Aktuelle forskningsinteresser:

• bærekraft i høyere utdanning, spesielt overskridende undervisning i klimaendringer og aktivisme
• generativ AI i høyere utdanning
• Scholarship of Teaching and Learning (SoTL)

Tidligere forskningsområder:

• i universitetspedagogikk: universitetsunderviseres og studenters emosjoner, interaksjon og læring på akademiske konferanser og studentevaluering av undervisning
• i psykologi: implisitte assosiasjoner, emosjon lettelse (relief) og kognitiv bearbeiding av negert informasjon

Universitetspedagogikk/educational development/Hochschuldidaktik: Jeg underviser for tiden ved Program for universitetspedagogikk ved Universitetet i Bergen. Her underviser jeg (sammen med andre) i følgende kurs:

• UPED 600: Introduksjon til universitetsundervisning og kursdesign (norsk/engelsk)
• UPED 601: Dokumentering og evaluering av undervisningseffektivitet (norsk/engelsk)
• UPED 602: Pedagogisk prosjekt (norsk/engelsk)
• UPED 659b: Leveraging Large Language Models and Artifical Intelligence for teaching and learning (engelsk)
• UPED 687B: Sustainability across the curriculum – addressing sustainability competences in each course (engelsk)
• UPED 687C: Approaches to sustainability education (engelsk)
• UPED 689: Student Motivation (engelsk)
• UPED 691: Becoming a Supervisor (engelsk)
• UPED 695: Project Management for Bachelor and Master Thesis Supervision (engelsk)

Fra og med høsten 2023 underviser jeg i universitetspedagogikk ved The University Centre in Svalbard (UNIS).

I tillegg tilrettelegger jeg universitetspedagogiske kurs ved andre europeiske universiteter.

Universitetsundervisning: Tidligere har jeg undervist i psykologi både fra et grunnleggende og et anvendt perspektiv, blant annet:

• Pedagogisk psykologi (Universität Paderborn, Universität St.Gallen)
• Emosjon (Universität Paderborn)
• Interaksjon i ledersituasjoner (Universität St.Gallen)
• Pedagogisk prosjekt i lærerpraksis (Universität Paderborn)

Studentveiledning: Jeg har veiledet ca. 30 bachelor- og masteroppgaver og var involvert i åtte PhD veiledningsprosesser og komiteer.

Medieintervju

• Robert Kordts (2022). EARLI Research Stories #5 Robert Kordts. (ekstern lenke)
• Andreas Hebbel-Seeger; Robert Kordts (2025). Lecture Cast, Episode 111: Internationale Perspektiven auf die Hochschuldidaktik [International perspectives on educational development]. (ekstern lenke)
• Theophile Camille Bryce Martin; Robert Kordts (2026). Akademikere i aksjon?! Academics in action? Pedagogy professor and activist: Interview with Robert Kordts (in English). (ekstern lenke)
• Robert Kordts (2021). Scholarship of Teaching and Learning - die Zweite!. (ekstern lenke)

