Vitenskapelig foredrag

• Sundset, Monica Alterskjær; Aaby, Truls; Eriksen, Emma Falkeid et al. (2025). WEBINAR UIB: Former students value long-term impacts of work-integrated learning in Fishery and Aquaculture Science and STEM science programs. (ekstern lenke)
• Holtermann, Kristin; Soule, Jonathan; Cotner, Sehoya Harris et al. (2025). Workshop MNT konferansen 2025: Praksis i disiplin og tverrfaglige studieprogram: Hva, hvorfor og hvordan?. (ekstern lenke)
• Pavlovic, Zeljana; Waskaas, Madeleine; Grung, Bjørn et al. (2025). Samarbeidslæring i kjemilaboratorieundervisningen for økt læring. (ekstern lenke)
• Holtermann, Kristin; Soule, Jonathan; Cotner, Sehoya Harris et al. (2025). WORKSHOP MNT konferansen 2025: Praksis i disiplin og tverrfaglige studieprogram: Hva, hvorfor og hvordan?. (ekstern lenke)
• Holtermann, Kristin; Soule, Jonathan; Cotner, Sehoya Harris (2024). Creating better work placements by understanding mentor challenges and developing supporting digital resources. (ekstern lenke)
• Nerheim, Magnus Svendsen; Nerlie, Pernille Eyde; Cotner, Sehoya Harris (2024). AI-nt all bad – leveraging the power of generative AI as a partner in scalable and domain-agnostic course evaluations – giving you more time for what really matters.. (ekstern lenke)
• Holtermann, Kristin; Soule, Jonathan; Cotner, Sehoya Harris (2024). Does work-practice matter? Student perspectives on the longer-term impacts of discipline-based work-practice. (ekstern lenke)
• Cotner, Sehoya Harris; Førland, Oddfrid T. Kårstad; Holtermann, Kristin (2024). Why do they leave? Understanding attritionat the faculty of Mathematics and Natural Sciences. (ekstern lenke)
• Cotner, Sehoya Harris; Bolland, Sondre Sæther (2023). Contextualizing a psychosocial intervention in a Norwegian introductory-STEM course. (ekstern lenke)
• Holtermann, Kristin; Cotner, Sehoya Harris (2023). Creating better work placements by understanding mentor challenges. (ekstern lenke)
• Bolland, Sondre Sæther; Rønning, Emili; Try, Tiril et al. (2023). What challenges do students face in introductory STEM courses, and how can instructors help?. (ekstern lenke)
• Cotner, Sehoya Harris (2022). Are synchronous chats a silver lining of emergency remote instruction? Text-based chatting is disproportionately favored by women in a non-majors introductory biology course.. (ekstern lenke)
• Andersson, Roy Oloph; Cotner, Sehoya Harris; Roxå, Torgny et al. (2022). Scaffolding Educational Change through SoTL. (ekstern lenke)
• Cotner, Sehoya Harris; Harlap, Yael (2022). Ensuring quality assessment practices under the two-evaluator law. (ekstern lenke)
• Cotner, Sehoya Harris; Thormodsæter, Ruben Schelbred; Soule, Jonathan (2021). What can escape rooms teach us about group work and student engagement?. (ekstern lenke)
• Strømme, Christian Bianchi; Lane, A. Kelly; Rechsteiner, Aud Helen Halbritter et al. (2021). Applying and promoting Open Science in ecology - survey drivers and challenges. (ekstern lenke)
• Vandvik, Vigdis; Halbritter Rechsteiner, Aud Helen; Chacon Labella, Julia et al. (2020). Going high: Biodiversity and ecosystem functioning along some of the world’s most striking altitudinal gradients OR how a plant functional traits course travelled three continents and counting. (ekstern lenke)
• Cotner, Sehoya Harris; Dahl, Tina; Stübner, Eike Ingrid et al. (2018). Faculty and Student Perceptions of Course-Based Research Experiences at 78 Degrees North. (ekstern lenke)
• Thompson, Seth; Cotner, Sehoya Harris; Nilsen, Tom Ole et al. (2018). Examining attitudes towards scientific teaching practice across culture. . (ekstern lenke)
• Cotner, Sehoya; Jeno, Lucas Matias; Ballen, Cissy (2017). Strategies for documenting the implementation of active learning in the Department of Biology. (ekstern lenke)

