On Writing, Student Voice, and Pedagogical Partnership: Publications and Presentations by Alison Cook-Sather

Dr. Alison Cook-Sather is the Mary Katharine Woodworth Professor of Education in the Bryn Mawr/Haverford Education Program, the director of the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges, and the director of the Peace, Conflict, and Social Justice concentration at Bryn Mawr. Internationally, she is one of the leading scholars on student voice and pedagogical partnership work, particularly in teacher education and professional development. Alison has published over 100 articles and book chapters and eight books.

On this page, you will find a collection of Alison’s most recent publications and keynotes. Click the headings below to go to each topic:

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Advice for Writing about Teaching and Learning in Higher Education

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Student Voice

  • Cook-Sather, A. (2022). Toward Equitable and Inclusive School Practices: Expanding Approaches to “Research with” Young People. Journal of Adolescent & Adult Literacy.
  • Cook-Sather, A., Curl, H., & Wilson, C. (2022). Intersecting Voices: An Integrative Approach to Student Voice and Teacher Education. In M. Brasof & J. Levitan (Eds.). Student Voice Research: Theory, Methods, and Innovations from the Field. New York: Teachers College Press.

  • Cook-Sather, A. (2022). Co-creating Equitable Teaching and Learning: Structuring Student Voice into Higher Education. Harvard Education Press.

