FEATURED AUTHOR

Susan McKenney

Professor
University of Twente

Susan McKenney is professor of teacher professionalisation, school development and educational technology at the University of Twente in the Netherlands. Her research focuses on these three themes, especially in relation to curriculum design. She also studies synergetic research-practice interactions.

Subjects: Education

Biography

Prof. McKenney co-leads the Department of Teacher Development (ELAN) within the Faulty of Behavioral, Management and Social Sciences (BMS) at the University of Twente (UT). She also holds a visiting professorship at the University of Pittsburgh in the USA. Prof. McKenney has published extensively on the topics of curriculum and educational design, (supporting) teachers as designers of technology-enhanced learning, technology innovation in education, educational design research, and research-practice interactions.

She is past chair of the International Society for Design and Development in Education (http://www.ISDDE.org) and former editor of the society's journal, Educational Designer (http://EducationalDesigner.org). She is associate editor of the Journal of the Learning Sciences and serves on numerous committees, boards, and advisory panels. In addition to tailor-made training programs, she has designed, delivered and/or taught over a dozen courses on the bachelor, master and doctorate levels, most of which were related to (computer supported) curriculum development; educational design (research); technology integration in the curriculum; and/or teacher and school development.

Prof. McKenney has collaborated in over fifteen externally funded research and/or development projects for various organizations, including Netherlands National Institute for Curriculum Development (SLO); the Netherlands Science Foundation (NWO); the (American) National Science Foundation (NSF); the European Union (EU); and the World Bank. Her research focuses on understanding and supporting the interplay between curriculum development and teacher professional development, and often emphasizes the supportive role of technology in these processes. To date, her scientific output is visible through over a hundred peer reviewed publications as well as her books, Educational Design Research and Conducting Educational Design Research.