Vitenskapelig artikkel

• Lamb, Todd; Driessen, Emily P.; Beatty, Abby E. et al. (2024). Equitable Instructor Assessment Changes Amid COVID-19 Pandemic. (ekstern lenke)
• Schneider, Joel R.; Aaby, Truls; Boessenkool, Sanne et al. (2024). Creating better internships by understanding mentor challenges: findings from a series of focus groups. (ekstern lenke)
• Halbritter, Aud Helen; Vandvik, Vigdis; Cotner, Sehoya Harris et al. (2024). Plant trait and vegetation data along a 1314 m elevation gradient with fire history in Puna grasslands, Perú. (ekstern lenke)
• Jacobsen, Anja Møgelvang; Vandvik, Vigdis; Ellingsen, Ståle et al. (2023). Cooperative learning goes online: Teaching and learning intervention in a digital environment impacts psychosocial outcomes in biology students. (ekstern lenke)
• Robnett, Rachael D.; Ballen, Cissy J.; Fagbodun, Sheritta et al. (2022). Are synchronous chats a silver lining of emergency remote instruction? Text-based chatting is disproportionately favored by women in a non-majors introductory biology course. (ekstern lenke)
• Harlap, Yael; Jørgensen, Christian; Cotner, Sehoya Harris (2022). Maintaining quality assessment practices in Norwegian higher education after the two-evaluator law . (ekstern lenke)
• Hammarlund, Sarah P.; Scott, Cheryl; Binning, Kevin R. et al. (2022). Context Matters: How an Ecological-Belonging Intervention Can Reduce Inequities in STEM. (ekstern lenke)
• Ewell, Sharday N.; Cotner, Sehoya Harris; Drake, Abby Grace et al. (2022). Eight Recommendations to Promote Effective Study Habits for Biology Students Enrolled in Online Courses. (ekstern lenke)
• Olson, Alyssa N.; Cotner, Sehoya Harris; Kirkpatrick, Catherine et al. (2022). Real-time text message surveys reveal student perceptions of personnel resources throughout a course-based research experience. (ekstern lenke)
• Strømme, Christian Bianchi; Lane, A. Kelly; Halbritter, Aud Helen et al. (2022). Close to open—Factors that hinder and promote open science in ecology research and education. (ekstern lenke)
• Patrick, Lorelei; Barron, Hillary A.; Brown, Julie C. et al. (2021). Building Excellence in Scientific Teaching: How Important Is the Evidence for Evidence-Based Teaching when Training STEM TAs?. (ekstern lenke)
• Gonsar, Ngawang Y.; Patrick, Lorelei; Cotner, Sehoya Harris (2021). Graduate- and undergraduate-student perceptions of and preferences for teaching practices in STEM classrooms. (ekstern lenke)
• Hebert, Sadie; Blum, Jessamina E.; Wassenberg, Deena et al. (2021). Open Inquiry versus Broadly Relevant Short-Term Research Experiences for Non-Biology Majors†. (ekstern lenke)
• Mazur, Clay; Creech, Catherine; Just, Jan et al. (2021). Teaching during COVID-19 Times: A Community College Perspective. (ekstern lenke)
• Odom, Sara; Boso, Halle; Bowling, Scott et al. (2021). Meta-analysis of Gender Performance Gaps in Undergraduate Natural Science Courses. (ekstern lenke)
• Salehi, S; Berk, S. A.; Brunelli, R. et al. (2021). Context Matters: Social Psychological Factors That Underlie Academic Performance across Seven Institutions. (ekstern lenke)
• Barron, Hillary A.; Brown, Julie C.; Cotner, Sehoya Harris (2021). The culturally responsive science teaching practices of undergraduate biology teaching assistants. (ekstern lenke)
• Zhao, Fangfang; Roehrig, Gillian; Patrick, Lorelei et al. (2021). Using a self-determination theory approach to understand student perceptions of inquiry-based learning. (ekstern lenke)
• Salehi, S; Cotner, Sehoya Harris; Ballen, Cissy (2020). Variation in Incoming Academic Preparation: Consequences for Minority and First-Generation Students. (ekstern lenke)
• Thompson, Seth K.; Hebert, Sadie; Berk, Sara et al. (2020). A Call for Data-Driven Networks to Address Equity in the Context of Undergraduate Biology. (ekstern lenke)
• Lashley, Marcus A.; Acevedo, M; Cotner, Sehoya Harris et al. (2020). How the ecology and evolution of the COVID-19 pandemic changed learning. (ekstern lenke)
• Aguillon, Stepfanie M.; Siegmund, Gregor-Fausto; Petipas, Renee H. et al. (2020). Gender Differences in Student Participation in an Active-Learning Classroom. (ekstern lenke)
• Thompson, Seth K.; Kirkpatrick, Catherine; Kramer, Maxwell et al. (2020). Leveraging public data to offer online inquiry opportunities. (ekstern lenke)
• Yonas, Azariah; Sleeth, Margaret; Cotner, Sehoya Harris (2020). In a “Scientist Spotlight” Intervention, Diverse Student Identities Matter. (ekstern lenke)
• Brandt, S; Cotner, Sehoya Harris; Koth, Zoe et al. (2020). Scientist Spotlights: Online assignments to promote inclusion in Ecology and Evolution. (ekstern lenke)
