in formal and informal learning environments, distributed scaffolding, influence of social and cultural factors on learning

Publications

Dornfeld, C. L., & Lane, M. (2022). Affordances and Constraints of Online Museum Experiences for At-Home Science Engagement During the COVID-19 Pandemic. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 (pp. 933-936). (Proceedings of International Conference of the Learning Sciences, ICLS). International Society of the Learning Sciences (ISLS).

McKenna, L., & Tissenbaum, C. D. (2022). Museum-Led Design of Student-Centered K-12 Learning: Where Informal Perspectives Meet Formal Requirements. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 (pp. 1573-1576). (Proceedings of International Conference of the Learning Sciences, ICLS). International Society of the Learning Sciences (ISLS).

Puntambekar, S., Gnesdilow, D., Dornfeld Tissenbaum, C., Narayanan, N. H., & Rebello, N. S. (2021). Supporting middle school students’ science talk: A comparison of physical and virtual labs. Journal of Research in Science Teaching, 58(3), 392-419.  link >

Dornfeld Tissenbaum, C., & Puntambekar, S. (2020). Investigating a Museum-Based Pop-Up Science Program as a “Learner Centric Ecology of Resources”. In M. Gresalfi, & I. S. Horn (Eds.), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings (Vol. 3, pp. 1349-1356). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 3). International Society of the Learning Sciences (ISLS).  link >

Dornfeld Tissenbaum, C. L., Gnesdilow, D., Martin, N. D., & Puntambekar, S. (2019). Emergent roles, collaboration, and conceptual outcomes for two eighth-grade groups in cscl science classes. In K. Lund, G. P. Niccolai, E. Lavoue, C. Hmelo-Silver, G. Gweon, & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings - 13th International Conference on Computer Supported Collaborative Learning, CSCL 2019 - Conference Proceedings (pp. 672-675). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 2). International Society of the Learning Sciences (ISLS).  link >

Martin, N. D., Dornfeld Tissenbaum, C., Gnesdilow, D., & Puntambekar, S. (2019). Fading distributed scaffolds: the importance of complementarity between teacher and material scaffolds. Instructional Science, 47(1), 69-98.  link >

Yavuz, S., Forkner, M., Gnesdilow, D., Dornfeld Tissenbaum, C. L., Kim, J. S., & Puntambekar, S. (2019). Understanding the effect of group variance on learning. In K. Lund, G. P. Niccolai, E. Lavoue, C. Hmelo-Silver, G. Gweon, & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings - 13th International Conference on Computer Supported Collaborative Learning, CSCL 2019 - Conference Proceedings (pp. 520-525). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 1). International Society of the Learning Sciences (ISLS).  link >

Dornfeld Tissenbaum, C. L., & Jona, K. (2018). Social network analysis for signaling pedagogical shifts in challenge-based and traditional online stem courses. Proceedings of International Conference of the Learning Sciences, ICLS, 2(2018-June), 1069-1072.

Lin, F., Gnesdilow, D., Martin, N. D., Dornfeld Tissenbaum, C. L., & Puntambekar, S. (2018). Examining the role of explicit epistemic reflection in promoting students’ learning from digital text. Proceedings of International Conference of the Learning Sciences, ICLS, 1(2018-June), 240-247.

Tissenbaum, C. L. D., & Puntambekar, S. (2018). Tracking the flow of discussion topics in an inquiry science unit. Proceedings of International Conference of the Learning Sciences, ICLS, 3(2018-June), 1595-1596.

Dornfeld, C., Zhao, N., & Puntambekar, S. (2017). A mixed-methods approach for studying collaborative learning processes at individual and group levels. In B. K. Smith, M. Borge, E. Mercier, & K. Y. Lim (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL - 12th International Conference on Computer Supported Collaborative Learning, CSCL 2017 - Conference Proceedings (pp. 191-198). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 1). International Society of the Learning Sciences (ISLS).  link >

Dornfeld, C. L., & Puntambekar, S. (2017). Conceptualizing scaffolding for science learning in classrooms and museums using mixed-methods approaches. In B. K. Smith, M. Borge, E. Mercier, & K. Y. Lim (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL - 12th International Conference on Computer Supported Collaborative Learning, CSCL 2017 - Conference Proceedings (pp. 1005-1006). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 2). International Society of the Learning Sciences (ISLS).

