Ph.D., University of Pennsylvania, Graduate School of Education.
M.A., Stanford University.
B.A., University of California at Santa Cruz.
Areas of Focus
Student-faculty pedagogical partnership and student voice in teacher education and professional development; equity and inclusion in education.
Alison Cook-Sather is the Mary Katharine Woodworth Professor of Education and Director of the Peace, Conflict and Social Justice Studies concentration at Bryn Mawr College, and Director of the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges.
Alison holds a Ph.D. from the University of Pennsylvania’s Graduate School of Education, an M.A. from Stanford University, and a B.A. from the University of California at Santa Cruz. She works with a wide range of learners and teachers, including Bryn Mawr and Haverford students and alumni/ae interested in educational and social justice, high school teachers and students who participate in the preparation of future teachers, and college faculty and students interested in partnering to explore pedagogical practices.
In 2022, Alison was selected as a recipient of the Stanford University Graduate School of Education Alumni Excellence in Education Award, which recognizes outstanding work by alumni in innovation, leadership, the advancement of knowledge, and equity. Between 2011 and 2015, Alison was the Jean Rudduck Visiting Scholar at Homerton College, University of Cambridge, Cambridge, England. In this role she ran the Cambridge Student Voice Seminars that brought together scholars, teachers, students, and policy makers from around the world. Since 2007, Alison has directed the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges, which houses the Students as Learners and Teachers (SaLT) program.
Alison’s research focuses on how differently positioned participants in education can work together toward more equitable and inclusive learning. She is an internationally recognized scholar on student voice work, particularly student voice in teacher education and professional development, and on pedagogical partnership in higher education. Alison has consulted on pedagogical partnership at over 80 institutions on six continents and published over 100 articles and book chapters and eight books, including Co-Creating Equitable Teaching and Learning: Structuring Student Voice into Higher Education, Promoting Equity and Justice through Pedagogical Partnership, and Engaging Students as Partners in Learning and Teaching: A Guide for Faculty.
Alison regularly delivers keynotes and workshops. See her website, Developing Pedagogical Partnership, for more information, resources, and testimonials.
Cook-Sather, A., Stewart, K., Ameyaa, R. A., & Jones, L. A. (forthcoming). Co-creating Spaces for Full Selves:Student-Facilitated Pedagogy Circles for BIPOC Faculty. Journal of Faculty Development.
Cook-Sather, A., Cott, M., Seay, K., & Stewart, K. (forthcoming). Pedagogical Partnership as Professional Development for Students. The Bloomsbury International Handbook of Student Voice in Higher Education.
Cook-Sather, A., & Kaur, A. (forthcoming). Embracing Epistemic Confidence, Open-mindedness, and Co-creation: An Exploration of How the Psychological Constructs of Attitudes and Intentions Can Inform Staff Contributions to Successful Student-Staff Partnership. Journal of Innovation, Partnership and Change.
Cook-Sather, A. (in press). The Necessary “Anchoring Innovation” of Pedagogical Partnership. International Journal for Students as Partners.
Cook-Sather, A. (2022). Co-creating Equitable Teaching and Learning: Structuring Student Voice into Higher Education. Harvard Education Press. https://www.hepg.org/hep-home/books/co-creating-equitable-teaching-and-learning
Cook-Sather, A. & Bala, N. (2022). When Distance Deepens Connections: How Intercollegiate Partnership Programs Support Empathetic, Engaged, and Equitable Teaching Approaches. Student Engagement in Higher Education Journal.
Cook-Sather, A., Curl, H., & Wilson, C. (2022). Intersecting Voices: An Integrative Approach to Student Voice and Teacher Education. In M. Brasof & J. Levitan (Eds.). Student Voice Research: Theory, Methods, and Innovations from the Field. New York: Teachers College Press.
Wilson, C., & Cook-Sather, A. (2022). Rippling the Patterns of Power: Enacting Anti-Racist Pedagogy with Students as Co-Teachers. In J. Neuhaus (Ed.), Picture a Professor: Intersectional Teaching Strategies for Interrupting Bias about Faculty and Increasing Student Learning. West Virginia University Press.
