Sophia E Abbot

Sophia E Abbot

Sophia E Abbot

Graduate Professional Assistant

Scholarship of Teaching and Learning; student-faculty partnership; co-creation; high impact practices; critical pedagogy; educational development

Sophia Abbot is a third-year doctoral student in the Higher Education Program at George Mason University. She currently works as a graduate assistant on the Anti-Racist and Inclusive Teaching (ARIT) team in Stearns Center for Teaching & Learning. Her primary responsibilities include developing inclusive teaching resources for faculty and carrying out assessment of ARIT programming to determine the impacts on instructor's inclusive teaching practices and overall learning.

Sophia has studied the scholarship of teaching and learning (SoTL) and students' perspectives on higher education for the last eight years, focusing in particular on pedagogical partnerships and co-creation among students and faculty. Prior to completing her Master of Arts in higher education (Elon University, NC), she spent three years working as a faculty developer at Trinity University in San Antonio, TX. She has written and presented extensively on partnership, SoTL, and educational development. She currently serves on the International Advisory Board for the International Journal for Students as Partners (IJSaP), as a Special Projects Associate for the journal Teaching and Learning Inquiry, and as a co-chair of the International Society for the Scholarship of Teaching and Learning's (ISSOTL) Student Engagement and Co-Inquiry Interest Group. 

Selected Publications

Lukes, L., Abbot, S., Henry, D., Wells, M., Baum, L., Case, K., Brantmeier, E. J., & Wheeler, L. (in press). Impact of a regional community of practice for academic developers engaged in institution-level support for SoTL. International Journal for Academic Development.

Abbot, S. (2021). The role of ignorance in student-faculty partnerships. International Journal for Students as Partners, 5(2).

Chick, N., Ostrowdun, C., Abbot, S., Mercer-Mapstone, L., & Grensavitch, K. (2021). Naming is power: Citation practices in SoTLTeaching & learning Inquiry, 9(2). 

Mercer-Mapstone, L. & Abbot, S. (Eds.) (2020). The Power of Partnership: Students, Staff, and Faculty Revolutionizing Higher Education. CEL Open Access Book Series. 

Abbot, S. & Cook-Sather, A. (2020). The productive potential of pedagogical disagreements in classroom-focused student-staff partnerships. Higher Education Research and Development.

Cook-Sather, A., Abbot, S., & Felten, P. (2019). Legitimating reflective writing in SoTL: ‘Dysfunctional Illusions of Rigor’ revisited. Teaching & Learning Inquiry, 7(2).

Grants and Fellowships

AAC&U Future Leader's Society, 2023 award finalist & member

ISSOTL Emerging Scholars Fund, 2022

AHA Travel Award, 2022

POD Network Early Career Grant, 2021

ISSOTL Emerging Scholars Fund, 2018


A.B. Bryn Mawr College, Educational Identity and Empowering Pedagogy

M.A. Elon University, Higher Education