Kerry Dobbins
University of Warwick

Kerry Dobbins is a Senior Academic Developer at the University of Warwick where she leads the Cultivate programme, which supports individual professional development and offers collaborative enhancement opportunities to address strategic needs. Kerry has worked in educational development in various institutions where she has led and supported professional development programmes for early-career and experienced academics. She is an experienced pedagogic researcher with expertise in the scholarship of teaching and learning (SoTL). Kerry is particularly interested in supporting colleagues to take evidence-based and evaluative approaches to their teaching. She takes an active role in enhancing colleagues’ pedagogic scholarship skills and supporting the dissemination of their scholarly activities. As well as being a co-editor for the SEDA blog, she is an associate editor for the Journal of University Teaching & Learning Practice. Kerry’s other interests include inclusive assessment (incorporating assessment and feedback design/strategy), learning outcomes, values-based teaching and compassion within the curriculum.

Kerry’s publications include:

  • Andrew, M., Dobbins, K., Pollard, E., Mueller, B. and Middleton, R. (2023) The role of compassion in higher education. Journal of University Teaching and Learning Practice, vol.20(3).
  • Dobbins, K., Adams, N.F., Bishop, E., Ismayilli, M., Papadopoulou, M., Phillips, M.L., Tauchner, N., van Wessem, E. and Watkins, J. (2021) The power of peers in GTA development of practice: evaluation of an equal-status teaching observation project. Compass: Journal of Learning and Teaching, vol.14(2), pp.1-18.
  • Matthews, L. and Dobbins, K. (2021) The impact of engaging with a higher education institution’s continuing professional development scheme: the assessors’ perspectives, International Journal for Academic Development, vol.26(1), pp.41-53.
  • Dobbins, K., Brooks, S., Scott, J.J.A., Rawlinson, M. and Norman, R. (2016) Understanding and enacting learning outcomes: the academic’s perspective. Studies in Higher Education, vol.41(7), pp.1217-1235.