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.
[An annotated version of this bibliography can be downloaded here.]
Cook-Sather, A. (forthcoming). 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.
Ntem, A., & Cook-Sather, A. (forthcoming). Resistances and Resiliencies in Pedagogical Partnership: Student Partners' Perspectives. International Journal for Students as Partners.
Cook-Sather, A. (forthcoming). Listening to Equity-Seeking Perspectives: How Students' Experiences of Pedagogical Partnership Can Inform Wider Discussions of Student Success. Higher Education Research and Development.
Cook-Sather, A. (forthcoming). Tracing the Evolution of Student Voice in Educational Research. In R. Bourke and J. Loveridge (Eds.) Radical Collegiality through Student Voice. Springer Publishers.
Cook-Sather, A., & Des-Ogugua, C. (2018). Lessons We Still Need to Learn on Creating More Inclusive and Responsive Classrooms: Recommendations from One Student-Faculty Partnership Program. International Journal of Inclusive Education. DOI: 10.1080/13603116.2018.1441912
Cook-Sather, A. (2018). What Our Uses of Theory Tell Us About How We Conceptualize Student-Staff Partnership. Student Engagement in Higher Education Journal.
Matthews, K. E, Cook-Sather, A., & Healey, M. (2018). Connecting Learning, Teaching, and Research through Student-Staff Partnerships: Toward Universities as Egalitarian Learning Communities. In V. Tong, A. Standen, A., & M. Sotiriou, (Eds.) Research Equals Teaching: Inspiring Research-based Education through Student-Staff Partnerships. London: University College of London Press.
Cook-Sather, A., Schlosser, J., Sweeney, A., Peterson, L., Cassidy, K., & Colon-Garcia, A. (2017). The Pedagogical Benefits of Enacting Positive Psychology Practices through a Student-Faculty Partnership Approach to Academic Development. International Journal for Academic Development.
Takayama, K., Kaplan, M., & Cook-Sather, A. (2017). Advancing Diversity and Inclusion through Strategic Multi-Level Leadership. Liberal Education.
Cook-Sather, A., Des-Ogugua, C., & Bahti, M. (2017). Articulating Identities and Analyzing Belonging: A Multistep Intervention that Affirms and Informs a Diversity of Students. Teaching in Higher Education, 23, 3.
Mayes. E., Bakhshi, S., Wasner, V., Cook-Sather, A., Mohammad, M., Bishop, D.C., Groundwater-Smith, S., Prior, M., Nelson, E., McGregor, J., Carson, K., Webb, R., Flashman, L., McLaughlin, C., Cowley, E. (2017). What can a conception of power do? Theories and images of power in student voice work. International Journal of Student Voice, 2 (1).
Cook-Sather, A., & Porte, O. (2017). Reviving Humanity: Grasping Within and Beyond Our Reach. Journal of Educational Innovation, Partnership and Change, 3, 1.
Cook-Sather, A., & Felten, P. (2017). Where Student Engagement Meets Faculty Development: How Student-Faculty Pedagogical Partnership Fosters a Sense of Belonging. Student Engagement in Higher Education Journal, 1(2): 3-11.
Cook-Sather, A., & Felten, P. (2017). Ethics of Academic Leadership: Guiding Learning and Teaching. In Frank Wu & Margaret Wood (Eds.), Cosmopolitan Perspectives on Becoming an Academic Leader in Higher Education (pp. 175-191). London: Bloomsbury Academic.
Cook-Sather, A. (2016). Toward Students and Faculty as Partners in Engagement. In Monica Fedeli & Valentina Grion (Eds.), Engage to Learn: Participative Methods and Techniques to Teach Adults. Lecce, Italy: Casa Editrice Pensa Multimedia.
Lundy, L., & Cook-Sather, A. (2016). Children’s Rights and Student Voice: Their Intersections and the Implications for Curriculum and Pedagogy. The SAGE Handbook of Curriculum, Pedagogy and Assessment, 2v by Dominic Wyse, Louise Hayward, Jessica Pandya.
Bovill, C., Cook-Sather, A., Felten, P., Millard, L. and Moore-Cherry, N. (2016). Addressing Potential Challenges in Co-creating Learning and Teaching: Overcoming Resistance, Navigating Institutional Norms and Ensuring Inclusivity in Student–Staff Partnerships. Higher Education, 71, 2, 195-208.
Cook-Sather, A. (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.
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.
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.
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.
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging Students as Partners in Learning & Teaching: A Guide for Faculty. San Francisco: Jossey-Bass.
Cook-Sather, A. (2014). The Trajectory of Student Voice in Educational Research. New Zealand Journal of Educational Studies, 49, 2
Cook-Sather, A. (2014). Student Voice in Teacher Development. Oxford Bibliographies in Education. Oxford University Press.
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.
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.
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.
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.
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.
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.
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.
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.
Cook-Sather, A. (2011). Layered learning: Student consultants deepening classroom and life lessons. Educational Action Research, 19, 1, March 2011, 41–57.
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.
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.
Cook-Sather, A. (2010). Students as learners and teachers: Taking responsibility, transforming education, and redefining accountability. Curriculum Inquiry, 40, 4, 555–575.
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.
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.