Writing

Catalano, D., Schrum, K., Fay, E., & Abbot, S. (accepted). ‘I can learn from the past’: Making the history of higher education relevant through social justice education pedagogy. The History Teacher.

Loughry, A., Abbot, S., Schrum, K., & Catalano, D. (accepted). Developing digital skills through a student-facilitated asynchronous learning activity. The Journal of Interactive Technology and Pedagogy.

Schrum, K., Abbot, S., Loughry, A., & Catalano, D. (accepted). “I wanted to know!”: Engaging learners in the history of higher education through an authentic digital assessment. The History Teacher.

Chick, N. Ostrowdun, C., Abbot, S., Mercer-Mapstone, L. & Grensavitch, K. (2021). “Naming is power: Citation practices in SoTL.” Teaching & Learning Inquiry.

Narayanan, D. & Abbot, S. (2020). “Increasing the Participation of Underrepresented Minorities in STEM Classes through Student-Instructor Partnerships.” in The Power of Partnership.

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

Recent Presentations

American Historical Association 2022: “History of Higher Education: Students Making Sense of Primary Sources by Designing Asynchronous Learning Activities” (Schrum, Abbot, & Catalano)

Southern Association for College Student Affairs 2021: “Teaching Historical Thinking to Higher Education Graduate Students” (Abbot, Schrum, & Catalano)

ISSOTL 2021: “Sustaining SoTL Initiatives by Building a Community of Practice for SoTL Faculty Developers Across Institutions” (Lukes, Abbot, Baum, Case, Henry, & Wells)

ISSOTL 2021: “Designing Digital Activities for Authentic Learning” (Abbot, Schrum, Mason, Hernandez, Fong, & Loughry)

Conference on Higher Education Pedagogy 2021: “Graduate Students Teaching and Learning History Through Asynchronous Activities” (Abbot, Schrum, & Catalano)

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)