Cook-Sather, A., & Matthews, K. E. (2022). Engaging with Students as Pedagogical Consultants, Curriculum Co-Designers, and Knowledge Co-Creators. In L. Hunt & D. Chalmers (Eds.), University Teaching in Focus: A Learning-centered Approach. 2nd Edition. Routledge
Cook-Sather, A., Allard, S., Marcovici, E., & Reynolds, B. (2021). Fostering Agentic Engagement: Working toward Empowerment and Equity through Pedagogical Partnership. International Journal for the Scholarship of Teaching and Learning, 15(2), Article 3. https://doi.org/10.20429/ijsotl.2021.150203
Cook-Sather, A. (2021). Responding to Twin Pandemics: Reconceptualizing Assessment Practices for Equity and Justice. Research & Practice in Assessment. https://www.rpajournal.com/responding-to-twin-pandemics/
Cook-Sather, A., & Seay, K. (2021). “I Was Involved as an Equal Member of the Community”: How Pedagogical Partnership Can Foster a Sense of Belonging in Black, Female Students. Cambridge Journal of Education. https://www.tandfonline.com/eprint/QXRZDMGSM3YQPZFNGDPQ/full?target=10.1080/0305764X.2021.1926926
Matthews, K. E., & Cook-Sather, A. (2021). Engaging Students as Partners in Assessment and Enhancement Processes. In M. Shah, J.T.E. Richardson, A. Pabel, & B. Oliver (Eds). Assessing and Enhancing Student Experience in Higher Education. Palgrave MacMillan. https://link.springer.com/book/10.1007/978-3-030-80889-1
Cook-Sather, A. (2021). Living and Learning Partnerships in Teacher Education. In L. Shagrir & S. Bar-Tal (Eds.), Exploring Professional Development Opportunities for Teacher Educators: Promoting Faculty-Student Partnerships. Routledge. https://www.routledge.com/Exploring-Professional-Development-Opportunities-for-Teacher-Educators/Shagrir-Bar-Tal/p/book/9780367748913
Cook-Sather, A., Hong, E., Moss, T., & Williamson, A. (2021). Developing New Faculty Voice and Agency through Trustful, Overlapping, Faculty-Faculty and Student-Faculty Conversations. International Journal for Academic Development. https://www.tandfonline.com/doi/abs/10.1080/1360144X.2021.1947296?src=&journalCode=rija20
Marquis, E., de Bie, A., Cook-Sather, A., Krishna Prasad, S., Luqueño, L., & Ntem, A. (2021). “I Saw a Change”: Enhancing Classroom Equity through Student-Faculty Pedagogical Partnership. The Canadian Journal for the Scholarship of Teaching and Learning, 12(1). https://doi.org/10.5206/cjsotlrcacea.2021.1.10814
Ameyaa, R. A., Cook-Sather, A., Ramo, K., & Tohfa, H. (2021). Undergraduate Students Partnering with Faculty to Develop Trauma-informed, Anti-racist Pedagogical Approaches: Intersecting Experiences of Three Student Partners. Journal of Innovation, Partnership and Change, 7, 1. https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/1020
Cook-Sather, A., White, H., Aramburu, T., Samuels, C., & Wynkoop, P. (2021). Moving toward Greater Equity and Inclusion in STEM through Pedagogical Partnership. In A. Beach, C. Henderson, N. Finkelstein, S. Simkins, G. Weaver, & K. White (Eds.) Transforming Institutions: Accelerating Systemic Change in Higher Education. ASCN. http://openbooks.library.umass.edu/ascnti2020/
Cook-Sather, A., Signorini, A., Dorantes, S., Abuan, M., Covarrubias-Oregel, G., & Cribb, P. (2020). “I Never Realized…”: Shared Outcomes of Different Student-Faculty Partnership Approaches to Assessing Student Learning Experiences and Evaluating Faculty Teaching. Journal of Higher Education Theory and Practice, 20, 7.
Cook-Sather, A., Addy, T., DeVault, A., & Litvitskiy. (2020). Where Are the Students in Efforts for Inclusive Excellence?: Two Approaches to Positioning Students as Critical Partners for Inclusive Pedagogical Practices. To Improve the Academy.
Cook-Sather, A., Gauthier, L., & Foster, M. (2020). The Role of Growth Mindset in Developing Pedagogical Partnership Programs: Findings from a Cross-Institutional Study. Journal of Innovation, Partnership and Change, 6, 1.
Cook-Sather, A., Becker, Jamie W., & Giron, A. (2020). While We Are Here: Resisting Hegemony and Fostering Inclusion through Rhizomatic Growth via Student–Faculty Pedagogical Partnership. Sustainability, 12, 6782.
