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.]
Ethics of Academic Leadership: Guiding Learning and Teaching. With Peter Felten. In Frank Wu & 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. http://tlijournal.com/tli/index.php/TLI/article/view/108
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., & 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.
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.