Temple University’s Teaching in Higher Education Certificate:
The following is a set of publications produced by Alison Cook-Sather, Director of the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges, and her colleagues both on and beyond the Bryn Mawr campus.
Cook-Sather, A., & Felten, P. (under review). Academic Leadership within the New Cosmopolitanism: An Ethic of Reciprocity and the Practice of Partnership. In Cosmopolitan Perspectives on Becoming an Academic Leader in Higher Education. Edited by Frank Wu and Margaret Wood. Bloomsbury.
In this chapter, we argue for academic leadership that embraces an ethic of reciprocity and the practice of partnership in learning and teaching. We begin with a brief review of the neoliberal values that, many argue, have come to permeate higher education contexts and thereby both define the current ethic of much educational practice and inform many approaches to academic leadership. We then offer an equally brief summary of Nixon’s ethics of connectivity, a stark contrast to the neoliberal ethic, which, in turn, has very different implications for approaches to academic leadership. Working within and against the current neoliberal context, which favors academic leadership that dehumanizes, we also recognize that the utopian ideal of connectivity, and its academic leadership that re-humanizes, cannot be enacted unless there is a profound shift in dominant models of leadership in general. Thus, the majority of the chapter is devoted to explication of the ethic of reciprocity and the practice of partnership that we propose as a bridge between the current reality and the utopian ideal and as a distinct form of academic leadership within the new cosmopolitanism.
Bovill, C., Cook-Sather, A., Felten, P., Millard, L. and Moore-Cherry, N. (under review). Addressing Potential Challenges in Co-creating Learning and Teaching. Higher Education.
This paper provides a conceptualization of students as co-creators of learning and teaching within higher education and a typology of the various roles students can assume in working collaboratively with faculty. Drawing on a set of examples from higher education institutions in Europe and North America, the paper focuses on some of the challenges that can arise when faculty invite students to co-create learning and teaching, and outlines ways in which these challenges might be addressed. The challenges are presented under three headings, each of which surfaces regularly in research on, and experiences of, student-faculty co-creation of learning and teaching: motivation for co-creation; navigating institutional structures, practices and norms; and establishing a co-creation approach. The paper concludes by highlighting the importance of changing mindsets about the potential opportunities and institutional benefits of faculty and students co-creating learning and teaching.
Cook-Sather, A., & Bach, D. (under review). Open Space: Nurturing Reflection, Dialogue, and Radical Listening in Higher Education. Journal on Excellence in College Teaching.
This article is about and for teachers wishing to open a space at the intersection of the affective and the cognitive—space, we argue, that is particularly conducive to deep learning and within which students can empower themselves as learners and knowers. Drawing on publications of and interviews with three faculty members, we explore what led them to engage students beyond the cognitive, in ways that are transformative. Although their pedagogical approaches developed out of particular disciplinary teaching challenges, the underlying principles transcend field-specific boundaries, offering inspiration for anyone interested in creating conditions for learning to occur more holistically and collaboratively.
Cook-Sather, A., & Abbot, S. (under review). Translating Partnerships: How Faculty Members and Student Consultants Transform Themselves through Collaboration. Special issue of Teaching and Learning Inquiry.
In this essay we use the conceptual framework offered by ‘translation’ to analyze the collaborative work of participants in a student-faculty partnership program focused on pedagogical explorations. We argue that, through their collaboration, faculty members and student consultants transform perceptions of classroom engagement, terms for naming pedagogical practices, and, more metaphorically, themselves. Drawing on audiofiles of selected meetings and the informal and published written reflections of participants, we illustrate how they engage in the never-finished process of change that enables mental perceptions, linguistic terms, and human selves to be newly accessible to comprehension, communication, and expression/performance. Such transformations of ways of seeing, naming, and being preserve some integral meaning and, at the same time, alter understanding as well as the power, position, and actions of those involved in the exchange. We provide examples of how participants in this student-faculty partnership program transform themselves through their collaboration while in partnership and also how the changes they experience and effect endure beyond the time of partnership and into other realms of participants’ lives. We touch upon what is “lost” in translation as well and the necessity of ongoing efforts to make meaning through collaborative explorations, analyses, and re-renderings.
Cook-Sather, A. (in press). Undergraduate Students as Partners in New Faculty Orientation and Academic Development. International Journal of Academic Development.