Dornfeld, C. L., & Puntambekar, S. (2016). Negotiation towards intersubjectivity and impacts on conceptual outcomes. In C.-K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Vol. 1, pp. 562-569). International Society of the Learning Sciences (ISLS).  link >

Gnesdilow, D., Fathema, N., Lin, F., Kang, S., Dornfeld, C., & Puntambekar, S. (2016). Exploring middle school students' science learning and discourse in physical and virtual labs. In C.-K. Looi, J. L. Polman, P. Reimann, & U. Cress (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Vol. 2, pp. 950-953). International Society of the Learning Sciences (ISLS).  link >

Dornfeld, C., & Puntambekar, S. (2015). Emergent roles and collaborative discourse over time. In O. Lindwall, P. Hakkinen, T. Koschmann, P. Tchounikine, & S. Ludvigsen (Eds.), Exploring the Material Conditions of Learning: Computer Supported Collaborative Learning Conference 2015, CSCL 2015 - Conference Proceedings (pp. 380-387). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 1). International Society of the Learning Sciences (ISLS).  link >

Dornfeld, C. L., Hoelzer, M., & Forst, S. (2012). Proteopedia entry: Beta-prime subunit of bacterial RNA polymerase. Biochemistry and Molecular Biology Education, 40(4), 284.  link >

Courses

CI 406: Theory Practice in Elementary School Teaching I (CI 406) Course examines teaching in the elementary grades. Students will focus on a number of related topics, including classroom management, instructional design, personal and professional attributes of effective teachers, and multicultural perspectives. Coursework is integrated with field assignments in public elementary schools.

CI 407: Theory Practice in Elementary School Teaching II (CI 407) Course continues the examination of teaching in the elementary grades, begun in CI 405 and CI 406. In addition to continuing the study of some topics introduced in the previous courses, students will focus on the following topics as they complete student teaching: designing instruction for classes including special needs students, managing technology in the classroom, and working with parents.

CI 435: Technology Applications for Teachers (CI 435) In this course, students will dive in-depth into the opportunities and challenges of integrating technology into formal K-12 classrooms. Students will get a chance to critically examine a range of learning technologies, including examples of their use and approaches for assessing their efficacy. As an outcome of this course, each student will construct a lesson plan for integrating a chosen technology in their own classroom.

CI 438: Computer Programming and the Classroom (CI 438) This course will introduces educators to the theoretical, pedagogical, and practical aspects of teaching computer programming in the K-12 setting. It will explore how computer science topics and concepts can impact learning, and offer practical strategies and resources to help teachers incorporate computer programming into their practice.

CI 482: Social Learning and Multimedia (CI 482) Learning in multimodal environments from a social and cultural perspective. Topics include the formation and expression of individual and group identity across multiple contexts, including social networking, online gaming, reality television programs, streamed video, and in online courses. Assignments include both analytic and project-based tasks, with an emphasis on implications for formal learning environments.

CI 489: DELTA Capstone Project (CI 489) Project-based course focusing on creating Digital Environments for Learning, Teaching and Agency. Students work in teams to build technology-supported learning activities. This course provides a studio-based, hands-on and participatory approach to the development and research of technology tools and curriculum materials.

CI 501: Curriculum Development for the 21st Century (CI 501) Examines a variety of definitions of curriculum development, from past to present. Course activities use theories and research to frame discussions of substantive issues in the field: how learning is influenced by the stated goals of education; the cultural background of diverse learners; structure of the school setting; competencies of teachers; means of student assessment; and approaches to incorporating technology and 21st Century skills into classrooms.

CI 590: Seminar for Advanced Study of Education (CI 590) Seminar for graduate students on specific topics.