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GSE Profiles
 | Christine L. Diehl
Lecturer
Cognition and Development
Office: 4643 Tolman Hall
Phone: 510 643-2838
Email: cdiehl@berkeley.edu
Website: socrates.berkeley.edu/~cdiehl | Staff Contact: Kate Capps
Office: 4543 Tolman Hall
Phone: 510 642-4207
Email:
C
hristine Diehl focuses on teacher training in educational technology and how the use of new technologies impacts instruction across the curriculum. Her research pursuits have included human-computer interaction studies, investigations of computer use in classroom instruction, and the design and assessment of an innovative teacher education program. She has been awarded fellowships from the National Science Foundation and the Spencer Foundation. At UC Berkeley she received the Outstanding Dissertation Award from the Graduate School of Education and the Outstanding Graduate Student Instructor Award from the Graduate Division. Recent publications include "Model-Based Feedback Supports Reflective Activity in Collaborative Argumentation," in European Perspectives on Computer-Supported Collaborative Learning(with M. Ranney et al., 2001); and "Scientist-to-Teacher Curriculum Module: Making School-to-Career Connections," in Professional Educator Faculty Engagement in California School-to-Career (CDROM)(with J. Harris, 2000).
Ph.D., University of California, Berkeley; Education
B.A., San Francisco State University; Psychology; summa cum laude
Jan 2002- present, Lecturer, Education, U. C. Berkeley
Aug 2001 - Dec 2001, Adjunct faculty, Psychology, Webster University Geneva Campus, Switzerland
Aug 1998 - May 2000, Research Assistant/Instructor, REPLICATE Teacher Education Program, U.C. Berkeley
May 1995 - Aug 1995, Research consultant, User Interface Research, Xerox Palo Alto Research Center
Articles (Refereed Journals, Proceeding) Diehl, C., Ranney, M., & Schank, P. (2001). Model-based feedback supports reflective activity in collaborative argumentation. In P. Dillenbourg, A. Eurelings, & K. Hakkarainen (Eds.), European perspectives on computer-supported collaborative learning (pp. 189-196) [Proceedings of the First European Conference on Computer-Supported Collaborative Learning], Netherlands: Universiteit Maastricht.
Harris, J. & Diehl, C. (2001). Scientist-to-Teacher curriculum module: Making school-to-career connections. In Felton, B., Towner, A. & Podevyn, J. (Eds.), Professional Educator Faculty Engagement in California School-to-Career (CDROM). Hayward, CA: California State University Hayward.
Diehl, C.L. (2000). "Reasoner's Workbench" Program Supports Students' Individual and Collaborative Argumentation. ERIC Document Reproduction Service No ED 440 873 (pp. 1-28). [This paper was peer-reviewed and presented at the 2000 Annual Conference of the National Association for Research in Science Teaching, New Orleans, LA.]
Diehl, C.L., Harris, J., Barrios, D., O'Connor, H., & Fong, J. (2000). Teachers Training Teachers: Four Perspectives on an Innovative Mentoring Program for Intern Science Teachers. ERIC Document Reproduction Service No ED 441 796; pp. 1-27. [This paper presents the combined work of five participants in a symposium peer-reviewed and presented at the 2000 annual meeting of the American Educational Research Association, New Orleans, LA.]
Diehl, C., Ranney, M., Lan, G., & Castro, S. (1999). Hypotheses and evidence about evidence and hypotheses. In M. Hahn and S. Stoness (Eds.) Proceedings of the Twenty-First Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.
Diehl, C., & Ranney, M. (1996). Assessing spatial navigation tools with instructional hypermedia for cognitive science. In D.C. Edelson & E.A. Domeshek (Eds.) Proceedings of the Second International Conference on the Learning Sciences (pp. 36-43), Charlottesville, VA: AACE.
Pirolli, P., Schank, P., Hearst, M., & Diehl, C. (1996). Scatter/Gather browsing communicates the topic structure of a large-scale text collection. In Proceedings of Conference on Human Factors in Computing Systems. New York
Williamson, M., & Diehl, C. (1996). The cognitive impact and function of metaphors used in human/computer interaction: Why and how should it be assessed? In G.W. Cottrell (Ed.) Proceedings of the Eighteenth Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.
Ranney, M., Schank, P., & Diehl, C. (1995). Competence versus performance in critical reasoning: Reducing the gap using Convince Me. Psychology Teaching Review,4(2), 153-166.
Diehl, C., Ranney, M., & Schank, P. (1995). Multiple Representations for Improving Scientific Thinking. Report No. TP-024-671, ERIC Document Reproduction Service No. ED 392 842; pp. 1- 36. [This is an expanded version of a paper that was peer-reviewed and presented at the 1995 annual meeting of the American Educational Research Association, San Francisco, CA.]
