Sophia Abbot
professor
Collaborative for Learning and Teaching
Trinity University
United States of America
Biography
Sophia Abbot received her bachelor's from Bryn Mawr College where she completed a self-designed major to address questions linked to academic identity, interdisciplinarity, learning communities, and student-faculty partnership. As an undergraduate at Bryn Mawr College, she worked as a student pedagogical consultant in partnership with professors for three years, which launched her into this field. As a Fellow for Collaborative Programs, Sophia continues to explore opportunities that foster student-faculty dialogue and collaboration, including leading Tigers as Partners. She also organizes Collaborative speaker series, and works with campus partners and the Director to offer relevant and engaging programming around pedagogy. Sophia has been a co-facilitator at the McMaster Students as Partners Summer Institute for the past two years. She currently serves on the International Advisory Board for the International Journal for Students as Partners and she has published previously on student voice in the context of privilege and identity, translation as a metaphor for partnership, and on mapping classroom interactions.
Research Interest
Teaching to Transgress, literature, Teaching and Learning
Publications
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Abbot, S. & Gravett, E.O. (in press). Querying the P(hD)ath to educational development. In C. Bossu & N. Brown (Eds.) Professional and Support Staff in Higher Education.
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Cook-Sather, A., & Abbot, S. (2016). Translating partnerships: How faculty-student collaboration in explorations of teaching and learning can transform perceptions, terms, and selves. Teaching and Learning Inquiry, 4(2). http://tlijournal.com/tli/index.php/TLI/article/view/108
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Abbot, S., Cook-Sather, A., & Hein. C. (2014). Mapping classroom interactions: A spatial approach to analyzing patterns of student participation. To Improve the Academy, 33(2), 131-152.
