Adjunct Instructor, History
Senior Teaching Instructor, Eberly Center
Katie is a Senior Teaching Consultant at the Eberly Center for Teaching Excellence and Educational Innovation. In this role, Katie leverages educational research to support CMU instructors from all disciplines as they design and teach courses. Additionally, she designs and teaches courses in her home discipline of History.
Katie’s research examines the transition from midwives to man-midwives in seventeenth-century England through the lens of print culture. Her dissertation, “Parturition and Print in Seventeenth-Century London” analyzes a corpus of midwifery treatises and shows how English midwives continued to be recognized as authorities in childbirth, despite the growing influence of male practitioners. Drawing from this research, Katie teaches a course entitled “From Midwife to Obstetrician: The Transformation of Modern Childbirth” which explores how women’s experiences with childbirth in the U.S. and in England have changed from 1600 to the present.
EducationPh.D.: University of Pittsburgh, 2014
- Walsh, K., Pottmeyer, L., Hershock, C., and Meizlish, D. (in-press) “How Search Committees Assess Teaching” To Improve the Academy.
- Sanders, M., Walsh, K., Wheeler, L. (2021) “Effective Survey Design for Research: Asking the Right Questions to Get the Data You Need” POD Scholar: Guides to Research, Scholarship, and Creative Activities in Educational Development. (online publication)
- Walsh, K., Sanders, M., and Gadgil, S. (2019) “Equivalent but Not the Same: Teaching and Learning in Full Semester and Summer Courses” College Teaching 67, no. 2; 138-149.
- Walsh, K., (2018). “A Humanist’s Guide to Interpreting Empirical Educational Research” in National Teaching and Learning Forum 27, no. 5; 5.
- Walsh, K., (2014) “Marketing Midwives in Seventeenth-Century London: A Re-examination of Jane Sharp’s The Midwives Book” in Gender & History 26, no. 2; 223-241.