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Susannah McGowan

Georgetown University, The Red House
Director for Curriculum Transformation Initiatives
Washington, DC

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Susannah is the Director for Curriculum Transformation Initiatives at Designing the Future(s)/The Red House at Georgetown University . After starting her career in educational development at CNDLS from 2001-2007, she returned to Georgetown in Fall 2019 after an educational and experiential hiatus that included earning her Ph.D. at University of California, Santa Barbara in 2014 followed by five years of adventure in the UK where she worked at University College London and King’s College London.

While at King’s, she co-established King’s Academy in 2017, a center for educational development supporting integral programs for faculty and graduate students around inclusive pedagogy, assessment, and blended learning.

She works as an advisory fellow of the John N. Gardner Institute for Excellence in Undergraduate Education, a non-profit organization dedicated to improving equity and student access through course design innovations. She is also the Associate Editor for Teaching, Learning and Inquiry (TLI), the journal of the International Society for the Scholarship of Teaching and Learning (SoTL).

Current Projects:
  • Curriculum Transformation Initiative for Racial Justice, an initiative supporting a range of curriculum development redesigns in various schools within Georgetown.
  • Faculty, staff, student partnerships to investigate Diversity Requirement in general education/Core Curriculum
  • Co-facilitator of Deep Teaching Residency, an NSF-funded STEM educational development program

Areas of expertise: educational development at scale; inclusive pedagogies; students as partners work; leveraging digital technologies for large-scale projects; particular expertise in History and STEM learning and teaching

Recent publications:
  • McGowan, S. (2022). Managing pace and workload in online courses. In Sanders, M. (Ed.) Creating Inclusive and Engaging Online Courses: A Teaching Guide. UK: E. Elgar Publishing.

  • McGowan, S., & Felten, P. (2021). On the necessity of hope in academic development. International Journal for Academic Development, 1-4.

  • Debelius, M., McGowan, S., Maciel, A., Reid, C., & Eason, A. (2021). “Things Are Different Now” A Student, Staff, And Faculty Course Design Institute Collaboration. In Thurston, T. N., Lundstrom, K., & González, (Eds.) (2021). Resilient pedagogy: Practical teaching strategies to overcome distance, disruption, and distraction. Utah State University. https://doi.org/10.26079/a516-fb24

  • McGowan, S. (2021). Digital Learning: From Definition to Possibilities to Support Transfer Students’ Learning in Transfer: Answering the Challenge of the New Majority. In Gardner, J.N., Koch, A., & Rosenberg, M.J. (eds.). The Transfer Experience. Sterling, VA: Stylus Press.

  • Bessette, L. S., & McGowan, S. (2020). Affective Labor and Faculty Development. Journal on Centers for Teaching and Learning, 12. https://openjournal.lib.miamioh.edu/index.php/jctl/article/view/212

  • Wilson, S.P., Phillips, J.C., Meskhidze, H. Lockard, C.A., Felten, P., McGowan, S., & Block-Schulman, S. (2020). From Novelty to Norm: Moving beyond exclusion and the double justification problem in student partnerships. In The Power of Student-Staff Partnership: Revolutionizing Higher Education. Mercer-Mapstone, L. & Abbot, S.(eds.). https://doi.org/10.36284/celelon.oa2 
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