Scholarship of Teaching and Learning; student-faculty partnership; co-creation; high impact practices; critical pedagogy; educational development
Sophia Abbot is a first-year doctoral student in the Higher Education Program at George Mason University. She currently works as a research assistant to Dr. Kelly Schrum, collaborating on a scholarship of teaching and learning project exploring non-major's development of historical thinking skills in graduate History of Higher Education courses. She is also collaborating with a Mason undergraduate and Dr. Schrum to create an open access educational resource on the history of higher education in America.
Sophia has been a scholar in the scholarship of teaching and learning (SoTL) for the last seven years, focusing in particular on pedagogical partnerships and co-creation among students and faculty. Prior to completing her Master's, 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).
Mercer-Mapstone, L. & Abbot, S. (Eds.) (2020). The Power of Partnership: Students, Staff, and Faculty Revolutionizing Higher Education. CEL Open Access Book Series. doi.org/10.36284/celelon.oa2
Moore. J., with Abbot, S., Bellwoar, H., & Watts, F. (2020). Mentoring: Partnering with All Undergraduate Researchers in Writing. Naylor Report on Undergraduate Research.
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).
A.B. Bryn Mawr College
M.A. Elon University