Healey, M., Cook-Sather, A., & Matthews, K. E. (2020). Expanding the Conventional Writing Genres: A Matter of Equity and Inclusion. Educational Developments, 21, 3, 8-11.
Cook-Sather, A., Matthews, K. E., & Healey, M. (2020). Writing about Learning and Teaching in Precarious and Promising Times. AAC&U Blog. https://www.aacu.org/blog/writing-about-learning-and-teaching-precarious-and-promising-times
Cook-Sather, A. (2020). Student Voice and Pedagogical Partnership through and as Disruption, Revealing and Challenging Inequity. In M. A. Peters (Ed.), Encyclopedia of Teacher Education. Springer. https://link.springer.com/referencework/10.1007%2F978-981-13-1179-6
Healey, M., Matthews, K. E., & Cook-Sather, A. (2020). Writing about Learning and Teaching in Higher Education: Contributing to Scholarly Conversations across a Range of Genres. Elon University Center for Engaged Learning Open Access Series. https://www.centerforengagedlearning.org/books/writing-about-learning/
Cook-Sather, A., & Wilson C. (Eds.) (2020). Building Courage, Confidence, and Capacity in Learning and Teaching through Student-Faculty Partnership: Stories from across Contexts and Arenas of Practice. Lexington Books.
Cook-Sather, A. (2020). Student Engagement through Classroom-focused Pedagogical Partnership: A Model and Outcomes from the United States. In T. Lowe & El Hakim, Y. (Eds). Global Perspectives of Student Engagement in Higher Education: Models for Change. London: Routledge.
Cook-Sather, A. (2020). Student Voice and Pedagogical Partnership through and as Disruption, Revealing and Challenging Inequity. In M. A. Peters (Ed.), Encyclopedia of Teacher Education. Springer. https://link.springer.com/referencework/10.1007%2F978-981-13-1179-6
Cook-Sather, A. (2020). Foreword. In S. Mawani & A. Mukadam (Eds.). Student Empowerment in Higher Education. Logos Ferlag Berlin.
Cook-Sather, A., & Hayward, L. (2020). A Matter of Perspective: The Benefits to Students, Faculty, and Future Employers of Positioning Students as Consultants on Learning and Teaching. College Teaching. DOI: 10.1080/87567555.2020.1793715
Gibson, S., & Cook-Sather, A. (2020). Politicised Compassion and Pedagogical Partnership: A Discourse and Practice for Social Justice in the Inclusive Academy. International Journal for Students as Partners, 4,1. https://mulpress.mcmaster.ca/ijsap/article/view/3996
Student Engagement through Classroom-focused Pedagogical Partnership: A Model and Outcomes from the United States. In T. Lowe & El Hakim, Y. (Eds). Global Perspectives of Student Engagement in Higher Education: Models for Change. (2020). London: Routledge.
Student Voice Across Contexts: Fostering Student Agency in Today’s Schools. (2020). Theory into Practice. DOI: 10.1080/00405841.2019.1705091
Discerning Growth: Tracing Rhizomatic Development through Pedagogical Partnerships. With Sasha Mathrani. In S. Abbot & L. Mercer-Mapstone (Eds.). The Power of Student-Staff Partnership: Revolutionizing Higher Education. (2020). Elon University Center for Engaged Learning Open Access Series. https://www.centerforengagedlearning.org/books/power-of-partnership/
The Productive Potential of Pedagogical Disagreements in Classroom-Focused Student-Staff Partnerships. With Sophia Abbot. Higher Education Research and Development. (2020). DOI: 10.1080/07294360.2020.1735315
Student-Faculty Partnerships in Teaching, Learning, Research, and Reform. In M. A. Peters & R. Heraud (Eds.), The Encyclopedia of Educational Innovation. (2019). Springer Publishers.
Respecting Voices: How the Co-creation of Teaching and Learning Can Support Academic Staff, Underrepresented Students, and Equitable Practices. Higher Education. (2019). https://link.springer.com/article/10.1007/s10734-019-00445-w
Increasing Inclusivity through Pedagogical Partnerships Between Students and Faculty. Diversity & Democracy. (2019). https://www.aacu.org/diversitydemocracy/2019/winter/cook-sather
A Tool for Changing Differences from Deficits into Resources: The “Access Needs Form.” The National Learning and Teaching Forum. (2019). https://onlinelibrary.wiley.com/doi/abs/10.1002/ntlf.30209
Foreword. In M. Tanaka (Ed.) Student Engagement in Quality Assurance: International Collaborations with University Students for the Enhancement of Their Learning. (2019). Routledge.