  • Cook-Sather, A. (2020). Student Voice and Pedagogical Partnership through and as Disruption, Revealing and Challenging Inequity. In M. A. Peters (Ed.), Encyclopedia of Teacher Education. Springer.
  • Cook-Sather, A. (2020). Student Voice Across Contexts: Fostering Student Agency in Today’s Schools. Theory into Practice.
  • 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.
  • 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.
  • 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.
  • 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., & Curl, H. (2016). 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.
  • Cook-Sather, A. (2016, April). “’I’m Going to Listen to Them’: International Examples and Best Practices of Student Voice Work.” Once Upon a Time There Was a Piece of Wood. Gubbio, Italy.
  • Cook-Sather, A. (2016, April). What Is ‘Student Voice’ and How Can It Transform Education? Student Voice: For Inclusive and Democratic Schools, Institutions, and Society. Ancona, Italy.
  • 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.
  • 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, June). “Student Voice in Research across Educational Contexts: Early Childhood through Tertiary Education.” Keynote address at Learner Voice Conference, Trinity College, Dublin
  • Cook-Sather, A. (2014, June). “The Role of Student Voice in English Education in Thailand.” Keynote Address at the TRI-ELE International Conference on English Language Education – “Toward Global English Horizons.” Bangkok, Thailand.
  • Cook-Sather, A. (2014, June). “Student Voice Conference: Accomplishments, Dilemmas, and Aspirations.” University of Cambridge, Cambridge, England.
  • 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.
  • 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.
  • Student Voice: The International Movement to the Emergent Perspectives in Italy. Grion, V., & Cook-Sather, A. (Eds). Milan, Italy: Guerini Editore, 2013.
  • Cook-Sather, A. (2013, November). “Lessons from International Students on Campus Living and Classroom Learning.” With Huipu Li. Conference of the Professional and Organizational Development Network in Higher Education. Pittsburg, Pennsylvania.
  • 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). “Student Consultation as a Right in Secondary Teacher Preparation.” Research Forum for the Child. Queen’s University, Belfast. June 10, 2012. 
  • Cook-Sather, A. (forthcoming). Learning from Students Before Managing Classrooms: Using Email to Connect Secondary Students and Preservice Teachers. TD.
  • Cook-Sather, A. (2011). “Linking across the Lines: Student Voice Projects in Secondary Teacher Education and College Faculty Development.” Keynote address as Student Voice: Past Efforts, Current Trends, and Future Possibilities. University of Cambridge Faculty of Education, 1 July.
  • Cook-Sather, A., Alter, Z., & Domers, T. (2010). “‘My Opinion Matters and Is Respected’: Structuring Spaces for Student Voice.” Part of a Symposium: “Features of Learning Environments That Promote Student Voice.” Biennial Meeting of the Society for Research on Adolescence. Philadelphia, PA, March 12.
  • Cook-Sather, A. (2009). “‘I Am Not Afraid to Listen: Prospective Teachers Learning from Students.” Part of an interactive symposium called “Including Urban Students’ Perspectives in the ‘Circle of Knowledge’: The Voices of City Youth in What and How We Know in Education Research.” The Annual Meeting of the American Educational Research Association. April 15.
  • Cook-Sather, A. (2008). “Preparing Teachers to Facilitate Change in Schools: Voices from Classrooms Engage with Voices from Universities.” The Annual Meeting of the American Educational Research Association. March 26.
  • Cook-Sather, A. (2009). Learning from the student’s perspective: A sourcebook for effective teaching. Paradigm Publishers.
  • Cook-Sather, A. (2009). “I am not afraid to listen”: Prospective teachers learning from students to work in city schools. Theory into Practice, 48, 3,176-181. [Themed Issue: Urban Youth].
  • Cook-Sather, A. (2007). What would happen if we treated students as those with opinions that matter? The benefits to principals and teachers of supporting youth engagement in school. NASSP Bulletin, 91, 4, 343-362 [Themed Issue: Fostering Youth Engagement and Student Voice in America’s High Schools].
  • Cook-Sather, A. (2007). Resisting the impositional potential of student voice work: Lessons for liberatory educational research from poststructuralist feminist critiques of critical pedagogy. Discourse 28, 3 (September) 389-403.
  • Thiessen, D.,& Cook-Sather, A. (Eds.) (2007). International Handbook of Student Experience in Elementary and Secondary School. Springer Publishers.
  • Cook-Sather, A. (2006). Education Is Translation: A Metaphor for Change in Learning and Teaching. University of Pennsylvania Press.
  • Cook-Sather, A. (2006). “Translating Selves: Rethinking the Roles of Learners, Teachers, and Clinicians in Student/Client-Centered Practice.” Invited Scott Lecture, Graduate School of Social Work and Social Research, Bryn Mawr College. October 4.
  • Cook-Sather, A. (2006). “Amplifying Student Voices in Educational Research: Lessons from the International Handbook of Student Experience in Elementary and Secondary School.” The Annual Meeting of the American Educational Research Association. April.
  • Cook-Sather, A. (2005). “When Learners are Teachers: Redefining the Role of High School Students in Undergraduate, Secondary Teacher Preparation” for a symposium entitled “Adolescent Voices in Teacher Education.” Presented at the annual meeting of the American Educational Research Association. Montreal, Canada. April.
  • Cook-Sather, A. (2005). “Putting Student Voices at the Center of Teacher Preparation,” for a symposium entitled “Speaking Up and Speaking Out: International Perspectives on the Democratic Possibilities of Student Voice.” Presented at the annual meeting of the American Educational Research Association. Montreal, Canada. April.
  • Cook-Sather, A. (2005). “Changing Classrooms: Student Voice and Pre-Service Teachers—A View from the USA.” Keynote address prepared for “Critically Interrogating Pupil Voice,” a seminar series funded by the Economic and Social Research Council (ESRC), co-sponsored by the Universities of Nottingham and Sussex, Manchester Metropolitan University and Networked Learning Group, National College for School Leadership, Nottingham, United Kingdom. March.
  • Cook-Sather, A. (2002). Re(in)forming the conversations: Student position, power, and voice in teacher education. Radical Teacher, 64, 21-28.
  • Cook-Sather, A. (2002). Authorizing students’ perspectives: Toward trust, dialogue, and change in education. Educational Researcher, 31, 4 (May), 3-14.
  • Shultz, J.,& Cook-Sather, A. (2001). In Our Own Words: Students’ Perspectives on School. Lanham, MD: Rowman & Littlefield Publishers, Inc.