This article describes an approach to the orientation and development of incoming faculty built around undergraduate students in the role of pedagogical consultant. Opportunities for dialogue and collaboration offered before new faculty arrive on campus, as part of orientation before classes begin, during the first semester of teaching, and in subsequent semesters constitute an over-time, student-faculty partnership model for supporting faculty as they develop their pedagogical commitments and professional identities in new contexts. Grounded in scholarship on new faculty orientation and educational development and drawing on the reflections of incoming faculty who have participated in this approach, this article offers overviews of each opportunity and recommendations for academic developers who might want to create similar student-faculty partnership models for new faculty orientation and academic development.
Cook-Sather, A. (2015). Dialogue Across Differences of Position, Perspective, and Identity: Reflective Practice In/On a Student-Faculty Pedagogical Partnership Program. Teachers College Record, 117, 2.
Background: Inspired by various conceptualizations of both cultural diversity and cross-role partnership, this discussion challenges the assumption that holds sway in many people’s minds: Differences primarily divide us. The context for this argument is a program that pairs undergraduate students and faculty members in semester-long partnerships to explore and revise pedagogical practices.
Purpose: The purpose of this article is to explore how dialogue across differences supported by a student–faculty partnership program can inspire greater openness to and appreciation of differences. The focus is on fostering deeper connection and empathy across student and faculty positions, perspectives, and cultural identities.
Research Design: Through systematically documented reflective practice, I draw on audio- recorded conversations, mid- and end-of-semester feedback, and follow-up interviews with student and faculty participants in the program, as well as on my own reflective notes and less formal communication with participants, to identify the ways in which these faculty and students conceptualize differences as resources for learning.
Findings: Through supporting the demanding work of communicating and collaborating across differences, this program makes it normative for differences to exist and for people in relationships to benefit from them. The student–faculty partnerships evoke deliberate consideration of differences in position, perspective, and identity within collaborative work, which, in turn, generate ongoing critical reflection with the promise of changing higher educational practices.
Conclusions/Recommendations: Higher education needs to create more opportunities for students and faculty to engage in dialogue across various kinds of difference. Suggestions are offered for how to create structures and support within which faculty and students can forge new perspectives that allow them to draw on differences as a uniting rather than a dividing force.
Abbot, S., Cook-Sather, A., & Hein, C. (2014). Mapping Classroom Interactions: A Spatial Approach to Analyzing Patterns of Student Participation. To Improve the Academy: A Journal of Educational Development 33, 2.
This chapter explores how mapping patterns of student participation in classroom discussion can both illuminate and complicate the dynamic relationships among identity, physical position in the classroom, student engagement, and course content. It draws on the perspectives of an undergraduate in the role of pedagogical consultant, a faculty member who worked in partnership with that student, and the coordinator of the program through which this collaborative exploration unfolded. The authors provide multiple angles of vision on the impetus behind, approach to, results of, and interdisciplinary possibilities of mapping classrooms and offer recommendations and cautions regarding the use of mapping.
Cook-Sather, A., & Luz, A. (2014). Greater Engagement in and Responsibility for Learning: What Happens When Students Cross the Threshold of Student-Faculty Partnership. Higher Education Research & Development. DOI: 10.1080/07294360.2014.911263.
The notion of threshold concepts provides a useful frame for exploring the challenges undergraduate students face when invited into pedagogical partnership with faculty members. Becoming such partners — informants, active participants, and change agents in analyses and revisions of teaching and learning practices — entails students redefining their roles, responsibilities, and sense of themselves. This redefinition, both required for and inspired by student-faculty partnership, proves troublesome, transformative, discursive, irreversible, and integrative. In a case study of the Students as Learners and Teachers (SaLT) program at Bryn Mawr College, we discuss how crossing the threshold constituted by student-faculty partnership in pedagogical planning fosters in students greater engagement in and responsibility for learning. This discussion complements recent arguments for how student-faculty partnership functions as a threshold concept for faculty and what insights and practices are possible if faculty cross the threshold. Implications for higher education include the potential of reconceptualizing our classrooms as more democratic spaces and the work of teaching and learning as more of a shared responsibility.
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging Students as Partners in Learning & Teaching: A Guide for Faculty. San Francisco: Jossey-Bass.