Pedagogical Partnerships: A How-To Guide for Faculty, Students, and Academic Developers in Higher Education. With Melanie Bahti and Anita Ntem. Elon University Center for Engaged Teaching Open Access Series. (2019). doi.org/10.36284/celelon.oa1
Transforming curriculum development through co-creation with students. With Kelly E. Matthews and Amani Bell. In L. Quinn (Ed.), Reimagining Curriculum: Spaces for Disruption. (2019). AFRICAN SUN MeDIA.
Quality Indicators Developed through Student Voice. With Jenna K. Gillett-Swan. In M. A. Peters (ed.), Encyclopedia of Teacher Education. Springer Nature Singapore Pte Ltd. (2019). https://doi.org/10.1007/978-981-13-1179-6_205-1
Writing Scholarship of Teaching and Learning Articles for Peer-reviewed Journals. With Mick Healey and Kelly E. Matthews. Teaching & Learning Inquiry, 7(2), 28-50 (2019). https://doi.org/10.20343/teachlearninqu.7.2.3
Legitimizing Reflective Writing in SoTL: “Dysfunctional Illusions of Rigor” Revisited. With Peter Felten and Sophia Abbot. Teaching & Learning Inquiry, 7(2), 14-27. https://doi.org/10.20343/teachlearninqu.7.2.2
Enhancing Outcomes and Reducing Inhibitors to the Engagement of Students and Staff in Learning and Teaching Partnerships: Implications for Academic Development. With Kelly E. Matthews, Lucy Mercer-Mapstone, Sam Lucie Dvorakova, Peter Felten, Mick Healey, Ruth L. Healey, and Elizabeth Marquis. International Journal for Academic Development, 24, 3, 246-259 (2019). DOI: 10.1080/1360144X.2018.1545233
Mobilizing a Culture Shift on Campus: Underrepresented Students as Educational Developers. With Srikripa Krishna Prasad, Beth Marquis, and Anita Ntem (2019). New Directions for Teaching and Learning.
Valuing Knowledge(s) and Cultivating Confidence: Contributing to Epistemic Justice via Student-Faculty Pedagogical Partnerships. With Alise de Bie, Beth Marquis, and Leslie Luqueño. Strategies for Fostering Inclusive Classrooms in Higher Education: International Perspectives on Equity and Inclusion. Innovations in Higher Education Teaching and Learning, Volume 16, 35–48 (2019). Emerald Publishing Limited.
Perpetual Translation: Conveying the Languages and Practices of Student Voice and Pedagogical Partnership across Differences of Identity, Culture, Position, and Power. Transformative Dialogues (2018).
Tracing the Evolution of Student Voice in Educational Research. In R. Bourke and J. Loveridge (Eds.) Radical Collegiality through Student Voice: Educational Experience, Policy and Practice. Singapore: Springer Publishers (2018).
Students Experience Empowerment and Empathy through Pedagogical Partnership. With Yeidaly Mejia. 2018.
Listening to Equity-Seeking Perspectives: How Students’ Experiences of Pedagogical Partnership Can Inform Wider Discussions of Student Success. Higher Education Research and Development, 37, 5 (2018), 923-936.
Lessons We Still Need to Learn on Creating More Inclusive and Responsive Classrooms: Recommendations from One Student-Faculty Partnership Program. With Crystal Des-Ogugua. International Journal of Inclusive Education (2018).
Toward Theories of Partnership Praxis: An Analysis of Interpretive Framing in Literature on Students as Partners in University Teaching and Learning. With Kelly Matthews, Anita Acai, Sam Lucie Dvorakova, Peter Felten, Beth Marquis, and Lucy Mercer-Mapstone. Higher Education Research and Development. (2018).
Articulating Identities and Analyzing Belonging: A Multistep Intervention that Affirms and Informs a Diversity of Students. With Crystal Des-Ogugua and Melanie Bahti. Teaching in Higher Education, 23, 3 (2018): 373-389.
Taking Roads Less Traveled: Embracing Risks and Responsibilities Along the Way to Leadership. With Arshad Ahmad. Teaching and Learning Together in Higher Education, 24 (2018).