Schank, P., Ranney, M., Hoadley, C., Diehl, C., & Neff, J. (1994). A reasoner's workbench for improving scientific thinking: Assessing Convince Me. In G. Marks (Ed.), Proceedings of the Intl. Symposium on Mathematics/Science Education & Technology. Charlottesburg, VA: AACE.
Ranney, M., Schank, P., & Diehl, C. (1994). Reducing the competence/performance gap with Convince Me, the reasoner's workbench. In A. Trapp & N. Hammond (Eds.), Computers in Psychology Handbook (pp. 54-56). York, England: CTI Centre for Psychology.
Invited Diehl, C.L. (2002, September). ”It Made You Think…’A Look at How Computer-Supported Collaborative Argumenation Supports Student Learning. Invited Talk. Graduate School of Education, University of California, Berkeley.
Diehl, C.L. (2000, December). Computer-Supported Collaborative Argumentation with Convince Me. Invited Talk. TECFA Research Unit (Technologies de Formation et Apprentissage), University of Geneva, Switzerland.
Diehl, C. (1999, Auguest). Designing Computer-Mediated Activities for Introduction to Cognitive Science Courses, Teaching Cognitive Science Workshop at the Annual Conference of the Cognitive Science Society, Vancouver, Canada.
Diehl, C. (1999, July). Introduction to Technology and Arguments on Science Controversy, Science Controversies Workshop for TRAC Teacher-Researchers, Lawrence Berkeley National Laboratory, Berkeley, CA.
Diehl, C., Weidner, J., & Ranney, M. (1999, July). The ECHO Educational
Presented at the Human-Centered Computing Retreat, Lake Tahoe, CA.
Ranney, M., & Diehl, C. (1999, July). When Does Life Begin? Evidence Versus Hypothesis in Scientific Controversies. Invited talk at the Lawrence Berkeley National Laboratory, Berkeley, CA.
Ranney, M., Diehl, C., Weidner, J., & Siegel, M. (1999, July). Taking Convince Me into the Classroom: Dusting off "The Doorstop.’ Paper presented at Human-Centered Computing Retreat, Lake Tahoe, CA.
Diehl, C., & Shimoda, T. (1996, June). Effective Use of Computers in Psychology Laboratory Courses, Technology Workshop, American Psychological Society Institute on the Teaching of Psychology, San Francisco, CA.
Ranney, M., & Diehl, C. (1996, June). Modeling, Observing, and Promoting the Explanatory Coherence of Social Reasoning. Presented at the Eighth Annual Convention of the American Psychological Society, San Francisco, CA.
Diehl, C.L. (1995, June). Pragmatic and Conceptual Attributes of Representational Tools Influence Students' Reasoning Strategies. Presented at the Seventh Annual Convention of the American Psychological Society, New York, NY.
Shapiro, A.M., & Diehl, C.L. (1994, January). Effects of Multiply-Linked Hypermedia Systems on Conceptual Structure. Presented at the Fifth Annual Winter Text Conference. Jackson Hole, WY.
Papers Diehl, C.L. (2003, April). Computers and Students as Instructional Partners in Scientific Argumentation. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
Diehl, C.L. (2000, April). Learning in Context: Program Design Principles for the Scientist to Teacher Internship Program. Paper presented at the Annual meeting of the American Educational Research Association, New Orleans, LA.
Major Projects and Grants
Instructional Minigrant (2004), University of California Berkeley
Professional Development Grant for Lecturers (2004), University of California Berkeley
Stuart Foundation Grant, REPLICATE Program (1999, Dr. Eugene Garcia, Principal Investigator)
University of California Berkeley Fellowships (2000, 1999, 1997, 1996, 1994)
Sigma Xi Grant in Aid of Research (1999)
National Science Foundation, Reforming Education through Science & Design Traineeship (1998)
American Educational Research Association/Spencer Doctoral Research Fellowship (1996)
National Science Foundation, Cognitive Science/Spatial Cognition Traineeship (1994-1996)
Recognized as "Everyday Hero" in Undergraduate Education, University of California, Berkeley, (2005)
Outstanding Graduate Student Instructor Award (1995)
San Francisco State University Psychology Honor Student (1993)
Editorial and Review Positions Paper Reviewer: European Computer-Supported Collaborative Learning Conference, 2001-04; AERA Annual Meeting, 2003-04; International Conference of Computers in Education, 2003-04.
Session Chair/Presider: AERA Conference, NARST Conference, International Symposium on Mathematics/Science Education Technology
University and GSE Service Member, Education Minor Committee
Faculty Member, Undergraduate Group Major in Cognitive Science
Professional Affiliations and Memberships
Areas of Specialization / Interests
Educational Media
Experimental Design In Education
Human-Computer Interface
Learner-centered Education
Learning
Practitioner Knowledge and Inquiry
Professional Development for Educators
Science Education
Technology and Schools
Last Modified: 11/18/05
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