Director

London Metropolitan University
k.harrington@londonmet.ac.uk
020 7320 2254

My role is to provide overall strategic leadership for Write Now as well as oversee and promote the CETL’s programmes locally within London Metropolitan University. Working closely with the rest of the Write Now team, I aim to enable the CETL to establish and maintain a reputation of national and international excellence in the development, evaluation and dissemination of innovative, evidence-based writing support for students and staff in higher education.

Previously, I coordinated the FDTL4 Assessment Plus project on using assessment criteria to support student learning and writing, also a collaborative project with Liverpool Hope and Aston Universities and out of which Write Now has grown. As with Assessment Plus, my work with Write Now involves contributing to all of the core activities, including staff development, pedagogical research, teaching and resource development. Pedagogical research is a central element of Write Now’s strategy for impact and dissemination, and I support the CETL’s Research Director, Professor Lin Norton at Liverpool Hope, in the implementation of a comprehensive programme of research and evaluation across the CETL. I also work to build pedagogical research capacity within London Metropolitan University, for example through a Write Now-funded mini research project scheme and a Writing for Publication group for staff.

My research has focused on qualitative explorations of student and tutor experiences of writing and assessment, identifying barriers to student learning, and evaluating innovations to facilitate shared understandings, empower students and promote their engagement with the learning process.  I am also working on a quantitative investigation into the effects of peer tutoring in academic writing on student learning, achievement and progression, as part of the Pathways to Success project led by Aston University and funded jointly by the Paul Hamlyn Foundation and HEFCE.  With colleagues at London Met, I am also evaluating a sustainable model of embedding writing and the teaching of writing within disciplinary curricula.

Write Now welcomes all forms of collaboration with others who share our interest in enhancing students’ learning experiences through writing. Please contact me or anyone else in the Write Now team to discuss your ideas.

Publications and presentations

Books

• Norton, L., Pitt, E., Harrington, K., Elander, J. and Reddy, P. (2009) Writing Essays at University: A Guide for Students, by Students. Write Now CETL (PDF).

Book chapters

• Harrington, K. (2010) Assessment: How do you really know? In Upton, D. and Trapp, A. (eds.) Teaching Psychology in Higher Education. Blackwell and British Psychological Society Publishing.
   
• Harrington, K., O’Neill, P. and Reynolds, L. (2010 in progress) Using wikis and blogs to support writing development: the online evolving essay project. In Little, S., (ed.), Beyond Consultation: Staff-student Partnerships in Higher Education. Continuum Press.
   
• Harrington, K. and O'Neill, P. (2009) Contributions of 'Top 10 Dissertation Writing Tips',  in Waldman, J. (ed.), Doing Your Undergraduate Social Science Dissertation. London: Routledge.
   
• Harrington, K., Norton, L., Elander, J., Lusher, J., Aiyegbayo, O., Pitt, E., Robinson, H. and Reddy, P. (2006) Using core assessment criteria to improve essay writing. In C. Bryan & K. Clegg (eds.), Innovative Assessment in Higher Education. London: Routledge.
   
• 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.
   
• Norton, L., Harrington, K., Pitt, E., Aiyegbayo, O., Elander, J., Sinfield, S., Lusher, J. and Reddy, P. (2005) Supporting diversity and inclusivity through writing workshops. In C. Rust (ed.), Improving Student Learning 12: Diversity and Inclusivity. Oxford: The Oxford Centre for Staff and Learning Development.
   
• Elander, J., Harrington, K., Norton, L., Robinson, H., Reddy, P. and Stevens, D. (2004) What types of learning do essay assessment criteria represent? In C. Rust (ed.), Improving Student Learning 11: Theory, Research and Scholarship, Oxford. The Oxford Centre for Staff and Learning Development, pp. 200-212.

Journal articles

• Norton, L., Aiyegbayo, O, Harrington, K., Elander, J. and Reddy, P. (2010 in press) New lecturers’ beliefs about learning, teaching and assessment in higher education:The role of the PGCLTHE programme.  To appear in Innovations in Education and Teaching International, 4. 
   
• Bakhshi, S., Reynolds, L., Harrington, K. and O’Neill, P. (2010) Using Wikis to support Student Writing mentors' reflective practice: a brief overview. Investigations in university teaching and learning, 6(2), 178-181. 

 

• Bakhshi, S., Harrington, K. and O’Neill, P. (2009) Psychology students’ experiences of peer mentoring at the London Metropolitan University Writing Centre. Psychology Learning and Teaching, 8 (1), 6-13.
   
• 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: http://www.zeitschrift-schreiben.eu/cgi-bin/joolma/index.php?option=com_content&task=view&id=75&Itemid=32.
   
• Bakhshi, S., Harrington, K. and O’Neill, P. (2008) Peer mentoring experiences of Psychology students at the London Metropolitan University Writing Centre. Psychology Teaching Review, 14 (2), 62-64.
   
• Harrington, K. and O'Neill, P. (2008) Contributions to Moore (ed.), Supporting Academic Writing Among Students and Academics, SEDA special, 24. 
   
• Reddy, P., Greasley, A., Parson, V., Talcott, J., Harrington, K., and Elander, J. (2008) Becoming a psychology undergraduate: integrating study skills and integrating students. Psychology Learning and Teaching, (7) 2, 38-41.
   
• Elander J., Harrington, K., Norton, L.,Robinson, H. and Reddy, P. (2006) Complex skills and academic writing: a review of evidence about the types of learning required to meet core assessment criteria. Assessment & Evaluation in Higher Education, 31(1), 71-90.
   
• Harrington, K., Elander, J., Norton, L., Robinson, H. and Reddy, P.  (2003) Do essay assessment criteria refer to transferable skills, deep approaches to learning, or complex learning? Investigations in university teaching and learning, 1(2), 57-61. London Metropolitan University.
   