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Approaches to Pedagogical Partnership

  • Cook-Sather, A., Stewart, K., Ameyaa, R. A., & Jones, L. A. (forthcoming). Co-creating Spaces for Full Selves: Student-Facilitated Pedagogy Circles for BIPOC Faculty. Journal of Faculty Development
  • Cook-Sather, A., Cott, M., Seay, K., & Stewart, K. (forthcoming). Pedagogical Partnership as Professional Development for Students. The Bloomsbury International Handbook of Student Voice in Higher Education

  • Cook-Sather, A., & Kaur, A. (forthcoming). 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. Journal of Innovation, Partnership and Change.

  • Cook-Sather, A., Ho, L., Kaur, A., & Tamim, T. (forthcoming). Translating Pedagogical Partnership in/to Academic Staff Development in the Global South. In Academic Staff Development: Disruptions, Complexities, Change: Envisioning New Futures, edited by Nalini Chitanand and Shoba Rathilal. South Africa: African Sun Media.

  • Cook-Sather, A. (forthcoming). The Transformative Potential of Student-Faculty Pedagogical Partnership. In Chi Baik and Ella Kahu (Eds.), Research Handbook on the Student Experience. Cheltenham, UK: Edward Elgar Publishing.

  • Cook-Sather, A., & Graham, E. (forthcoming). Student Leadership: Working Within, Between, and Against Institutional Structures. In P. A. Woods, A. Roberts, M. Tian, & H. Youngs (Eds.), Handbook of Leadership in Education. Cheltenham, UK: Elgar Publishing.

  • Cook-Sather, A. (forthcoming). Reciprocal Teaching and Learning through Student-Faculty Pedagogical Partnership. In Robert Tierney, Fazal Rizvi and Kadriye Ercikan (Eds.), International Encyclopedia of Education, 4th Edition. Elseiver.

  • Cook-Sather, A., & Loh, J. (forthcoming). Embracing student agentic engagement and enacting equity in higher education through co-creating learning and teaching. In T. Lowe & El Hakim, Y. (Eds). Advancing Student Engagement in Higher Education: Reflection, Critique and Challenge. London: Routledge.

  • Cook-Sather, A. & Bala, N. (2022). When Distance Deepens Connections: How Intercollegiate Partnership Programs Support Empathetic, Engaged, and Equitable Teaching Approaches. Student Engagement in Higher Education Journal.

  • Cook-Sather, A. (2022). The Necessary “Anchoring Innovation” of Pedagogical Partnership. International Journal for Students as Partners.

  • Cook-Sather, A. (2022). Co-creating Equitable Teaching and Learning: Structuring Student Voice into Higher Education. Harvard Education Press.

