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Dr Susannah McGowan

Teaching Fellow


Telephone: +44 (0)20 7848 4182


Room: 5.22 Waterloo Bridge Wing,

Franklin Wilkins Building,

Stamford Street, SE1 9NH


Dr Susannah McGowan joined KLI as a Teaching Fellow in May 2017. Susannah will co-direct the Changing Classrooms initiative with David Hay.  She is a KLI liaison to the Faculty of Natural Sciences and Mathematics.  Prior to joining KLI Susannah worked as a Senior Teaching Fellow at the UCL Arena Centre for Research-Based Education supporting curricular initiatives and teaching workshops for PGTAs and staff. She began her career in educational development at the Center for New Designs in Learning and Scholarship at Georgetown University (US) serving as the assistant director for curriculum design.  At Georgetown, she led staff development programmes in addition to directing multiple external funding opportunities related to the scholarship of teaching and learning, technology-enhanced learning, educational development and assessment.  She is also an educational development advisor to the John N. Gardner Institute for Undergraduate Excellence an organisation dedicated to improving the first year experience of students.  

Dr McGowan holds a Ph.D. in Education from the University of California, Santa Barbara with a specialisation in qualitative research methodologies. She is a Senior Fellow of the Higher Education Academy. She serves on the communications committee for the International Society of the Scholarship of Teaching and Learning (ISSoTL). 

Research Interests

Dr McGowan’s research interests encompass many aspects of teaching and learning in higher education: discipline-based research on learning, threshold concepts, digital learning or technology-enhanced learning, students as partners and the scholarship of teaching and learning (SoTL).

Selected Publications 

McGowan, S., Artze-Vega, I., Caulkins, J., and Felten, P. (forthcoming 2017). Fostering Evidence-Based Pedagogies in Crucial Classes: Transforming the Gateway Course. In New Directions in Higher Education. San Francisco: Jossey-Bass.

Rouse, M., Phillips, J., Mehaffey, R., McGowan, S., and Felten, P. (2017). Students as Partners in Decoding the Disciplines: The Political Science Literature Review. International Journal of Students as Partners (IJSaP).

 McGowan, S. (2016). The Career of Threshold Concepts in a Large-Lecture History Course: An Examination of Uptake of Disciplinary Actions.  In Threshold Concepts in Practice.  Land, R., Meyer, J.H.F., & Flanagan, M.T. (eds.).  Rotterdam, Taipei & Boston:  Sense Publishers.

Fanghanel, J., McGowan, S., Parker, P., McConnell, C., Potter, J., Locke, W., Healey, M. (2015) Defining and supporting the Scholarship of Teaching and Learning (SoTL): a sector-wide study. York: Higher Education Academy

 McGowan, S. (2012).  “Obstacle or Opportunity? Digital Thresholds in Professional Development.”  The Journal of Staff Development (26), 3.



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