Dr Jacqueline Dohaney
Lecturer, Academic Development
- Academic Development
- Academic Quality and Standards
- Registry Services, University of Edinburgh
Contact details
- Email: j.dohaney@ed.ac.uk
Address
- Street
-
Old College, South Bridge
University of Edinburgh (Central campus) - City
- Post code
- EH8 9YL
Background
I am an academic developer, teacher, and researcher and I have worked across many higher education settings and roles. I am the lead for the Edinburgh Teaching Award(EdTA) and the UoE SoTL Network. Additionally, I work with academics to design and adapt their teaching, across the Colleges, and I am particularly interested in interdisciplinary and STEM learning experiences.
I have 17 years of university teaching experience in the geosciences, physics, engineering, and science communication. My research focuses on applying social and situated learning theories, such as landscapes of practice (Wenger-Trayner et al. 2014), to support skills development and students being-and-becoming professionals (Dall’Alba 2009). My service and teaching philosophy is centred around justice, equity, and inclusion.
Qualifications
2022 Senior Fellow of the Higher Education Academy (SFHEA)
2013 Ph.D., Geoscience Education, University of Canterbury, New Zealand
2009 M.Sc., Geological Sciences, University of British Columbia, Canada
2006 B.Sc. Honours, Geology, Carleton University, Canada
Responsibilities & affiliations
Convenor of the Scottish geography, earth, and environmental sciences educators (ScotGEESE) Network
Editor for Volcanica
Editorial board member for Earth science, systems, and society. Lead for the Geoscience education thematic collection.
Postgraduate teaching
Course organiser and instructor for the third PgCAP course, 'Emerging Issues in Academic Practice' (2023 to present)
Open to PhD supervision enquiries?
Yes
Areas of interest for supervision
Open to accepting students interested in researching:
- University and higher education
- University STEM education
- Geoscience education
- Student being-and-becoming
- Using Bourdieu to unpack access, belonging, and retention in higher education
- Philosophy of education
Research summary
- employability
- communities and landscapes of practice
- professional development pedagogy
- professional identities and being and becoming
Selected publications
Dohaney, J., Hunt, R., Swanton, D., Hammond, L., & Ellis, C. (2025). Between/within/across a landscape of practice: teaching, learning, and the ScotGEESE community. Scottish Geographical Journal, 1–10. https://doi.org/10.1080/14702541.2025.2581082
Dohaney, J. and Stokes, A. (2025) Field learning and employability in Geography, Earth, and Environmental Sciences. In: France D., Batty L., and Swanton D. (eds) Teaching fieldwork in Geography, Earth, and Environmental Sciences. Edward Elgar Publishing. https://doi.org/10.4337/9781035322398.00062
Dohaney, J., Jolley, A., Kennedy, B. and Watson, A. (2023) “A systematic review of volcanology learning and teaching in higher education”, Volcanica, 6(2), pp. 221–252. doi: https://doi.org/10.30909/vol.06.02.221252
Jolley, A., Dohaney, J. and Kennedy, B. (2022) Teaching about volcanoes: Practices, perceptions, and implications for professional development. Volcanica, 5(1), pp. 11–32. https://doi.org/10.30909/vol.05.01.1132.
Dohaney, J. (2021). Moving from survival mode to wellbeing in academia. In: Lemon, N. (ed) Creating a Place for Self-care and Wellbeing in Higher Education: Finding Meaning Across Academia. Part of the Wellbeing and Self-care in Higher Education: Embracing Positive Solutions Series, Routledge. https://doi.org/10.4324/9781003144397-16
Dohaney, J., Mann, L., & Coddington, A. (2018). What's your purpose?: Redefining the being and becoming of future engineers through professional purpose. In 29th Australasian Association for Engineering Education Conference 2018 (AAEE 2018) (p. 176). Engineers Australia. http://hdl.handle.net/1959.3/446906
Dohaney, J., Brogt, E., Kennedy, B., Wilson, T.M., Lindsay, J.M. (2015). Training in crisis communication and volcanic eruption forecasting: Design and evaluation of an authentic role-play simulation. Journal of Applied Volcanology. Special Issue: The Application of Volcanology Research to Emergency Management. Volume 4, Issue 1. https://doi.org/10.1186/s13617-015-0030-1
Dohaney, J., Brogt, E., Kennedy, B. (2015) Strategies and perceptions of students’ field note-taking: Insights from a geothermal field lesson. Journal of Geoscience Education. 63(3):233-249. https://doi.org/10.5408/13-026.1
Rovins, J.E., Wilson, T.M., Hayes, J., Jensen, S. J., Dohaney, J., Mitchell, J., Johnston, D.M., Davies, A. (2015). Risk Assessment Handbook. GNS Science Miscellaneous Series, v.84. Wellington, New Zealand: Massey University. https://shop.gns.cri.nz/ms_84-pdf/
Dohaney, J., Brogt, E., and Kennedy, B. (2012) Successful Curriculum Development and Evaluation of Group Work in an Introductory Mineralogy Laboratory. Journal of Geoscience Education, 60(1): 21-33, 2012. https://doi.org/10.5408/10-212.1