What Our Uses of Theory Tell Us About How We Conceptualize Student-Staff Partnership. Student Engagement in Higher Education Journal, 2, 1 (2018), 101-105.
Connecting Learning, Teaching, and Research through Student-Staff Partnerships: Toward Universities as Egalitarian Learning Communities. With Kelly Matthews and Mick Healey. In V. Tong, A. Standen, A., & M. Sotiriou, (Eds.) (2018) Research Equals Teaching: Inspiring Research-based Education through Student-Staff Partnerships (pp. 23-29). London: University College of London Press.
Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: Implications for academic development. With Kelly Matthews, Lucy Mercer-Mapstone, Sam Lucie Dvorakova, Anita Acai, Peter Felten, Mick Healey, Ruth Healey, and Beth Marquis. International Journal for Academic Development (2018).
Balancing Direction and Response: Four Dimensions of Transformation Facilitation in Educational Development. With Roben Torosyan. To Improve the Academy, 37, 2 (2018), 188-206.
Discovering Voices: College Students and Middle Schoolers Explore Identities, Differences, and Connections through the Structure of a Poem. With Anne Kenealy, Maurice Rippel, and Julia Beyer. International Journal of Multicultural Education, 20, 2 (2018), 133-149.
Developing “Students as Learners and Teachers”: Lessons from Ten Years of Pedagogical Partnership that Strives to Foster Inclusive and Responsive Practice. Journal of Educational Innovation, Partnership and Change, 4, 1 (2018).
Resistances and Resiliencies in Pedagogical Partnership: Student Partners’ Perspectives. With Anita Ntem. International Journal for Students as Partners, 2, 1 (2018), 82-96.
Strengthening Student Voice Work through “Linking Across the Lines”: A Story in Snapshots. With Helen Beattie. International Journal of Student Voice, 3(2018).
Where Student Engagement Meets Faculty Development: How Student-Faculty Pedagogical Partnership Fosters a Sense of Belonging. With Peter Felten. Student Engagement in Higher Education Journal, 1, 2 (2017): 3-11.
Ethics of Academic Leadership: Guiding Learning and Teaching. With Peter Felten. In Frank Wu and Margaret Wood (Eds.), Cosmopolitan Perspectives on Becoming an Academic Leader in Higher Education. Bloomsbury Academic, 2017.
Translating Partnerships: How Faculty-Student Collaboration in Explorations of Teaching and Learning Can Transform Perceptions, Terms, and Selves. With Sophia Abbot. Special issue of Teaching and Learning Inquiry, 4, 2, 2016.
Virtual Forms, Actual Effects: How Amplifying Student Voice Through Digital Media Promotes Reflective Practice And Positions Students As Pedagogical Partners To Prospective High School and Practicing College Teachers. British Journal of Educational Technology, 2016.
Open Space: Nurturing Reflection, Dialogue, and Radical Listening in Higher Education. With Dorothe Bach. The Journal on Excellence in College Teaching, (2016).
Undergraduate Students as Partners in New Faculty Orientation and Academic Development. International Journal of Academic Development, 21, 2 (2016).
Toward Students and Faculty as Partners in Engagement. In Fedeli, M., and Grion, V. (Eds.) (2016). Engage to Learn: Participative Methods and Techniques to Teach Adults. Lecce, Italy: Casa Editrice Pensa Multimedia.
Viewing Teaching and Learning from a New Angle: Student Consultants’ Perspectives on Classroom Practice. With Damon Motz-Storey. College Teaching, 64, 4 (2016), 168-177.
Addressing Potential Challenges in Co-creating Learning and Teaching: Overcoming Resistance, Navigating Institutional Norms and Ensuring Inclusivity in Student–Staff Partnerships. With Catherine Bovill, Peter Felten, Luke Millard, and Niamh Moore-Cherry. Higher Education, May 2015.
Addressing the Question of Authenticity in Middle Grades Student Voice Work: Wrestling with Politics, Power, and Purpose in Education. Middle Grades Review, 1, 2.
Children’s Rights and Student Voice: Their Intersections and the Implications for Curriculum and Pedagogy. With Laura Lundy. The SAGE Handbook of Curriculum, Pedagogy and Assessment, 2v by Dominic Wyse, Louise Hayward, Jessica Pandya.
Positioning Students as Teacher Educators: Preparing Learners to Transform Schools. With Heather Curl. In A. Montgomery, and I. Kehoe (Eds.),Reimagining Schools. Springer Publishers, in press.
