RED staff profile - Dr Kelly Farrell
Dr Kelly Farrell
Lecturer, Research Education and Development team, Graduate Research School
Dr Kelly Farrell joined La Trobe in early 2014 from the Centre for the Study of Higher Education at the University of Melbourne where she held a teaching-focused academic position and designed and delivered professional development programs and resources for academic staff and graduate researchers. An area in which Kelly has particular expertise is the development and implementation of peer review of teaching programs and she is a lead author of the national OLT-funded study Peer Review of Teaching in Australian Higher Education: A handbook to support institutions in developing effective policies and practices.
Kelly's primary responsibility at RED is the delivery of programs for La Trobe's graduate researchers, including design and coordination of the RED Enrichment Series. She also performed in the role of RED Manager during 2014-2015.
Kelly's PhD is in English/Cultural Studies. The title of her thesis is What it Feels Like for a Girl: Feminised Heterosexual Masculinity and National Cultural Identity.
- 2003: PhD (English/Cultural Studies), The University of Melbourne
- 1997: BA (Hons 1, University Medal in English), Australian National University
Publications and reports
Farrell, K. (2012) Collegial feedback on teaching: A guide to peer review. Centre for the Study of Higher Education.
Farrell, K. (2009) The use of the title 'Professor': A report of the policies, conventions and practices among Australian higher education providers. Commissioned by the Victorian Registration and Qualifications Authority.
Harris, K.H, Farrell, K., Bell, M., Devlin, M., James, R. (2008) Peer review of teaching in Australian Higher Education: A handbook to support institutions in developing and embedding effective policies and practices. Centre for the Study of Higher Education.
Harris, K-L., Farrell, K. and James, R. (2007). Measuring the quality of university teaching: The Australian experience of performance indicators for teaching. Higher Education Forum, 4: 47-59.
Harris, K-L. and Farrell, K. (2007). The science shortfall: An analysis of the shortage of suitably qualified science teachers in Australian schools and the policy implications for universities. Journal of Higher Education Policy and Management, 29(2) 159-171.
Farrell, K. & Harris, K-L. (2006). Independent evaluation of the In2science Peer Mentoring Program. In2science management. La Trobe University & The University of Melbourne.
Farrell, K. (2003) Naked nation: The Full Monty, working-class masculinity and the British image. The Journal of Men and Masculinity. 6(2): 119-135.
Farrell, K. (2002) Keeping mum about dad: masculinity, maternity and masquerade in Hollywood films of the 1990s'. Manning the Next Millennium. Bentley: Swan Publishing: 267-279.
Farrell, K. (1999) (Foot)ball gowns: masculinities, sexualities and the politics of performance. The Journal of Australian Studies: New Talents. 63: 56-86.
Media mentions of research
Healy, G. (2009) Professors proliferate amid quest for prestige. The Australian, Higher Education Section, 18 Nov.
Ross, J. (2006) Two way street. Campus Review. 29 Nov: 11-13.
Farrell, K. (2007) Take a long talk from a sure peer. The Australian (Higher Education). September 19.
Farrell, K. (2007) From tourist to citizen. Campus Review. 24 April: 11.
Farrell, K. (2007) The culture of completion. Campus Review. July: 9.
Farrell, K. (2005) New postgrads connect with remote peers. The Australian (Higher Education), 8 June: 34.
Farrell, K. (2004) Boxer rebellion's stage fright.' The Age (A3) 10 February: 7.
Farrell, K. (2001). Myth vs reality: the first year postgraduate experience.' Campus Review 4 July.