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.
Off campus, Sophia enjoys biking, experimental cooking, entertaining her feisty kitten, and exploring this lovely city.
Abbot, S., Jumonville Graf, A., & Chatfield, B. (in press). Listening to undergraduate peer tutors: Roles, relationships, and challenges. International Journal for Teaching and Learning in Higher Education.
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.
Mercer-Mapstone, L., Dvorakova, S.L., Matthews, K.E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., Swaim, K.(2017). A Systematic literature review of students as partners. International Journal for Students as Partners, 1(1).https://doi.org/10.15173/ijsap.v1i1.3119