• Thompson, Seth K.; Brown, Julie; Cotner, Sehoya Harris et al. (2020). Design Features of an Effective and Theoretically Grounded Training Program for Undergraduate Teaching Assistants in the Life Sciences. (ekstern lenke)
• Geange, Sonya Rita; von Oppen, Jonathan; Strydom, Tanya et al. (2020). Next‐generation field courses: Integrating Open Science and online learning. (ekstern lenke)
• Patrick, Lorelei; Thompson, Seth; Halbritter Rechsteiner, Aud Helen et al. (2020). Adding value to a field-based course with a science communication module on local perceptions of climate change. (ekstern lenke)
• Cotner, Sehoya Harris; Jeno, Lucas Matias; Walker, J. D et al. (2020). Gender gaps in the performance of Norwegian biology students: the roles of test anxiety and science confidence. (ekstern lenke)
• Henning, Jeremiah A.; Ballen, Cissy J.; Molina, Sergio et al. (2019). Hidden Identities Shape Student Perceptions of Active Learning Environments. (ekstern lenke)
• Hebert, Sadie; Cotner, Sehoya Harris (2019). A Comparison of Nonmajors’ & Majors’ Incoming Science Process Skills. (ekstern lenke)
• Dunk, Ryan D. P.; Barnes, M. Elizabeth; Reiss, Michael J. et al. (2019). Evolution education is a complex landscape. (ekstern lenke)
• Salehi, S; Cotner, Sehoya Harris; Azarin, Samira M. et al. (2019). Gender Performance Gaps Across Different Assessment Methods and the Underlying Mechanisms: The Case of Incoming Preparation and Test Anxiety. (ekstern lenke)
• Kirkpatrick, Catherine; Schuchardt, Anita; Baltz, Daniel et al. (2019). Computer-Based and Bench-Based Undergraduate Research Experiences Produce Similar Attitudinal Outcomes. (ekstern lenke)
• Ballen, Cissy J.; Aguillon, Stepfanie M.; Awwad, Azza et al. (2019). Smaller classes promote equitable student participation in STEM. (ekstern lenke)
• Ballen, Cissy J.; Thompson, Seth K.; Blum, Jessamina E. et al. (2018). Discovery and Broad Relevance May Be Insignificant Components of Course-Based Undergraduate Research Experiences (CUREs) for Non-Biology Majors. (ekstern lenke)
• Ballen, Cissy J.; Aguillon, Stepfanie M.; Brunelli, Rebecca et al. (2018). Do Small Classes in Higher Education Reduce Performance Gaps in STEM?. (ekstern lenke)
• Sullivan, Lauren L.; Ballen, Cissy J.; Cotner, Sehoya Harris (2018). Small group gender ratios impact biology class performance and peer evaluations. (ekstern lenke)
• Mazur, Clayton; Galush, Tiffany; Moore, R et al. (2018). Primary motivations of tourists visiting Galápagos: do tourists visit the archipelago to learn about evolution?. (ekstern lenke)
• Neill, C; Cotner, Sehoya Harris; Driessen, Michelle et al. (2018). Structured learning environments are required to promote equitable participation. (ekstern lenke)
• Ballen, Cissy J.; Lee, Dahsol; Rakner, Lise et al. (2018). Politics a “Chilly” Environment for Undergraduate Women in Norway. (ekstern lenke)
• Neill, Connor; Cotner, Sehoya Harris; Wisenden, Brian (2017). Solar-powered flow-through system for aquatic field studies. (ekstern lenke)
• Cotner, Sehoya Harris; Mazur, Clayton; Galush, Tiffany et al. (2017). Teaching the tourists in Galápagos: what do Galápagos National Park guides know, think, and teach tourists about evolution?. (ekstern lenke)
• Ballen, Cissy; Danielsen, Marie; Jørgensen, Christian et al. (2017). Norway’s gender gap: classroom participation in undergraduate introductory science. (ekstern lenke)
• Ballen, Cissy J.; Salehi, S; Cotner, Sehoya Harris (2017). Exams disadvantage women in introductory biology. (ekstern lenke)
• Cotner, Sehoya Harris; Ballen, Cissy J. (2017). Can mixed assessment methods make biology classes more equitable?. (ekstern lenke)
• Ballen, Cissy J.; Blum, Jessamina E.; Brownell, Sara et al. (2017). A Call to Develop Course-Based Undergraduate Research Experiences (CUREs) for Nonmajors Courses. (ekstern lenke)
• Cotner, Sehoya Harris; Thompson, Seth; Wright, Robin (2017). Do Biology Majors Really Differ from Non–STEM Majors?. (ekstern lenke)
• Thompson, Seth K.; Neill, Connor; Wiederhoeft, Ellen et al. (2016). A Model for a Course-Based Undergraduate Research Experience (CURE) in a Field Setting . (ekstern lenke)
• Cotner, Sehoya Harris; Hebert, Sadie (2016). Bean Beetles Make Biology Research Sexy. (ekstern lenke)
• Pan, Tiffany; Gladen, Kelsey; Duncan, Elizabeth et al. (2016). Bold, Sedentary Fathead Minnows Have More Parasites. (ekstern lenke)
• Cotner, Sehoya Harris; Graczyk, Hannah; Garcia, José Luis Rodriguez et al. (2016). In Galápagos … and Uncomfortable with Evolution. (ekstern lenke)