Abstract: This book provides a rationale for student-faculty partnerships in higher education, a discussion of the benefits and perils of such partnerships, and multiple examples of actual partnerships. Drawing on both scholarly research and a wide range of examples from practice, we discuss how student-faculty partnerships enhance engagement, motivation, and learning; support students and faculty in developing meta-cognitive awareness and a stronger sense of identity; and improve teaching and the classroom experience. We also discuss the ways in which student-faculty partnerships benefit programs and institutions, creating a more collaborative culture in higher education contexts overall. We provide a set of guiding principles and practical strategies that are foundational to student-faculty partnerships across contexts, and we offer various examples of actual partnerships individual faculty have developed with students, whether or not they have support from colleagues or their institution, in: (1) designing a course or elements of a course; (2) responding to students’ experiences during a course; and, (3) providing feedback on, or even grading, student work. We also present programmatic student-faculty partnerships that support (1) designing or redesigning a course before or after it is taught; (2) analyzing classroom practice within the context of a course while it is being taught; and (3) developing research partnerships that catalyze institutional change. Finally, we present diverse approaches to assessing the outcomes of student-faculty partnerships
Cook-Sather, A. (2014). The Trajectory of Student Voice in Educational Research. New Zealand Journal of Educational Studies, 49, 2
As educational research that embraces “student voice” has proliferated, the concepts and practices associated with this work have multiplied to address the particular philosophical, methodological, and ethical issues involved. This discussion summarises the key developments in the trajectory of student voice in educational research from the early efforts in the 1990s to elicit student perspectives regarding their learning, through to more current approaches to working with students as partners in or as leaders of research projects. Encompassing reference to student voice in research in early childhood, elementary, secondary, and tertiary educational contexts, the article touches upon the various meanings of “student voice”; the relationship among voice, rights, respect, and power; research methods that have evolved to integrate student voice and participation; the diversification of voices included in student voice research; and changes in (re)presentation of students in educational research.
Cook-Sather, A. (2014). Student Voice in Teacher Development. Oxford Bibliographies in Education. Oxford University Press.
Provides definitions of terms and explores student voice in teacher development at different stages and levels (pre-service preparation for teaching in elementary and secondary schools; professional development for practicing elementary and secondary teachers; faculty learning and professional development in higher education; the Scholarship of Teaching and Learning; assessment of and for student and teacher learning). Includes discussion of cautions and concerns (complicating traditional power dynamics; making decisions regarding inclusion and representation; avoiding uncritical notions and practices of student voice; and attending to ethical considerations), and presents positive outcomes (students developing deeper engagement and agency; teachers revising perspectives, roles, and practices).
Cook-Sather, A. (2014). Student-Staff Partnerships as Transformational: A Formative Assessment of the Students as Learners and Teachers Program at Bryn Mawr College. FORUM, 56, 1, 105-113.
Presents SaLT as an example of a program that counters traditional hierarchies and imbalanced power relations and fosters a shift in institutional culture toward a more dialogic and collaborative approach to teaching and learning. Draws on reflections of student and faculty participants to illustrate how the program catalyzes student, faculty, and institutional transformation.
Cook-Sather, A. (2014). Multiplying Perspectives and Improving Practice: What Can Happen When Undergraduate Students Collaborate with College Faculty to Explore Teaching and Learning. Instructional Science: 42, 31-46. Special Issue: Congruence in the Instructional Design Process: Integrating Perspectives of Students, Teachers, and Designers. Editor Dr. Karen D Könings, Maastricht University, The Netherlands.
Traditional structures in higher education support a separation between faculty members’ and students’ perspectives on classroom practice. This is in part because student- faculty interactions are typically defined by a focus on content coverage and by a clear delineation between faculty and student roles in engaging that content. This paper focuses on key findings from an ongoing action research study that aims to address these basic questions: (1) What happens when faculty and students engage in structured dialogue with one another about teaching and learning outside of the regular spaces within which they interact? and (2) How can such dialogic engagement become a part of both students’ and teachers’ practice? The study takes place within the context of a program that supports undergraduate students and college faculty members in semester-long partnerships through which they explore teaching and learning. The goal of these explorations is to examine, affirm, and, where appropriate, revise pedagogical practice. Constant comparison/grounded theory was used to analyze discussions among and feedback from participants. It was found that partnership facilitates both faculty and students multiplying their perspectives in ways that have the potential to improve teaching and learning. Participants consistently describe gaining new insights produced at and by the intersections of their experiences and angles of vision. Furthermore, they discuss how these insights deepen their own self- awareness and their understanding of others’ experiences and perspectives. Finally, they indicate that, as a result of gaining these insights and deepening their awareness, they are inclined to embrace more engaged and collaborative approaches to teaching and learning.