• Harrington, K. and Elander, J. (2003) Using assessment criteria to support student learning. Investigations in university teaching and learning, 1(1), 63-66. London Metropolitan University.

Conference papers

• Harrington, K. and O'Neill, P. Supporting students' transition to university writing: the role of peer writing mentors. Keynote speech at: Student Writing in Transition Symposium, Nottingham Trent University, 14 September 2010.
   
• Harrington, K. (2010) Researching the role of the Writing Centre in promoting "Writing in the Disciplines" in UK higher education. Presentation at: Israel Forum for Academic Writing International Conference: "Academic Writing and Beyond in Multicultural Societies", MOFET Institute, Tel Aviv, 28-29 July 2010.
   
• Harrington, K., O’Neill, P., Bakhshi, S. and Reynolds, L. (2010) Using wikis in training and to support reflective practice in the Writing Centre. Presentation at: :7th European Writing Center Association (EWCA) conference “(Re) Thinking and (Re) Situating the Writing Center and WAC connection in Europe and Beyond, American University in Paris, 24–28 May 2010.
   
• O’Neill, P., Harrington, K., Gossett, R., Holley, D. and Stott, R. (2010) Researching the role of the Writing Centre in promoting “Writing in the Disciplines” in UK Higher Education. Panel presentation at: 7th European Writing Center Association (EWCA) conference: “(Re) Thinking and (Re) Situating the Writing Center and WAC connection in Europe and Beyond, American University in Paris, 24–28 May 2010.
   
• O’Neill, P., Harrington, K., Bakhshi, S., Llewellyn-Jones, C. and Agombar, M. (2009) Going Online: The Potential for One-to-One Synchronous Support in UK Higher Education. Presentation at: 5th EATAW Conference 2009, Coventry University, 30 June -2 July 2009.
   
• Harrington, K., Bakhshi, S. and O’Neill, P. (2009) Psychology students’ experiences of peer tutoring in academic writing. Presentation at: 11th European Congress of Psychology, Oslo, Norway, 7- 10 July 2009.
   
• Harrington, K., Freedman, M., Bakhshi, S. and O’Neill, P. (2009) Aligning student and staff expectations around assessment: An intervention study to help undergraduate students understand assessment criteria for examination essays. Presentation at: 11th European Congress of Psychology, Oslo, Norway, 7-10 July 2009.
   
• Harrington, K., Freedman, M., Bakhshi, S. and O’Neill, P. (2009) Helping psychology undergraduates improve examination writing. Presentation at: HEA Psychology Network Event: Promoting Psychology Student Learning Through Assessment, London Metropolitan University, 27 March 2009.
   
• O’Neill, P., Harrington, K., Bakhshi, S., Llewellyn-Jones, C. and Agombar, M. (2009) Going Online: The Potential for One-to-One Synchronous Support in UK Higher Education. Presentation at: 5th EATAW Conference 2009, Coventry University, 30 June -2 July 2009.
   
• Bakhshi, S., Harrington, K. and O’Neill, P. (2008) Psychology students’ experiences of peer tutoring at the London Metropolitan University Writing Centre. Presentation at: 4th biennial Psychology Learning and Teaching Conference, University of Bath, UK, 1-3 July 2008.
   
• Harrington, K., O’Neill, P. and Bakhshi, S. (2008) The Writing Centre abroad: Researching its efficacy in the UK. Presentation at: 3rd International Santa Barbara Conference on Writing Research: Writing Research Across Borders, University of California, Santa Barbara, 22-24 February 2008.
   
• Harrington, K., O’Neill, P. and Bakhshi, S. (2008)  Making Time and Space for Writing: Student Writing Mentors and the Writing Centre. Presentation at: Writing Development in Higher Education Conference 2008, University of Strathclyde, Glasgow, 25-27 June 2008.
   
• Harrington, K., O’Neill, P. and Bakhshi, S. (2008) Developing students’ academic writing through collaborative peer mentoring. Presentaton at: EARLI SIG-WRITING conference, Lund University, 11-13 June 2008.
   
• O’Neill, P., Harrington, K., Bakhshi, S. and Reynolds, L. (2008) Developing and researching a training scheme for peer tutors at the London Metropolitan University Writing Centre. Presentation at: European Writing Centers Association (EWCA) Conference, Freiburg, Germany, 19-22 June 2008.
   
• Harrington, K., Bakhshi, S., Shannon, L., Norton, L., Norton, B. (J.C.W.), Elander, J. and Reddy, P. (2007) University lecturers’ beliefs about how examinations help students learn. Presentation at:12th Biennial Conference of the European Association for Research on Learning and Instruction, EARLI 2007, Budapest, Hungary 28 August - 1 September 2007.

Work in progress

• Sinfield, S., Burns, T., Holley, D., Hoskins, K., O'Neill, P. and Harrington, K. (2010 forthcoming) Raising the student voice. In Hilsdon, J., Keenan, C. and Sinfield, S. (eds.) Learning Development in Higher Education. London: Palgrave.
   
• Harrington, K. (2010 forthcoming) The role of assessment in WiD. In Deane, M. and O'Neill, P. (eds.) Writing in the Disciplines. London: Palgrave.
   
• Harrington, K., O’Neill, P. and Bakhshi, S. (in progress) Students' experiences of peer tutoring n academic writing: a case study from a UK Writing Centre.
   
• O'Neill, P., Harrington, K. and Bakhshi, S. (in progress) Producing confident disciplinary writers: the evaluation of a student writing mentor programme in the UK.
   
• O'Neill, P., Harrington, K. and Bakshi, S. (in progress) Investigating the potential of collaborative peer writing tutorials in UK Higher Education: A two-year phenomenological study of writing mentors' reflections.