Poster

• Holtermann, Kristin; Soule, Jonathan; Cotner, Sehoya Harris (2024). Videreutvikling av arbeidspraksis for disiplinstudenter ved å støtte praksisveilederne. (ekstern lenke)
• Dahl, Tina; Coulson, Stephen James; Cotner, Sehoya Harris et al. (2023). Elvesletta Student Learning Area - how can it support students learning?. (ekstern lenke)
• Holtermann, Kristin; Boge, Cecilie; Strømme, Christian Bianchi et al. (2023). Redesign model meets reality – Reflections on change approaches applied when a structured model for change meets reality. (ekstern lenke)
• Strømme, Christian Bianchi; Holtermann, Kristin; Boge, Cecilie et al. (2023). Redesigning a BSc programme in biology – a collaborative systems approach to curriculum development. (ekstern lenke)
• Soule, Jonathan; Holtermann, Kristin; Cotner, Sehoya Harris (2023). Student posters and assessment that outlives the course. (ekstern lenke)
• Holtermann, Kristin; Boge, Cecilie; Strømme, Christian Bianchi et al. (2023). Redesign model meets reality – Reflections on change approaches applied when a structured model for change meets reality. (ekstern lenke)
• Ruben Schelbred, Thormodsæter; Soule, Jonathan; Cotner, Sehoya Harris (2021). Escape rooms for learning. (ekstern lenke)
• Cotner, Sehoya Harris; Patrick, Lorelei; Halbritter Rechsteiner, Aud Helen et al. (2018). A Culturally Competent Course‐Based Research Experience (CRE) for Graduate Students. (ekstern lenke)
• Jeno, Lucas Matias; Cotner, Sehoya (2017). Gender gaps in Norwegian students: Confidence, self-efficacy, motivation and participation. (ekstern lenke)

Rapport

• Førland, Oddfrid T. Kårstad; Dahl, Tina; Holtermann, Kristin et al. (2024). Ten years in pursuit of excellent biology education. (ekstern lenke)
• Møgelvang, Anja ; Bjune, Anne Elisabeth; Coelho, Raquel et al. (2023). Initial (March 2023) uses and perceptions of ChatGPT in a sample of students and instructors at the University of Bergen (UiB), Norway. (ekstern lenke)

Kronikk

• Bakke, Jostein; Langford, Malcolm; Børrud, Elin et al. (2023). Fremtidens høyere utdanning trenger en oppgradering - ikke budsjettkutt!. (ekstern lenke)
• Cotner, Sehoya Harris; Enquist, Brian J.; Chacon, J. et al. (2020). International scientists need better support during global emergencies. (ekstern lenke)

Faglig foredrag

• Cotner, Sehoya Harris (2022). An evidenced-based approach to more equitable STEM Education. (ekstern lenke)
• Cotner, Sehoya Harris (2022). Leveraging data in pursuit of gender equity in STEM higher education. Invited workshop.. (ekstern lenke)
• Halbritter Rechsteiner, Aud Helen; Endresen, Dag; Nilsen, Erlend Birkeland et al. (2022). Open, Reproducible, and Transparent Science in Ecology. (ekstern lenke)
• Cotner, Sehoya Harris (2022). A primer on EDU-Speak. (ekstern lenke)
• Cotner, Sehoya Harris (2022). In-class assessment workshop. (ekstern lenke)
• Cotner, Sehoya Harris (2022). Equitable assessment in STEM education. (ekstern lenke)
• Cotner, Sehoya Harris (2022). An Evidence-Based Approach to More Equitable Teaching. (ekstern lenke)
• Cotner, Sehoya Harris (2022). Low-effort, high-impact strategies for engaging all students in large lectures. (ekstern lenke)
• Cotner, Sehoya Harris; Andersson, Roy Oloph; Førland, Oddfrid T. Kårstad (2022). An evidence-based approach to STEM education. (ekstern lenke)

Vitenskapelig oversiktsartikkel/review

• Creech, Catherine; Just, Jan; Hammarlund, Sarah et al. (2022). Evaluating the Representation of Community Colleges in Biology Education Research Publications following a Call to Action. (ekstern lenke)

Se en full oversikt over publikasjoner i Cristin