  • Wilson, C., & Cook-Sather, A. (2022). Rippling the Patterns of Power: Enacting Anti-Racist Pedagogy with Students as Co-Teachers. In J. Neuhaus (Ed.), Picture a Professor: Intersectional Teaching Strategies for Interrupting Bias about Faculty and Increasing Student Learning. West Virginia University Press.  
  • Cook-Sather, A. (2021). Living and Learning Partnerships in Teacher Education. In L. Shagrir & S. Bar-Tal (Eds.), Exploring Professional Development Opportunities for Teacher Educators: Promoting Faculty-Student Partnerships. Routledge.
  • Matthews, K. E., & Cook-Sather, A. (2021). Engaging Students as Partners in Assessment and Enhancement Processes. In M. Shah, J.T.E. Richardson, A. Pabel, & B. Oliver (Eds). Assessing and Enhancing Student Experience in Higher Education. Palgrave MacMillan. https://link.springer.com/book/10.1007/978-3-030-80889-1
  • Marquis, B., de Bie, A., Cook-Sather, A., Krishna Prasad, S., Luqueño, L. P., & Ntem, A. (2021).I Saw a Change”: Enhancing Classroom Equity through Pedagogical Partnership. The Canadian Journal for the Scholarship of Teaching and Learning.
  • Matthews, K. E., & Cook-Sather, A. (2021). Engaging Students as Partners in Assessment and Enhancement Processes. In M. Shah, J. Richardson, & A. Pabel (Eds). Assessing and Enhancing Student Experience in Higher Education. MacMillan.  
  • Cook-Sather, A., Allard, S., Marcovici, E., & Reynolds, B. (2021). Fostering Agentic Engagement: Working toward Empowerment and Equity through Pedagogical Partnership. International Journal for the Scholarship of Teaching and Learning.
  • Cook-Sather, A. (2021). Responding to Twin Pandemics: Reconceptualizing Assessment Practices for Equity and Justice. Research & Practice in Assessment.
  • Cook-Sather, A., & Seay, K. (2021).  “I Was Involved as an Equal Member of the Community”: How Pedagogical Partnership Can Foster a Sense of Belonging in Black, Female Students. Cambridge Journal of Education.
  • Cook-Sather, A., & Matthews, K. E. (2021). Engaging with Students as Pedagogical Consultants, Curriculum Co-Designers, and Knowledge Co-Creators. In L. Hunt & D. Chalmers (Eds.), University Teaching in Focus: A Learning-centred Approach. 2nd Edition. Routledge.
  • Cook-Sather, A., Hong, E., Moss, T., & Williamson, A. (2021). Developing New Faculty Voice and Agency through Trustful, Overlapping, Faculty-Faculty and Student-Faculty Conversations. International Journal for Academic Development.
  • Ameyaa, R. A., Cook-Sather, A., Ramo, K., & Tohfa, H. (2021). Undergraduate Students Partnering with Faculty to Develop Trauma-informed, Anti-racist Pedagogical Approaches: Intersecting Experiences of Three Student Partners. Journal of Innovation, Partnership and Change, 7, 1.  
  • Cook-Sather, A., Addy, T., DeVault, A., & Litvitskiy, N. (2021). Where Are the Students in Efforts for Inclusive Excellence?: Two Approaches to Positioning Students as Critical Partners for Inclusive Pedagogical Practices. To Improve the Academy.
  • de Bie, A., Marquis, E., Cook-Sather, A., & Luqueño, L. P. (2021). Promoting Equity and Justice through Pedagogical Partnership. Sterling, Virginia: Stylus Publishers.
  • Addy, T. M., Cook-Sather, A., & Felten, P. (2020). Partnering with Students Is Critical Now More Than Ever. University Business.
  • Cook-Sather, A., White, H., Aramburu, T., Samuels, C., & Wynkoop, P. (2021). Moving toward Greater Equity and Inclusion in STEM through Pedagogical Partnership. In A. Beach, C. Henderson, N. Finkelstein, S. Simkins, G. Weaver, & K. White (Eds.) Transforming Institutions: Accelerating Systemic Change in Higher Education. ASCN.   
  • Cook-Sather, A., Signorini, A., Dorantes, S., Abuan, M., Covarrubias-Oregel, G., & Cribb, P. (2020). “I Never Realized…”: Shared Outcomes of Different Student-Faculty Partnership Approaches to Assessing Student Learning Experiences and Evaluating Faculty Teaching. Journal of Higher Education Theory and Practice, 20, 7.  
  • Cook-Sather, A., Gauthier, L., & Foster, M. (2020). The Role of Growth Mindset in Developing Pedagogical Partnership Programs: Findings from a Cross-Institutional Study. Journal of Innovation, Partnership and Change, 6, 1.     
  • Cook-Sather, A., Becker, Jamie W., & Giron, A. (2020). While We Are Here: Resisting Hegemony and Fostering Inclusion through Rhizomatic Growth via Student–Faculty Pedagogical Partnership. Sustainability, 12, 6782.   
  • Cook-Sather, A. (2020). Student Voice and Pedagogical Partnership through and as Disruption, Revealing and Challenging Inequity. In M. A. Peters (Ed.), Encyclopedia of Teacher Education. Springer.  
  • Cook-Sather, A., & Wilson C. (Eds.) (2020). 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). Foreword. In S. Mawani & A. Mukadam (Eds.), Student Empowerment in Higher Education. Logos Ferlag Berlin.    
  • Cook-Sather, A., & Hayward, L. (2020). A Matter of Perspective: The Benefits to Students, Faculty, and Future Employers of Positioning Students as Consultants on Learning and Teaching. College Teaching.
