Feature on Alison Cook-Sather

Alison Cook-Sather is a long-time writer, researcher and educator whose focus includes student voice, student participation and student engagement. SoundOut has followed her work since 2002, when her groundbreaking notion of authorizing students helped Adam Fletcher conceive of the Cycle of Engagement.

Today, Alison is the Mary Katharine Woodworth Professor of Education and Director of the Peace, Conflict and Social Justice Studies concentration at Bryn Mawr College in Pennsylvania. She is also the Coordinator of the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges. Alison is also been the Jean Rudduck Visiting Scholar at Homerton College, University of Cambridge, Cambridge, England. There, she directs an annual conference that brings together scholars, teachers, students, and policy makers from around the world who are focused on student voice.

You can learn more about Alison on the Bryn Mawr website and contact her at their Teaching and Learning Center.

Alison Cook-Sather Bibliography

  • 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.
  • Lundy, L., & Cook-Sather, A. (under review.) 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.
  • 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.
  • 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.
  • 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.
  • Cook-Sather, A., & Bach, D. (under review). Open Space: Nurturing Reflection, Dialogue, and Radical Listening in Higher Education. Journal on Excellence in College Teaching.
  • Cook-Sather, A. (in press). Undergraduate Students as Partners in New Faculty Orientation and Academic Development. International Journal of Academic Development.
  • Cook-Sather, A. (in press). Learning from Students Before Managing Classrooms: Using Email to Connect Secondary Students and Preservice Teachers. TD.
  • 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.
  • 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.
  • 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, Teachrs, 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. (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.
  • Grion, V., & Cook-Sather, A. (Eds). (2013). Student Voice: The International Movement to the Emergent Perspectives in Italy. Milan, Italy: Guerini Editore. http://www.guerini.it/index.php/psicologia-pedagogia/processi-formativi-nuova- serie/student-voice.html
  • 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.
  • “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, 2012. https://sede.educacion.gob.es/publiventa/detalle.action?cod=15327
  • 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.
  • Cook-Sather, A. (2011). Layered learning: Student consultants deepening classroom and life lessons. Educational Action Research, 19, 1, March 2011, 41–57. http://www.tandfonline.com/doi/abs/10.1080/09650792.2011.547680#preview
  • 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
  • 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. http://onlinelibrary.wiley.com/doi/10.1111/j.1548-1492.2010.01109.x/abstract
  • 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.

 


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Published by Adam Fletcher

Adam is the founding director of SoundOut. An author, speaker and consultant, he has worked with K-12 schools, districts, nonprofits and others for more than 15 years. Learn more about him at http://soundout.org/Adam

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