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.]
Healey, M., Matthews, K. E., & Cook-Sather, A. (2020, forthcoming). 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.
Cook-Sather, A., White, H., Aramburu, T., Samuels, C., & Wynkoop, P. (2020, forthcoming). Moving toward Greater Equity and Inclusion in STEM through Pedagogical Partnership. In Andrea Beach, Charles Henderson, Noah Finkelstein, Scott Simkins, Gabriela Weaver, & Kate White (Eds.) Transforming Institutions: Accelerating Systemic Change in Higher Education. ASCN.
Cook-Sather, A., & Hayward, L. (2020, forthcoming). A Matter of Perspective: The Benefits to Students, Faculty, and Future Employers of Positioning Students as Consultants on Learning and Teaching. College Teaching.
Cook-Sather, A., Gauthier, L., & Foster, M. (2020, in press). The Role of Growth Mindset in Developing Pedagogical Partnership Programs: Findings from a Cross-Institutional Study. Journal of Innovation, Partnership and Change, 6, 1.
Gibson, S., & Cook-Sather, A. (2020, in press). Politicised Compassion and Pedagogical Partnership: A Discourse and Practice for Social Justice in the Inclusive Academy. International Journal for Students as Partners, 4, 1.
de Bie, A., Marquis, E., Cook-Sather, A., & Luqueño, L. (2020, forthcoming). Promoting Equity and Justice through Pedagogical Partnership. Stylus Publishers.
Cook-Sather, A., & Wilson C. (Eds.) (2020, forthcoming). 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 Across Contexts: Fostering Student Agency in Today’s Schools. Theory into Practice. DOI: 10.1080/00405841.2019.1705091
Mathrani, S., & Cook-Sather, A. (2020). Discerning Growth: Tracing Rhizomatic Development through Pedagogical Partnerships. In S. Abbot & L. Mercer-Mapstone (Eds.). The Power of Student-Staff Partnership: Revolutionizing Higher Education. Elon University Center for Engaged Learning Open Access Series. https://www.centerforengagedlearning.org/books/power-of-partnership/
Abbot, S. & Cook-Sather, A. (2020). The Productive Potential of Pedagogical Disagreements in Classroom-Focused Student-Staff Partnerships. Higher Education Research and Development. DOI: 10.1080/07294360.2020.1735315
Cook-Sather, A. (2019). Student-Faculty Partnerships in Teaching, Learning, Research, and Reform. In M. A. Peters & R. Heraud (Eds.), The Encyclopedia of Educational Innovation. Springer Publishers.
Cook-Sather, A. (2019). Respecting Voices: How the Co-creation of Teaching and Learning Can Support Academic Staff, Underrepresented Students, and Equitable Practices. Higher Education. https://link.springer.com/article/10.1007/s10734-019-00445-w
Cook-Sather, A. (2019). Increasing Inclusivity through Pedagogical Partnerships Between Students and Faculty. Diversity & Democracy. https://www.aacu.org/diversitydemocracy/2019/winter/cook-sather
Cook-Sather, A. (2019). A Tool for Changing Differences from Deficits into Resources: The “Access Needs Form.” The National Learning and Teaching Forum. https://onlinelibrary.wiley.com/doi/abs/10.1002/ntlf.30209
Cook-Sather, A. (2019). Foreword. In M. Tanaka (Ed.) Student Engagement in Quality Assurance: International Collaborations with University Students for the Enhancement of Their Learning. Routledge.
Cook-Sather, A., Bahti, M., & Ntem, A. (2019). Pedagogical Partnerships: A How-To Guide for Faculty, Students, and Academic Developers in Higher Education. Elon University Center for Engaged Teaching Open Access Series. doi.org/10.36284/celelon.oa1
Cook-Sather, A., Matthews, K. E., & Bell, A. (2019). Transforming curriculum development through co-creation with students. In L. Quinn (Ed.), Reimagining Curriculum: Spaces for Disruption. AFRICAN SUN MeDIA.
Gillett-Swan, J. K., & Cook-Sather, A. (2019). Quality Indicators Developed through Student Voice. In M. A. Peters (ed.), Encyclopedia of Teacher Education. Springer Nature Singapore Pte Ltd. https://doi.org/10.1007/978-981-13-1179-6_205-1
Healey, M., Matthews, K., & Cook-Sather, A. (2019). Writing Scholarship of Teaching and Learning Articles for Peer-reviewed Journals. Teaching & Learning Inquiry, 7(2), 28-50. https://doi.org/10.20343/teachlearninqu.7.2.3
Cook-Sather, A., Abbot, S., & Felten, P. (2019). Legitimizing Reflective Writing in SoTL: “Dysfunctional Illusions of Rigor” Revisited. Teaching & Learning Inquiry, 7(2), 14-27. https://doi.org/10.20343/teachlearninqu.7.2.2
Matthews, K. E., Mercer-Mapstone, L., Dvorakova, S. L., Acai, A., Cook-Sather, A., Felten, P., Healey, M., Healey, R. L., & Marquis, E. (2019). Enhancing Outcomes and Reducing Inhibitors to the Engagement of Students and Staff in Learning and Teaching Partnerships: Implications for Academic Development. International Journal for Academic Development, 24, 3, 246-259, DOI: 10.1080/1360144X.2018.1545233
Cook-Sather, A., Krishna Prasad, S., Marquis, E., & Ntem, A. (2019). Mobilizing a Culture Shift on Campus: Underrepresented Students as Educational Developers. New Directions for Teaching and Learning, 159, 21-30. https://onlinelibrary.wiley.com/toc/15360768/2019/2019/159
de Bie, A., Marquis, E., Cook-Sather, A. and Luqueño, L. (2019). Valuing knowledge(s) and cultivating confidence: contributions of student–faculty pedagogical partnerships to epistemic justice. In Hoffman, J., Blessinger, P. and Makhanya, M. (Ed.) Strategies for Fostering Inclusive Classrooms in Higher Education: International Perspectives on Equity and Inclusion (Innovations in Higher Education Teaching and Learning, Vol. 16), Emerald Publishing Limited, pp. 35-48. https://doi.org/10.1108/S2055-364120190000016004
Cook-Sather, A. (2018). Perpetual Translation: Conveying the Languages and Practices of Student Voice and Pedagogical Partnership across Differences of Identity, Culture, Position, and Power. Transformative Dialogues. http://www.kpu.ca/sites/default/files/Transformative%20Dialogues/TD.11.3_Cook-Sather_Perpetual_Translation.pdf
Matthews, K. E., Cook-Sather, A., Acai, A., Dvorakova, S. L., Felten, P., Marquis, E., & Mercer-Mapstone, L. (2018). Toward Theories of Partnership Praxis: An Analysis of Interpretive Framing in Literature on Students as Partners in University Teaching and Learning. Higher Education Research & Development. DOI: 10.1080/07294360.2018.1530199
Cook-Sather, A. (2018). Tracing the Evolution of Student Voice in Educational Research. In R. Bourke & J. Loveridge (Eds.) Radical Collegiality through Student Voice: Educational Experience, Policy and Practice. Singapore: Springer Publishers.
Cook-Sather, A., & Mejia, Y. (2018). Students Experience Empowerment and Empathy through Pedagogical Partnership. https://www.bera.ac.uk/blog/students-experience-empowerment-and-empathy-through-pedagogical-partnership
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.