Cook-Sather, A. (2013) Catalyzing Multiple Forms of Engagement through Student-Faculty Partnerships Exploring Teaching and Learning. In E. Dunne & D. Owen (Eds),The Student Engagement Handbook: Practice in Higher Education. (pp.549-565). Emerald Publishing Group.
The purpose of this chapter is to analyze the multiple forms of engagement faculty and students experience and facilitate through the Students as Learners and Teachers (SaLT) program at Bryn Mawr College. The SaLT program provides structures and processes through which faculty members work with undergraduate students positioned as pedagogical consultants and partners in exploring classroom teaching and learning. This discussion draws on data from an ongoing action research study; data sources include audiotaped conversations of weekly meetings of student consultants and selected meetings with faculty participants, mid- and end-of-semester feedback from those students and faculty members, and follow-up interviews. Findings indicate that through their participation in this program both faculty and students engage in multiple forms of engagement that are at once reciprocal — affecting in similar but not identical ways the participants involved (either faculty and students or students and students) — and inclusive of those beyond the partners in reciprocity. Such engagement facilitates more nuanced understandings of the complexities of teaching and learning, inspires empathy and appreciation, and deepens sense of responsibility for the educational process. These findings should be of interest to all who pursue and support engaged teaching and learning and wish to position students as change agents in higher education. More research into the experiences of faculty and student in pedagogical partnership across higher education contexts could further illuminate the potential of this approach.
Cook-Sather, A., (2013). Student-faculty partnership in explorations of pedagogical practice: A threshold concept in academic development. International Journal for Academic Development. DOI:10.1080/1360144X.2013.805694.
Abstract: Student-faculty partnerships position students as informants, active participants, and change agents in collaboration with faculty members. A program through which pairs of faculty members and undergraduate students explore, affirm, and revise pedagogical approaches provides both context and case study for student-faculty partnership as a threshold concept in academic development. Like all threshold concepts, the notion of student-faculty partnership is troublesome, transformative, irreversible, and integrative. This article draws on faculty reflections to explore what constitutes this threshold, what insights and practices are possible if faculty cross it, and what implications there might be for academic developers.
Cook-Sather, A., & Agu, P. (2013). Students of color and faculty members working together toward culturally sustaining pedagogy. In J. E. Groccia & L. Cruz (Eds.), To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development (pp. 271–285). Volume 32. San Francisco: Jossey-Bass.
Abstract: Through positioning undergraduate students as pedagogical consultants to college faculty, a program called Students as Learners and Teachers provides re-conceptualized “counter-spaces” for those students and for faculty members with whom they work. In our study of the experiences of consultants of color we found that those students and their faculty partners used program counter-spaces to explore links between their lived identities and pedagogical commitments and to share authority and responsibility in developing culturally sustaining pedagogy. In this chapter we report on participants’ experiences in these collaborations and how they legitimate the knowledge of students of color in faculty learning.
Cook-Sather, A. (2012). “Amplifying Student Voices in Higher Education: Democratizing Teaching and Learning through Changing the Acoustic on a College Campus” (“La amplificación de las voces del alumnado en la Educación Superior: democratización de la enseñanza y el aprendizaje en un centro universitario a través del cambio de su acústica”). Revista de Educación. Ministerio de Educación. Madrid, Spain. https://sede.educacion.gob.es/publiventa/detalle.action?cod=15327
Abstract: This article describes three programs that work to democratize teaching and learning in higher education through amplifying student voices. The first program partners undergraduate students with college faculty to explore, affirm, and revise the pedagogical approaches the faculty members employ in their classrooms. The second program pairs undergraduate students and college staff members from the service/craft sector in reciprocal teaching and learning partnerships through which they explore topics and areas of mutual interest. The third program brings undergraduate students, faculty, and staff together to explore social justice issues and to build capacity for communicating across differences. Based at a selective liberal arts college in the northeastern United States, all three programs create new spaces within which undergraduate students lead, teach, and learn from other members of the higher education community. In these structured and supported spaces outside of the formal classroom arena and typical relationships among members of the academic community, students learn to speak with and learn from one another as well as from differently positioned members of the community. As students test and tune their own voices — a process that moves them from silence or uncertainty into a place of greater confidence, capacity, and resonance — they develop a commitment to ensuring that others, both those with less power and those with more, listen and are listened to in new ways. Thus, through these programs, the voices of faculty and staff are brought into dialogue with, and modulated in relation to, student voices. This article describes the programs and analyzes how they support students in developing the confidence, courage, and capacity to amplify their own voices and to ensure that other voices are heard and honored.