Learning from Students Before Managing Classrooms: Using Email to Connect Secondary Students and Preservice Teachers. TD - Tecnologie Didattiche, in press.
Dialogue Across Differences of Position, Perspective, and Identity: Reflective Practice In/On a Student-Faculty Pedagogical Partnership Program. Teachers College Record, 117 (2015), 2.
Mapping Classroom Interactions: A Spatial Approach to Analyzing Patterns of Student Participation. With Sophia Abbot and Carola Hein. To Improve the Academy: A Journal of Educational Development 33, 2 (2014).
Greater Engagement in and Responsibility for Learning: What Happens When Students Cross the Threshold Of Student-Faculty Partnership. With Alia Luz. Higher Education Research and Development, 2014.
Engaging Students as Partners in Learning & Teaching: A Guide for Faculty. Alison Cook-Sather, Catherine Bovill, and Peter Felten. San Francisco: Jossey-Bass, 2014.
The Trajectory of Student Voice in Educational Research. New Zealand Journal of Educational Studies, 49, 2 (2014).
Student Voice in Teacher Development. Oxford Bibliographies in Education.Ed. Luanna Meyer. New York: Oxford University Press, 2014.
“I Want to Listen to My Students’ Lives": Developing an Ecological Perspective in Learning to Teach. With Heather Curl. Teacher Education Quarterly, Winter.
Student-Staff Partnerships as Transformational: A Formative Assessment of the Students as Learners and Teachers Program at Bryn Mawr College. FORUM, 56, 1 (2014), 105-113.
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, 2014.
Catalyzing Multiple Forms of Engagement through Student-Faculty Partnerships Exploring Teaching and Learning. In E. Dunne and D. Owen (Eds), The Student Engagement Handbook: Practice in Higher Education.Emerald Publishing Group, 2013.
Student-faculty partnership in explorations of pedagogical practice: A threshold concept in academic development. International Journal for Academic Development, 2013.
Student Voice: The International Movement to the Emergent Perspectives in Italy. Grion, V., and Cook-Sather, A. (Eds). Milan, Italy: Guerini Editore, 2013.
Students of Color and Faculty Members Working Together Toward Culturally Sustaining Pedagogy. With Praise Agu. In J. E. Groccia and L. Cruz (Eds.), To Improve the Academy, 32. San Francisco: Jossey-Bass/Anker, 2013.
Translating Learners, Researchers, and Qualitative Approaches through Investigations of Students’ Experiences in School. Qualitative Research, 13,3, 350-365 (published online before print August 13, 2012.
Amplifying Student Voices in Higher Education: Democratizing Teaching and Learning through Changing the Acoustic on a College Campus. Revista de Educación 359, 2012, 184-204. Ministerio de Educación. Madrid, Spain.
Educação É Tradução (Education Is Translation). Tradução and ensino. Universidade Federal do Espírito Santo, Espírito Santo, Brazil, 2011.
Lessons in Higher Education: Five Pedagogical Practices that Promote Active Learning for Faculty and Students. Journal of Faculty Development, 25, 3 (September 2011).
Students as Co-creators of Teaching Approaches, Course Design and Curricula: Implications for Academic Developers. With Catherine Bovill and Peter Felten. International Journal for Academic Development, 16, 2 (June 2011), 133–145.
Students as Leaders and Learners: Toward Self-Authorship and Social Change on a College Campus. With Jody Cohen and Alice Lesnick. Innovations in Education & Teaching International, forthcoming.
What Is and What Can Be: How a Liminal Position Can Change Learning and Teaching in Higher Education. With Zanny Alter. Anthropology and Education Quarterly, 42, 1 (2011), 37-53.
Layered Learning: Student Consultants Deepening Classroom and Life Lessons. Educational Action Research, 9, 1 (March 2011), 41–57.
Teaching and Learning Together: College Faculty and Undergraduates Co-Create a Professional Development Model. To Improve the Academy, 29 (2011), 219-232.
Through Students’ Eyes: Students Offer Fresh Insights into Social Justice Issues in Schools. Journal of Staff Development, 31, 4 (2010), 42-45.
Students as Learners and Teachers: Taking Responsibility, Transforming Education, and Redefining Accountability. Curriculum Inquiry, 40, 4 (2010).