  • Gibson, S., & Cook-Sather, A. (2020). Politicised Compassion and Pedagogical Partnership: A Discourse and Practice for Social Justice in the Inclusive Academy. International Journal for Students as Partners, 4, 1.
  • 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.
  • Abbot, S. & Cook-Sather, A. (2020). The Productive Potential of Pedagogical Disagreements in Classroom-Focused Student-Staff Partnerships. Higher Education Research and Development. DOI:
  • 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.
  • Cook-Sather, A. (2019). Increasing Inclusivity through Pedagogical Partnerships Between Students and Faculty. Diversity & Democracy.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • Cook-Sather, A., & Mejia, Y. (2018). 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.
  • Cook-Sather, A. (2018). What Our Uses of Theory Tell Us About How We Conceptualize Student-Staff Partnership. Student Engagement in Higher Education Journal.
  • Cook-Sather, A., Matthews, K. E., Ntem, A., & Leathwick, S. (2018). What We Talk About When We Talk About Students as Partners. International Journal for Students as Partners, 2(2), 1-9.
  • 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.
  • Ahmad, A., & Cook-Sather, A. (2018). Taking Roads Less Traveled: Embracing Risks and Responsibilities Along the Way to Leadership. Teaching and Learning Together in Higher Education, 24.
  • 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.
  • 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.
  • Takayama, K., Kaplan, M., & Cook-Sather, A. (2017). Advancing Diversity and Inclusion through Strategic Multi-Level Leadership. Liberal Education.
  • 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. (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.
  • 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. (2016). Creating Brave Spaces within and through Student-Faculty Pedagogical Partnerships. Teaching and Learning Together in Higher Education, 18.
  • Cook-Sather, A. (2016, June). “Great Teaching, Great Learning: Teachers and Students Working Together.” Keynote for the annual conference of the Girls’ Day School Trust. London, England.
  • Cook-Sather, A. (2016, April). “Exploring Possibilities for Student-Faculty Pedagogical Partnerships.” Keynote for Transforming Teaching Methods and Assessment in HE. University of Padua.
  • Cook-Sather, A. (2016, March). “How Can Student-Faculty Pedagogical Partnerships Support Diversity, Learning, and Student Success?” AAC&U Conference, Philadelphia, Pennsylvania.
  • Cook-Sather, A. (2016, February). “Possibilities and Challenges of Faculty and Students Co-Constructing Undergraduate Courses on Diversity.” AAC&U Conference, New Orleans, Louisiana.
  • 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. (2015, February). “How and Why to Engage Students as Partners in Learning and Teaching.” Keynote Address and Faculty Development Workshop, Smith College, Northampton, Mass.
  • Cook-Sather, A. (2015, October). “Significant Shifts in Theory and Practice: From Active Student Participation to Student-Faculty Partnership, Keynote Address and Faculty Development Workshop, Pedagogy Conference, Uppsala University, Sweden.
  • 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. (2014, June). “Engaging Students as Partners in Learning and Teaching (1): Benefits and Challenges – What Do We Know? With Peter Felten and Catherine Bovill. ICED (International Consortium for Educational Development) Stockholm, Sweden.
  • Cook-Sather, A. (2014, June). “Engaging Students as Partners in Learning and Teaching (2): Practical Guidance for Academic Staff and Academic Developers.” With Catherine Bovill and Peter Felten. ICED (International Consortium for Educational Development) Stockholm, Sweden.
  • Cook-Sather, A. (2014, February). “Leveraging Student-Faculty Partnerships to Enhance Learning and Teaching.” With Peter Felten. Conference of the Professional and Organizational Development Network in Higher Education. Portland, Oregon.
  • Cook-Sather, A. (2014, August). “Toward Student-Faculty Partnership in Teaching and Learning.” Keynote Address and Faculty Development Workshop, University of Mount Union, Alliance, Ohio.
  • 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). 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.
  • 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. (2013, October). “The Problems and Possibilities of Rethinking Power in Student-Faculty Pedagogical Partnerships.” With Burke, H., Felten, P., Hill, J., Lipinski, V. Meeting of the International Society for the Study of Teaching and Learning. Raleigh, North Carolina.
  • Cook-Sather, A. (2013). “Engaging Students as Partners in Teaching and Learning.” University of Virginia Teaching Resource Center, the Curry School of Education, and the Office for Diversity & Equity. September.