Cook-Sather, A. (2012). Lessons in higher education: Five pedagogical practices that promote active learning for faculty and students. Journal of Faculty Development, 26, 1, 33-39.
Abstract: Active learning by faculty members complements and promotes active learning for students. Through The Andrew W. Mellon Teaching and Learning Institute at Bryn Mawr College, faculty members actively engage with one another and with undergraduate students positioned as pedagogical consultants to explore and to practice a wide range of pedagogies. In this discussion, I draw on research literature and faculty reflections to describe five practices that, taken together, hold particular promise for involving both faculty and students more actively in their learning.
Bovill, C., Cook-Sather, A., & Felten, P. (2011). Students as co-creators of teaching approaches, course design and curricula: Implications for academic developers. International Journal for Academic Development, 16, 2, 133–145. http://www.tandfonline.com/doi/abs/10.1080/1360144X.2011.568690
Abstract: Within higher education, students’ voices are frequently overlooked in the design of teaching approaches, courses and curricula. In this paper we outline the theoretical background to arguments for including students as partners in pedagogical planning processes. We present examples where students have worked collaboratively in design processes along with the beneficial outcomes of these examples. Finally, we focus on some of the implications and opportunities for academic developers of proposing collaborative approaches to pedagogical planning.
Cook-Sather, A. (2011). Layered learning: Student consultants deepening classroom and life lessons. Educational Action Research, 19, 1, March 2011, 41–57.
Abstract: The action research project reported on here took as its central problem of practice the absence of students from forums for faculty development in higher education. Findings suggest that, when undergraduate students are positioned as pedagogical consultants to college faculty members, multiple layers of learning unfold. After a brief overview of The Andrew W. Mellon Teaching and Learning Institute that serves as the context for this study, I present student reflections on the ways that student consultants gain a more informed critical perspective within and beyond classrooms and build greater confidence, capacity, and agency as learners and as people. The final portion of the discussion focuses on how the lessons student consultants learn inform my own learning and practice.
Cook-Sather, A. (2011). Students as learners and teachers: College faculty and undergraduates co-create a professional development model. To Improve the Academy, 29, 219–232. http://www.wiley.com/WileyCDA/WileyTitle/productCd-0470623179.html
Abstract: Most models of professional development assume that faculty learning is the purview of faculty colleagues or teaching and learning center staff. A program at Bryn Mawr College challenges that assumption by inviting undergraduate students to serve as pedagogical consultants to faculty members. Feedback from participants suggests that this approach affords faculty and students an unusual opportunity to co-construct a more informed model of faculty development, deepens the learning experiences of both faculty and students, and recasts the responsibility for those learning experiences as one that is shared by faculty and students.
Cook-Sather, A., & Z. Alter. (2011). What Is and What Can Be: How a Liminal Position Can Change Learning and Teaching in Higher Education. Anthropology & Education Quarterly, 42, 1, 37–53.
Abstract: In this article we analyze what happens when undergraduate students are positioned as pedagogical consultants in a faculty development program. Drawing on their spoken and written perspectives, and using the classical anthropological concept of “liminality,” we illustrate how these student consultants revise their relationships with their teachers and their responsibilities within their learning. These revisions have the potential to transform deep-seated societal understandings of education based on traditional hierarchies and teacher–student distinctions.
Cook-Sather, A. (2010). Students as learners and teachers: Taking responsibility, transforming education, and redefining accountability. Curriculum Inquiry, 40, 4, 555–575.
