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Alison Cook-Sather, Ph.D., is the Mary Katharine Woodworth Professor of Education at Bryn Mawr College and Director of the Teaching and Learning Institute at Bryn Mawr and Haverford College. She has developed internationally recognized programs that position students and teachers as pedagogical partners, most notably Students as Learners and Teachers (SaLT). She has published over 150 articles and book chapters and ten books, spoken or consulted on pedagogical partnership work in 13 countries, and served as a visiting scholar at a number of institutions, including University of Cambridge in England. Alison is founding editor of Teaching and Learning Together in Higher Education, founding co-editor of International Journal for Students as Partners, reviewer for over 45 journals and book publishers, and the recipient of a number of awards, including the Alumni Excellence in Education Award from the Graduate School of Education at Stanford University. Learn more about Alison’s work at https://www.alisoncooksather.com/
Webinar Information
Webinar Information
Webinar: Project Kickoff
Date: January 24, 2025
Time: 1:00 pm
Description: Alison Cook-Sather has extensive experience in researching and devising strategies to structure effective co-creating partnerships. Alison will share the best practices and insights of how to define roles, stimulate interactions, and benefit from the co-creation model among faculty and students.
Alison's website: https://www.alisoncooksather.com/
Resources
Resources
Cook-Sather, A. (2022). Co-creating equitable teaching and learning: Structuring student voice into higher education. Harvard Education Press.
Cook-Sather, A. (2024). The co-created annotated bibliography assignment as an equitable and inclusive practice. The Journal for Research and Practice in College Teaching, 8(2).
Cook-Sather, A., & Kaur, A. (2022). 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. The Journal of Educational Innovation, Partnership and Change, 8(2). Retrieved from https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/1119
Cook-Sather, A., Salmeron, D., & Smith, T. (2023). Centering Humanism in STEM Education through Student-Faculty Pedagogical Partnerships. Frontiers in Education, 8.
Cook-Sather, Alison, Melanie Bahti, and Anita Ntem. 2019. Pedagogical Partnerships: A How-To Guide for Faculty, Students, and Academic Developers in Higher Education. Elon, NC: Elon University Center for Engaged Learning. https://doi.org/10.36284/celelon.oa1.
Cook-Sather, A., Felten, P., Stewart, K., & Weston, H. (2024). Reviving the Construct of “Mattering” in Pursuit of Equity and Justice in Higher Education: Illustrations from Mentoring and Partnership Programs. In E. Rueda and C. Lowe-Swift (eds), Academic Belonging in Higher Education: Fostering Student Connection, Competence, and Confidence. Routledge.
Why “Mattering” Matters: What Research—and Students— Can Teach Us
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