  • Cook-Sather, A. (2013).  “Engaging Students as Partners in Teaching and Research.” Queen’s University, Belfast, 13 June.
  • Cook-Sather, A. (2012).  “Students as Change Agents.” Plenary session organized by Mick Healey.  Meeting of the International Society for the Study of Teaching and Learning.  Ontario, Canada, October.
  • Cook-Sather, A. (2012).  “Students of Color and Faculty Colleagues Developing Voice in the “Counter-spaces” of a Professional Development Program.” With Praise Agu. Conferences of the Professional and Organizational Development Network in Higher Education. Seattle, Washington. October.             
  • Cook-Sather, A. (2012).  “Students Partnering with Faculty in Explorations of Teaching and Learning.” The Discovery Learning Project at the University of Texas, Austin. September.
  • Cook-Sather, A. (2012).  “Students as Pedagogical Leaders in Secondary Teacher Education and College Faculty Development.” Open University, Milton Keynes, England. June 11.
  • Cook-Sather, A. (2012).  “Developing a Teaching and Learning Institute at Bryn Mawr College.” Franklin & Marshall College. 20 February.
  • Cook-Sather, A et al. (2012).  “Raising student voices: Developing democratic engagement through dialogue about teaching and learning.” With Mia Chin (BMC, ’12), Peter Felten, Carmen Werder, Taylor Binnix (Elon, ’12), Dimitri Simuel (Western Washington University, ’13), and Daniel Espinoza-Gonzalez (Western Washington University, ’12). American Association of Colleges and Universities (AAC&U). Washington, D.C. 27 January.
  • Cook-Sather, A. (2012).  “Learning from and Responding to Diverse Students: Lessons from The Andrew W. Mellon Teaching and Learning Institute at Bryn Mawr College.” Biannual Conference of the Consortium on High Achievement and Success (CHAS). Haverford College, Haverford, Pennsylvania. 20 January.
  • Cook-Sather, A. (2012).  “Learning from the Learners’ Perspectives: Consulting College Students about Effective Teaching.  Teaching and Learning Center’s 10th Annual Faculty Conference on Teaching Excellence. Temple University, Philadelphia, Pennsylvania. 11 January.
  • 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., P. Felten, & G. McKay. (2011). “Productive Disruptions”: What Happens When Faculty Partner with Students in Pedagogical Planning.” Create Collaborate Engage. Conference of the Professional and Organizational Development Network in Higher Education. Atlanta, Georgia. October 28.
  • Cook-Sather, A. (2011). “Expanding Conceptions of Student and Faculty Roles in Three Institutions of Higher Education in the United States.” Part of the Session: Lessons in ‘Productive Disruption’: What Student-Faculty Partnerships in Pedagogical Planning Can Teach Us. Conference of the International Society for the Study of Teaching and Learning. Milwaukee, Wisconsin. October 21.
  • 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. (2011). “Learning from the Learners: Lessons from The Andrew W. Mellon Teaching and Learning Institute at Bryn Mawr College.” Keynote address at the 3rd Annual Scholarship of Teaching and Learning Conference, Maryville University, 1 October.
  • Cook-Sather, A. (2010). “Exploring Teaching with Students: Lessons from the Teaching and Learning Institute at Bryn Mawr College.” Invited address. Swarthmore College, November 3.
  • Cook-Sather, A., Bovill, C., & Felten, P. (2010). “Changing Participants in Pedagogical Planning: Students as Co-Creators of Course Design, Curricula, and Teaching Approaches.” Conference of the International Consortium of Educational Development. Barcelona, Spain. 28 June.
  • Cook-Sather, A. (2010). “From Pedagogical Solitude to Shared Responsibility: Faculty and Students Inquire Together into Effective Teaching.” Paper presented at the International Conference in University Learning and Teaching. ISSUES FOR THE FUTURE. University of Hertfordshire, England. 30 June.
  • 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., & Cohen, J. (2009). “Creating More Culturally Responsive Classrooms: Underrepresented Students as Pedagogical Consultants in Student-Directed Professional Development.” The Annual Meeting of the American Educational Research Association. April 14.
  • Cook-Sather, A., J. Cohen & T. Shumate. (2009). “‘Culturally Responsive Teaching Has Been Redefined for Me’: What Happens When Underrepresented Students Work as Pedagogical Consultants to College Faculty.” Ethnography in Education Conference, University of Pennsylvania, February 27.
  • 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.
  • Cook-Sather, A., & A. Lesnick. (2008). “Building Civic Capacity: Faculty/Staff and Student/Staff Learning Partnerships in a Liberal Arts College.” The Annual Meeting of the American Educational Research Association. March 24.
  • Cook-Sather, A., & McCormack, E. (2007).“Expanding the Conversation about Classroom Practices: Student Consultants Help Faculty Improve Learning and Teaching.” Presented at the MSPGP Research Conference in Math and Science Education. October 27.