Abstract: As has been the case throughout the history of education in the United States, the current structures and practices of U.S. schools and colleges are informed by particular ideals regarding the potential of education. Through this comparative descriptive analysis, I argue that a major reason why these ideals have rarely been realized is the way that students are positioned in educational institutions, dialogues, and reform. A preliminary argument for rethinking how we conceptualize student role and responsibility frames my description and comparison of two programs, one that involves secondary students in the preparation of high school teachers and one that involves college students in the professional development of college faculty. I then draw on the perspectives of student participants across these two programs to address a series of educational ideals that span K-12 and college contexts: inspiring lasting learning, celebrating humanity and diversity, and engaging in meaningful assessment. I designed the programs that are the focus of my analysis with the goal of improving teacher preparation and teaching, but as I discuss in this essay, they are proving to be promising models for pursuing what may be a more encompassing possibility: fostering in students a sense of and capacity for responsibility in ways that not only address existing educational ideals but that also point to both more transformative and more achievable notions of education and accountability than those currently in place.
Cook-Sather, A. (2009). From traditional accountability to shared responsibility: The benefits and challenges of student consultants gathering midcourse feedback in college classrooms. Assessment & Evaluation in Higher Education, 34, 2 (April), 231–241.
Abstract: The explicit purpose of gathering feedback in college classes is to improve those courses, usually along the lines of structure, organization, pace, or some other aspect of the course over which the professor typically has control. A potential outcome that is less immediately obvious is the shift that can take place regarding who is responsible and in what ways for the analysis and revision of pedagogical practices at the college level. In this article I take as a foundation for my discussion the premises of new wave student voice work, and I describe a project through which students were positioned as consultants who gathered midcourse feedback for faculty members. I analyze how those student consultants supported faculty members in revising not only their courses but also their relationships with students—both student consultants and students enrolled in the courses.
Cook-Sather, A. (2008). “What you get is looking in a mirror, only better”: Inviting students to reflect (on) college teaching. Reflective Practice 9, 4 (November), 473–483.
Abstract: A growing body of literature argues for the benefits of consulting students about classroom practices and a few programs place undergraduate students as observers in college classrooms. There is little research, however, on what happens when a student who is not enrolled in a particular college course is positioned as a pedagogical consultant within that course with the goal of promoting more reflective and effective practice. The project described here aims to fill this gap and to forge potentially generative connections between the literatures on reflective practice and student voice. Drawing on the experiences of faculty members and students who have participated in the project, the author focuses on the ways in which the project introduces to existing models of reflective practice a new participant and a new process, both of which not only enrich the professors’ capacity to reflect on their own practice but also prompt students to reflect on theirs.
Cook-Sather, A., & Curl, H. (under review). Positioning Students as Teacher Educators: Preparing Learners to Transform Schools. In Dr. Anthony Montgomery, Department of Education and Social Policy, Thessaloniki, Greece, and Dr. Ian Kehoe, School of Education, University of Sheffield, UK (Eds). Reimagining Schools. Springer Publishers.
Cook-Sather, A., & Curl, H. (2014). “I Want to Listen to My Students’ Lives”: Developing an Ecological Perspective in Learning to Teach. Teacher Education Quarterly, Winter, 85-103.
Student Voice: The International Movement to the Emergent Perspectives in Italy. Grion, V., & Cook-Sather, A. (Eds). Milan, Italy: Guerini Editore, 2013. http://www.guerini.it/index.php/psicologia-pedagogia/processi-formativi-nuova-serie/student-voice.html
Cook-Sather, A. (forthcoming). Learning from Students Before Managing Classrooms: Using Email to Connect Secondary Students and Preservice Teachers. TD.
Cook-Sather, A. (2009). Learning from the student’s perspective: A sourcebook for effective teaching. Paradigm Publishers.
Cook-Sather, A. (2009). “I am not afraid to listen”: Prospective teachers learning from students to work in city schools. Theory into Practice, 48, 3,176-181. [Themed Issue: Urban Youth]. http://www.tandfonline.com/doi/abs/10.1080/00405840902997261?journalCode=htip20#preview
Cook-Sather, A. (2007). What would happen if we treated students as those with opinions that matter? The benefits to principals and teachers of supporting youth engagement in school. NASSP Bulletin, 91, 4, 343-362 [Themed Issue: Fostering Youth Engagement and Student Voice in America’s High Schools].
Cook-Sather, A. (2007). Resisting the impositional potential of student voice work: Lessons for liberatory educational research from poststructuralist feminist critiques of critical pedagogy. Discourse 28, 3 (September ) 389-403.
Thiessen, D.,& Cook-Sather, A. (Eds.) (2007). International Handbook of Student Experience in Elementary and Secondary School. Springer Publishers.