Students Leading the Way toward Social Justice Within and Beyond the Classroom. Co-authored with Jody Cohen and Zanny Alter. Equity & Excellence in Education 43, 2 (2010), 155-172.
Building Civic Capacity and Responsibility through a Radically Inclusive Teaching and Learning Initiative. Co-authored with Alice Lesnick. Innovative Higher Education, 35, 1 (2010), 3-17.
Making Space for Learning. An Essay Review of What the Best College Teachers Do. Curriculum Inquiry, 40, 2 (2010), 283-293.
Learning from the Student’s Perspective: A Sourcebook for Effective Teaching. Paradigm Publishers, 2009.
“I Am Not Afraid to Listen”: Prospective Teachers Learning from Students to Work in City Schools. Theory into Practice. [Themed Issue: Urban Youth. 2009].
“Translation: An Alternative Framework for Conceptualizing and Supporting School Reform Efforts.” Educational Theory, 59, 1 (2009), 217-231.
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 2009), 231-241.
“What You Get Is Looking in a Mirror, Only Better”: Inviting Students to Reflect (on) College Teaching. Reflective Practice 9, 4 (November 2008), 473-483.
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 Themed Issue: Fostering Youth Engagement and Student Voice in America’s High Schools (2007).
Resisting the Impositional Potential of Student Voice Work: Lessons for Liberatory Educational Research from Feminist Critiques of Critical Pedagogy. Discourse 28, 3 (September 2007) 389-403.
Students' Experience of School Curriculum: The Everyday Circumstances of Granting and Withholding Assent To Learn. Frederick Erickson with Rishi Bagrodia, Alison Cook-Sather, Manuel Espinoza, Susan Jurow, Jeffrey J. Shultz, and Joi Spencer. Handbook of Curriculum and Instruction, ed. F. Michael Connelly, Ming Fang He, and JoAnn Phillion, Sage Publications. (2007).
International Handbook of Student Experience in Elementary and Secondary School. Dennis Thiessen and Alison Cook-Sather (Eds). Springer Publishers (2007).
Working the Tensions: Constructing Educational Studies within a Liberal Arts Context. Co-authored with Alice Lesnick and Jody Cohen. Taking Teaching Seriously. Paradigm Publishers. (2007).
Direct Links: Using Email to Connect Pre-Service Teachers, Classroom-Based Teachers, and High School Students within an Undergraduate Teacher Preparation Program. Journal of Technology and Teacher Education 15, 1 (2007) 11-37.
Repositioning Students in Initial Teacher Preparation: A Comparative Case Study of Learning to Teach for Social Justice in the United States and in England, with Bernadette Youens. Journal of Teacher Education 58, 1 (Winter 2007), 1-14.
Production, Cure, or Translation?: Rehumanizing Education and the Roles of Teacher and Student in US schools and Universities. FORUM 48, 3 (2006), 319-326.
Sound, Presence, and Power: Exploring 'Student Voice' in Educational Research and Reform. Curriculum Inquiry 36, 4 (Winter 2006), 359-390.
“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 2006), 345-358.
Newly Betwixt and Between: Revising Liminality in Learning to Teach.Anthropology and Education Quarterly 37, 2 (June 2006), 110-127.
The “Constant Changing of Myself”: Revising Roles in Undergraduate Teacher Preparation. The Teacher Educator 41, 3, (Winter 2006), 187-206.
Education Is Translation: A Metaphor for Change in Learning and Teaching. University of Pennsylvania Press, 2006.
Movements of Mind: The Matrix, Metaphors, and Re-Imagining Education.Teachers College Record, 105, 6 (August 2003), 946-977.
Putting the ‘Social’ Back in ‘Socially Constructed’: Revising the Teaching of Psychology as/in Collaboration. Co-authored with Kimberly Cassidy. The Journal of Women and Minorities in Science and Engineering, 9 (2003), 35-51.
Listening to Students about Learning Differences. Teaching Exceptional Children 35, 4 (March/April 2003) , 22-26.
Re(in)forming the Conversations: Student Position, Power, and Voice in Teacher Education. Radical Teacher 64 (2002), 21-28.
“A Teacher Should Be…”: When the Answer Is the Question. Knowledge Quest 30, 5 (May/June 2002), 12-15.
Authorizing Students’ Perspectives: Toward Trust, Dialogue, and Change in Education. Educational Researcher 31, 4 (May 2002), 3-14.