Growing the Role of Students in SoTL: From Subjects of Study to Partners in Practice

What does it take to shift from seeing students as subjects of SoTL studies to embracing them as partners in SoTL practice? In this keynote address, Dr. Alison Cook-Sather, an internationally recognized leader in the student-faculty pedagogical partnership movement, will review the ways in which the student role in SoTL has grown in explorations and analyses of teaching and learning. She will review the history of calls for partnering with students in SoTL, and she will share a range of examples from her own and others’ partnerships with students in SoTL research and publications. She will also invite conference participants to reflect on how they do and could partner with students in SoTL. 

• 

  Alison Cook-Sather, Ph.D

  Mary Katharine Woodworth Professor of Education, Bryn Mawr College, and Director, Teaching and Learning Institute, Bryn Mawr and Haverford Colleges (Pennsylvania, United States)
   
  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 Colleges in the United States. She has developed internationally recognized programs that position students and teachers as pedagogical partners, most notably Students as Learners and Teachers (SaLT), which has served as a model for numerous other institutions around the world. Author or co-author of over 150 articles and book chapters and ten books, including Pedagogical Partnerships: A How-To Guide for Faculty, Students, and Academic Developers in Higher Education and Co-Creating Equitable Teaching and Learning: Structuring Student Voice into Higher Education, Alison has 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 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 here