Cook-Sather, A. (2006). Education Is Translation: A Metaphor for Change in Learning and Teaching. University of Pennsylvania Press. http://books.google.com/books?id=QMFgRwAACAAJ
Cook-Sather, A. (2006). “Change based on what students say”: Preparing teachers for a more paradoxical model of leadership. International Journal of Leadership in Education, 9, 4 (October-December), 345–358.
Shultz, J.,& Cook-Sather, A. (2001) In Our Own Words: Students’ Perspectives on School. Lanham, MD: Rowman& Littlefield Publishers, Inc.
Cook-Sather, A. (2002). Re(in)forming the conversations: Student position, power, and voice in teacher education. Radical Teacher, 64, 21-28.
Cook-Sather, A. (2002). Authorizing students’ perspectives: Toward trust, dialogue, and change in education. Educational Researcher, 31, 4 (May), 3-14.
Cook-Sather, A. (2013). “Engaging Students as Partners in Teaching and Learning.” University of Virginia Teaching Resource Center, the Curry School of Education, and the Office for Diversity & Equity. September.
Cook-Sather, A. (2013). “Engaging Students as Partners in Teaching and Research.” Queen’s University, Belfast, 13 June.
Cook-Sather, A. (2012). “Students as Change Agents.” Plenary session organized by Mick Healey. Meeting of the International Society for the Study of Teaching and Learning. Ontario, Canada, October.
Cook-Sather, A. (2012). “Students of Color and Faculty Colleagues Developing Voice in the “Counter-spaces” of a Professional Development Program.” With Praise Agu. Conferences of the Professional and Organizational Development Network in Higher Education. Seattle, Washington. October.
Cook-Sather, A. (2012). “Students Partnering with Faculty in Explorations of Teaching and Learning.” The Discovery Learning Project at the University of Texas, Austin. September.
Cook-Sather, A. (2012). “Students as Pedagogical Leaders in Secondary Teacher Education and College Faculty Development.” Open University, Milton Keynes, England. June 11.
Cook-Sather, A. (2012). “Student Consultation as a Right in Secondary Teacher Preparation.” Research Forum for the Child. Queen’s University, Belfast. June 10, 2012.
Cook-Sather, A. (2012). “Developing a Teaching and Learning Institute at Bryn Mawr College.” Franklin & Marshall College. 20 February.
Cook-Sather, A etal. (2012). “Raising student voices: Developing democratic engagement through dialogue about teaching and learning.” With Mia Chin (BMC, ’12), Peter Felten, Carmen Werder, Taylor Binnix (Elon, ’12), Dimitri Simuel (Western Washington University, ’13), and Daniel Espinoza-Gonzalez (Western Washington University, ’12). American Association of Colleges and Universities (AAC&U). Washington, D.C. 27 January.
Cook-Sather, A. (2012). “Learning from and Responding to Diverse Students: Lessons from The Andrew W. Mellon Teaching and Learning Institute at Bryn Mawr College.” Biannual Conference of the Consortium on High Achievement and Success (CHAS). Haverford College, Haverford, Pennsylvania. 20 January.
Cook-Sather, A. (2012). “Learning from the Learners’ Perspectives: Consulting College Students about Effective Teaching. Teaching and Learning Center’s 10th Annual Faculty Conference on Teaching Excellence. Temple University, Philadelphia, Pennsylvania. 11 January.
Cook-Sather, A., P. Felten, & G. McKay. (2011). “Productive Disruptions”: What Happens When Faculty Partner with Students in Pedagogical Planning.” Create Collaborate Engage. Conference of the Professional and Organizational Development Network in Higher Education. Atlanta, Georgia. October 28.
Cook-Sather, A. (2011). “Expanding Conceptions of Student and Faculty Roles in Three Institutions of Higher Education in the United States.” Part of the Session: Lessons in ‘Productive Disruption’: What Student-Faculty Partnerships in Pedagogical Planning Can Teach Us. Conference of the International Society for the Study of Teaching and Learning. Milwaukee, Wisconsin. October 21.
Cook-Sather, A. (2011). “Learning from the Learners: Lessons from The Andrew W. Mellon Teaching and Learning Institute at Bryn Mawr College.” Keynote address at the 3rd Annual Scholarship of Teaching and Learning Conference, Maryville University, 1 October.
