My research interests are centered around improving programming instruction in higher education. Specifically, my projects focus on evaluating student prior knowledge and integrating this knowledge into how introductory programming courses are taught. Additionally, I investigate the importance of the Sense of Belonging within the computer science field. I explore how students' effort, attrition, performance, and engagement are influenced by their sense of belonging to their peers, institution, and faculty.

Ongoing projects:

Nordic Prior Knowledge Test in Programming (website)
Stage: Test distributed in 2023 and 2024, and will be administered annually going forward. Currently working on a more refined assessment of prior programming knowledge.
Collaboration between higher education institutions in the Nordics, led by Sondre S. Bolland.

Identifying K-12 Educational Markers for Programming Proficiency
Stage: Analysis ongoing
Author: Sondre S. Bolland

Programming Misconceptions of Incoming Higher Education Students
Stage: Data collection ongoing
Author: Sondre S. Bolland

Exploring the Consequences of Single-Assessment Grading in Higher Education
Stage: Writing ongoing
Author: Sondre S. Bolland

• Course instructor for Object-oriented Programming, spring 2023
• Teaching assistant for Algorithms, Datastructures and Programming, 2021 & 2022
• Teaching assistant for Object-oriented Programming, spring 2022
• Group leader in the following subjects:
  • Introduction to Programming, 2017 & 2020
  • Object-oriented Programming, 2019 & 2020
  • Introduction to Machine Learning, 2019
  • Basic Algorithms in Artificial Intelligence, 2018
  • Introduction to the Cognitive Sciences, 2018

Vitenskapelig foredrag

• Bolland, Sondre Sæther (2024). Exploring the Consequences of Single-Assessment Grading in Higher Education. (ekstern lenke)
• Cotner, Sehoya Harris; Bolland, Sondre Sæther (2023). Contextualizing a psychosocial intervention in a Norwegian introductory-STEM course. (ekstern lenke)
• Bolland, Sondre Sæther; Eide, Tyra Fosheim; Strømme, Torstein J. F. (2023). Mandatory or Voluntary Course Work in Introductory Programming Courses?. (ekstern lenke)
• Bolland, Sondre Sæther (2023). National Prior Knowledge Test in Programming - How proficient are incoming higher education students? . (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)

Vitenskapelig artikkel

• Bolland, Sondre Sæther; Popov, Aleksandr; Eide, Tyra Fosheim et al. (2024). Fundamentals of Norwegian CS1. (ekstern lenke)
• Bolland, Sondre Sæther; Haraldsrud, Andreas; Jensen, Siri Moe et al. (2024). The Nordic Prior Knowledge Test in Programming: Motivation, Development and Preliminary Results. (ekstern lenke)
• Bolland, Sondre Sæther; Eide, Tyra Fosheim; Strømme, Torstein Jarl Fagerbakke (2023). Mandatory or Voluntary Course Work in Introductory Programming Courses?. (ekstern lenke)

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