Scholarship of Teaching and Learning

Since I began my undergraduate degree back in 2011, I’ve been fascinated by the classroom and the diversity of ways we can fill that space with learning. Unlike many who find the Scholarship of Teaching and Learning (SoTL) along the way of other disciplines, SoTL’s truly my home.

I’m most interested in SoTL that forefronts student experiences and voices, that supports inclusive and equitable teaching practices, and as much as possible, is done in partnership among students, faculty, and staff. See some examples of my work below, and check out this tag for more informal writing here on my blog.

Academic Blogging

In addition to my more personal blogging here, I write for the Center for Engaged Learning blog at Elon University. Sometimes, those posts reappear on this site, but often they live at CEL. Here are some of my SoTL focused ones:

February 5, 2019: What We Love: Student Motivations for Engaging in SoTL

January 10, 2019: What does SoTL have to do with students?

December 6th, 2018: Students as Partners at ISSOTL 2018 
(with Ketevan Kupatadze, Ph.D.)


Cook-Sather, A., Abbot, S., & Felten, P. (2019). “Legitimating Reflective Writing in SoTL: ‘Dysfunctional Illusions of Rigor’ Revisited.” Teaching and Learning Inquiry. 7(2).

Abbot, S., Jumonville Graf, A., & Chatfield, B. (2018). “Listening to Undergraduate Peer Tutors: Roles, Relationships, and Challenges.” International Journal for Teaching and Learning in Higher Education. 30(2)

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

Abbot, S. (2013) “Understanding Privilege.” Teaching and Learning Together in Higher Education, 9th Issue.

Hein, C. & Abbot, S. (2013) “Facilitating Threshold Moments in Innovative 360º Course Clusters.” Teaching and Learning Together in Higher Education, 9th Issue


ISSOTL 2019: “Naming is Power: Citation Practices in SoTL” (Grensavitch, Ostrowski, Abbot, & Chick)

ISSOTL 2018: Pre-Conference Workshop, “International Perspectives on Engaging Students in SoTL” (Mercer-Mapstone, Ostrowski, Taylor & Abbot)

ISSOTL 2018: “Partnering in SoTL to Foster a Culture that Learns”
(Abbot, Mercer-Mapstone & Cook-Sather)

Gardner 2018: “Partnering with Students to Design, Assess, and Improve Gateway Courses”(Felten, Abbot, & Gutierrez)

ISSOTL 2016: “International Student Perspectives on the Ethics of SoTL Research” (Bunnell, Felten, Marquis, Matthews, & Abbot)

STLHE 2016: “Risk-Full Thinking: Student Vulnerability and Risk-Taking in the Classroom” (Abbot)

ASLE 2013: “Crafting Sustainable Teaching Practices” (Cohen, Dalke, Abbot & Peng)

UPenn French & Italian Society 2013: “The Pedagogy of Silence” (Dalke, Abbot, Gladwin, & Maitre)