Cook-Sather, A. (2011). “Linking across the Lines: Student Voice Projects in Secondary Teacher Education and College Faculty Development.” Keynote address as Student Voice: Past Efforts, Current Trends, and Future Possibilities. University of Cambridge Faculty of Education, 1 July.
Cook-Sather, A. (2010). “Exploring Teaching with Students: Lessons from the Teaching and Learning Institute at Bryn Mawr College.” Invited address. Swarthmore College, November 3.
Cook-Sather, A., Bovill, C., & Felten, P. (2010). “Changing Participants in Pedagogical Planning: Students as Co-Creators of Course Design, Curricula, and Teaching Approaches.” Conference of the International Consortium of Educational Development. Barcelona, Spain. 28 June.
Cook-Sather, A. (2010). “From Pedagogical Solitude to Shared Responsibility: Faculty and Students Inquire Together into Effective Teaching.” Paper presented at the International Conference in University Learning and Teaching. ISSUES FOR THE FUTURE. University of Hertfordshire, England. 30 June.
Cook-Sather, A., Alter, Z., & Domers, T. (2010). “‘My Opinion Matters and Is Respected’: Structuring Spaces for Student Voice.” Part of a Symposium: “Features of Learning Environments That Promote Student Voice.” Biennial Meeting of the Society for Research on Adolescence. Philadelphia, PA, March 12.
Cook-Sather, A., & Cohen, J. (2009). “Creating More Culturally Responsive Classrooms: Underrepresented Students as Pedagogical Consultants in Student-Directed Professional Development.” The Annual Meeting of the American Educational Research Association. April 14.
Cook-Sather, A. (2009). “‘I Am Not Afraid to Listen: Prospective Teachers Learning from Students.” Part of an interactive symposium called “Including Urban Students’ Perspectives in the ‘Circle of Knowledge’: The Voices of City Youth in What and How We Know in Education Research.” The Annual Meeting of the American Educational Research Association. April 15.
Cook-Sather, A., J. Cohen & T. Shumate. (2009). “‘Culturally Responsive Teaching Has Been Redefined for Me’: What Happens When Underrepresented Students Work as Pedagogical Consultants to College Faculty.” Ethnography in Education Conference, University of Pennsylvania, February 27.
Cook-Sather, A. (2008). “Preparing Teachers to Facilitate Change in Schools: Voices from Classrooms Engage with Voices from Universities.” The Annual Meeting of the American Educational Research Association. March 26.
Cook-Sather, A., & A. Lesnick. (2008). “Building Civic Capacity: Faculty/Staff and Student/Staff Learning Partnerships in a Liberal Arts College.” The Annual Meeting of the American Educational Research Association. March 24.
Cook-Sather, A., & McCormack, E. (2007).“Expanding the Conversation about Classroom Practices: Student Consultants Help Faculty Improve Learning and Teaching.” Presented at the MSPGP Research Conference in Math and Science Education. October 27.
Cook-Sather, A. (2006). “Translating Selves: Rethinking the Roles of Learners, Teachers, and Clinicians in Student/Client-Centered Practice.” Invited Scott Lecture, Graduate School of Social Work and Social Research, Bryn Mawr College. October 4.
Cook-Sather, A. (2006). “Amplifying Student Voices in Educational Research: Lessons from the International Handbook of Student Experience in Elementary and Secondary School.” The Annual Meeting of the American Educational Research Association. April.
Cook-Sather, A. (2005). “When Learners are Teachers: Redefining the Role of High School Students in Undergraduate, Secondary Teacher Preparation” for a symposium entitled “Adolescent Voices in Teacher Education.” Presented at the annual meeting of the American Educational Research Association. Montreal, Canada. April.
Cook-Sather, A. (2005). “Putting Student Voices at the Center of Teacher Preparation,” for a symposium entitled “Speaking Up and Speaking Out: International Perspectives on the Democratic Possibilities of Student Voice.” Presented at the annual meeting of the American Educational Research Association. Montreal, Canada. April.
Cook-Sather, A. (2005). “Changing Classrooms: Student Voice and Pre-Service Teachers—A View from the USA.” Keynote address prepared for “Critically Interrogating Pupil Voice,” a seminar series funded by the Economic and Social Research Council (ESRC), co-sponsored by the Universities of Nottingham and Sussex, Manchester Metropolitan University and Networked Learning Group, National College for School Leadership, Nottingham, United Kingdom. March.