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Head of Educational Development
Oxford Learning Institute
University of Oxford
About Kathleen Quinlan:
Kathleen is the Head of Educational Development at Oxford Learning Institute, University of Oxford. She is responsible for the Institute’s Postgraduate Diploma in Learning and Teaching in Higher Education. As Head of Educational Development, she manages the group’s portfolio of offerings, collaborating with other Institute staff to enhance the various pathways for learning about teaching supported by the Institute. She provides policy and practical advice on educational development matters to relevant committees, divisions, departments and colleges.
Prior to her appointment at Oxford in 2009, she held academic and leadership positions in educational development at The Australian National University and Cornell University’s College of Veterinary Medicine. She also has five years of government consulting experience in the United States, contributing to curriculum development, action planning for national and state projects, and planning and evaluation of large-scale biomedical research. She holds a Ph.D. in education from Stanford University and a B.A. in psychology from the University of Maine. Learning – collaborative processes for supporting learning – have been enduring themes in her research publications and presentations.
B.A. in Psychology from University of Maine and Ph.D. in Education from Stanford University
Research Interests include:
Learning and teaching in higher education, with a particular focus on integrating students’ intellectual and personal development. She seeks to understand how higher education can best support the development of students’ sense of personal and social responsibility, including the role of emotion in higher education.
In addition to her academic work, she is a published poet. Her poetry often explores social issues and has been published in several social science journals. She is currently exploring poetic inquiry as an approach to representing emotion in education.
Past research has included projects on threshold concepts in engineering education, educational development in higher education, the use of teaching portfolios and peer review of teaching, problem based learning in medical/veterinary education, and consultancy projects related to various aspects of public health and large scale biomedical research.
Quinlan, K.M. (in submission). Developing student character through disciplinary curricula: an analysis of UK QAA Subject Benchmark Statements. Studies in Higher Education.
Quinlan, K.M. (2014). Leadership of teaching for student learning in higher education: what is needed? Higher Education Research and Development, 33, 1, 28-41. http://dx.doi.org/10.1080/07294360.2013.864609
Quinlan, K.M., Male, S, Baillie, C, Stamboulis, A, Fill, J., Jaffer, Z. (2013). Methodological challenges in researching threshold concepts: a comparative analysis of three projects. Higher Education. DOI 10.1007/s10734-013-9623-y
Pleschová, G., Simon, E., Quinlan, K.M., Murphy, J. Roxa, T., Szabó, M. (2013). The Professionalisation of Academics as Teachers in Higher Education. European Science Foundation Position Paper. Available at: http://www.esf.org/fileadmin/Public_documents/Publications/professionalisation_academics.pdf
Quinlan, K.M. & Berndtson, E. (2013). The Emerging European Higher Education Area: Implications for Instructional Development. In E. Simon and G. Pleschová (Eds) Teacher Development in Higher Education: Existing programs, program impact and future trends. Routledge: London. pp. 129-150.
Quinlan, K.M. (2012) Exploring engineering thresholds at level 4: what happens in the Oxford tutorial? In M. Harrison, I. Moore, H. Igarashi, S. Somani, (Eds), Enhancing Engineering Higher Education: Outputs of the National HE STEM Programme (pp 89-94), London: Royal Academy of Engineering. Available at www.raeng.org.uk/eehe.
Quinlan, K. M. (2011) Developing the Whole Student: Leading Higher Education Initiatives that Integrate Mind and Heart. London: Leadership Foundation for Higher Education.
Trevitt, C. Stocks, C, and Quinlan, K.M. (2011). 'Advancing Assessment Practice in Continuing Professional Learning (CPL): Toward a Richer Understanding of Teaching Portfolios for Learning and Assessment' International Journal of Academic Development. DOI:10.1080/1360144X.2011.589004
Slonim, A., Wheeler, F., Quinlan, K.M., Smith, S.S. (2010). Designing competencies for chronic disease practice. Preventing Chronic Disease: Public Health Research, Practice and Policy, 9 (2). 1-9.
Quinlan, K.M., Kane, M. & Trochim, W.M.K. (2008). Evaluation of large research initiatives: Outcomes, challenges and methodological considerations. In C.L.S. Coryn & M. Scriven (Eds.) Reforming the Evaluation of Research. New Directions for Evaluation, 118, 71-72.
Petrucci, C.J. & Quinlan, K.M. (2007). Bridging the research-practice gap: Concept mapping as a mixed methods strategy in practice-based research and evaluation. Journal of Social Services Research, 34 (2), 25-42.
Rawson, R.E., Quinlan, K.M., Cooper, B.J., Fewtrell, C., & Matlow, J.R. (2005). Writing skills development in the health professions. Teaching and Learning in Medicine, 17 (3), 233-239.