Dr Kathy Harrington is Principal Lecturer in Educational and Professional Development. She leads the University’s Continuing Academic Practice (CAP) scheme, through which Advance HE fellowships are awarded, and is Associate Course Leader for the master’s programme in Learning and Teaching in Higher Education.
Kathy joined London Met in 2002 and has over twenty-five years’ experience in the field of learning and teaching in higher education. Previously she was Academic Lead for Students as Partners at the Higher Education Academy (2012-2014), and before that Director of the Write Now Centre for Excellence in Teaching and Learning (2005-2011), a cross-institutional initiative researching and developing writing and assessment practice within disciplines led by London Metropolitan University.
She has led experiential study and organisational observation modules for the master’s programme on Consulting and Leading in Organisations, and for the Professional Doctorate in Child, Community and Educational Psychology, at the Tavistock and Portman NHS Foundation Trust (2014-2018). Kathy has worked as a staff member on Group Relations Conferences since 2014.
Kathy has an academic background in the humanities and social sciences, with her PhD thesis on John Ruskin’s engagement with nineteenth-century positive science.
Kathy has teaching and research interests in the psychosocial dynamics of the learning relationship, including within groups; staff-student partnership; experiential learning; and the role of emotional and unconscious factors in teaching, learning and assessment.
Selected recent publications
Harrington, K, Sinfield S and Burns, T (2021). Student Engagement, in Pokorny, H and Warren, D (eds.) Effective Learning and Teaching Practice in Higher Education. London: Sage.
Healey, M, Flint, A and Harrington, K (2016). Students as partners – towards a conceptual framework, in special issue of Teaching and Learning Inquiry on students as co-inquirers, International Society for the Scholarship of Teaching and Learning (ISSOTL), Indiana University Press.
Harrington, K, Sinfield and Burns, T (2016). Student Engagement, in Pokorny, H and Warren, D (eds) Effective Learning and Teaching Practice in Higher Education. London: Sage.
Working with Academic Literacies: case studies towards transformative practice (2015), edited by T Lillis, K. Harrington, M Lea and S Mitchell. Parlor Press, Perspectives on Writing Series.
Healey, M, Flint, A and Harrington, K (2014). Engagement through partnership: students as partners in learning and teaching in higher education. York: Higher Education Academy.
Harrington, K (2011) The role of assessment in writing in the disciplines, in Deane, M and O'Neill, P (Eds) Writing in the Disciplines. London: Palgrave.
Harrington, K (2010) Assessment: How do you really know?, in Upton, D and Trapp, A (eds) Teaching Psychology in Higher Education. London: Blackwell and British Psychological Society Publishing.
Norton, L, Aiyegbayo, O, Harrington, K, Elander, J and Reddy, P (2010) ‘New lecturers’ beliefs about learning, teaching and assessment in higher education: The role of the PGCLTHE programme’. Innovations in Education and Teaching International, 4.
O’Neill, P, Harrington, K and Bakhshi, S (2009) Training peer tutors in writing: a pragmatic, research-based approach. Zeitschrift Schreiben (European Journal of Writing), published online 21.10.09.
Harrington, K, Elander, J, Norton, L, Reddy, P, Aiyegbayo, O and Pitt, E (2006) A qualitative analysis of staff-student differences in understandings of assessment criteria, in C. Rust (ed.), Improving Student Learning 13: Through Assessment. Oxford: The Oxford Centre for Staff and Learning Development.
Principal Lecturer in Educational and Professional Development