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Curriculum & Pedagogy

  • Wilson, C., & Cook-Sather, A. (2022). Rippling the Patterns of Power: Enacting Anti-Racist Pedagogy with Students as Co-Teachers. In J. Neuhaus (Ed.), Picture a Professor: Intersectional Teaching Strategies for Interrupting Bias about Faculty and Increasing Student Learning. West Virginia University Press.  
  • Cook-Sather, A. (2019). A Tool for Changing Differences from Deficits into Resources: The “Access Needs Form.” The National Learning and Teaching Forum. 
  • 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.
  • 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.
  • Cook-Sather, A. (2015, February). “Teaching So Everyone Engages and Realizes their Potential.” Keynote Address and Faculty Development Workshop, Bridgewater State University, Bridgewater, Mass.
  • Cook-Sather, A. (2015, February). “Facilitating Discussions.” Lafayette College, PA.
  • Cook-Sather, A. (2015, November). “Revisiting ‘Active Listening’: Paradoxes and Practices that Prompt Critical Reflection.” With Roben Torosyan. Conference of the Professional and Organizational Development Network in Higher Education. San Francisco, California
  • Cook-Sather, A. (2014, December). “Active and Engaged Learning: Maximizing Student and Faculty Time and Energy.” Keynote Address and Faculty Development Workshop, Bridgewater State University, Bridgewater, Mass.
  • 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.

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Teacher Education

  • Cook-Sather, A., Curl, H., & Wilson, C. (2022). Intersecting Voices: An Integrative Approach to Student Voice and Teacher Education. In M. Brasof & J. Levitan (Eds.). Student Voice Research: Theories, Methods, and Innovations from the Field. New York: Teachers College Press.
  • Curl, H., & Cook-Sather, A. (forthcoming). “Teaching and Learning Together”: A Case Study of Rights-Centred Secondary Teacher Preparation in the United States. Children’s Rights in Education.  
  • Cook-Sather, A. (2021). Living and Learning Partnerships in Teacher Education. In L. Shagrir & S. Bar-Tal (Eds.), Exploring Professional Development Opportunities for Teacher Educators: Promoting Faculty-Student Partnerships. Routledge.  
  • 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.
  • Cook-Sather, A. (2006). “Change based on what students say”: Preparing teachers for a more paradoxical model of leadership. International Journal of Leadership in Education, 9, 4 (October-December), 345–358.
  • Cook-Sather, A. (2002). Re(in)forming the conversations: Student position, power, and voice in teacher education. Radical Teacher, 64, 21-28.

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