Lederartikkel

• Rebecca Schulte; Robert Kordts (2018). Lehr- und Lernpraxis im Fokus V – Reflexions- und Forschungsbeiträge aus der Universität Paderborn [Practice of teaching and learning in focus V - Papers on reflection and research from Paderborn University].. (ekstern lenke)
• Robert Kordts; Daniel Al-Kabbani; Diana Urban et al. (2013). Was denken Lehrende über Lehre? [What do higher education teachers über Lehre? [What do higher-education teachers think about teaching?].. (ekstern lenke)
• Robert Kordts; Diana Urban; Natalie Velibeyoglu (2016). Lehr- und Lernpraxis im Fokus III – Reflexions- und Forschungsbeiträge aus der Universität Paderborn [Practice of teaching and learning in focus III - Papers on reflection and research from Paderborn University].. (ekstern lenke)
• Robert Kordts; Dietrich Wagner; Claudio Sidler et al. (2021). Cultivating a culture of experimentation in higher-education teaching and learning: Evaluation of recent experiences and transfer to the new-normal. (ekstern lenke)
• Robert Kordts; Diana Urban; Niclas Schaper (2014). Lehr- und Lernpraxis im Fokus – Reflexions- und Forschungsbeiträge aus der Universität Paderborn [Practice of teaching and learning in focus I - Papers on reflection and research from Paderborn University].. (ekstern lenke)
• Robert Kordts; Daniel Al-Kabbani; Niclas Schaper (2016). Hochschuldidaktik im Dialog. Jahrestagung der Deutschen Gesellschaft für Hochschuldidaktik 2015 [Academic development in dialogue: Reports from the annual conference of the German Association for Academic Development in 2015].. (ekstern lenke)
• Robert Kordts; Diana Urban (2015). Lehr- und Lernpraxis im Fokus II – Reflexions- und Forschungsbeiträge aus der Universität Paderborn [Practice of teaching and learning in focus II - Papers on reflection and research from Paderborn University].. (ekstern lenke)

Konferanseforedrag

• Robert Kordts; Diana Bücker; Rebecca Schulte et al. (2021). “I am glad that it happened this way”: Scholarship of Teaching and Learning and Emergency-Remote Teaching.. (ekstern lenke)
• Robert Kordts (2016). Feel the progress. Studienfortschritt und Emotionen im 1. Studienjahr [Study progress and emotions in the first study year].. (ekstern lenke)
• Eva Susanne Fritzsche; Robert Kordts; Jörn Schlingensiepen (2018). Emotions and motivation to study in engineering students.. (ekstern lenke)
• Robert Kordts (2025). Scholarship of Teaching and Learning (SoTL): desarrollo académico y sostenible de la enseñanza. (ekstern lenke)
• Robert Kordts; Eva Geithner (2012). When mode does not matter: evaluation in-class versus out-of-class.. (ekstern lenke)
• Robert Kordts (2016). Umgang von Lehrenden mit Emotionen. Empirische Befunde und Implikationen für die Lehre [Teachers’ coping with emotions. Empirical findings and implications for teaching].. (ekstern lenke)
• Robert Kordts (2016). Der emotionale Hochschullehrer. State Affekt und Lehrauffassung [The emotional university teacher. State affect and approach to teaching].. (ekstern lenke)
• Robert Kordts (2014). A social-emotional enterprise: Positive emotions in higher education teaching.. (ekstern lenke)
• Robert Kordts (2018). Feel, think, teach – Emotionen im Lehralltag [Emotions in everyday teaching].. (ekstern lenke)
• Marie A. Vander Kloet; Cecilie Boge; Robert Kordts et al. (2023). Not theoretical enough? Too complicit? Engaging with critiques of academic development.. (ekstern lenke)
• Katharina Thies; Robert Kordts (2021). How do university lecturers express their emotions in class? Evidence from an event-sampling study. (ekstern lenke)
• Robert Kordts (2022). "Ich bin froh darüber, dass das so passiert ist": Scholarship of Teaching and Learning im digitalen Umbruch. (ekstern lenke)
• Robert Kordts (2025). Scholarship of Teaching and Learning (SoTL). Academic and sustainable teaching development. (ekstern lenke)
• Robert Kordts (2025). Scholarship of Teaching and Learning (SoTL): desarrollo académico y sostenible de la enseñanza. (ekstern lenke)
• Robert Kordts (2022). Leading yourself: Self-regulated learning and study success. (ekstern lenke)
• Irma Meijerman; Helga Dorner; Georgiou Despoina et al. (2025). Boundary Crossing between SoTL and Higher Educational Research. (ekstern lenke)
• Robert Kordts (2021). Scholarship of Teaching and Learning: Professionalität in der akademischen Lehrtätigkeit [Scholarship of Teaching and Learning: Professionalisms in academic teaching].. (ekstern lenke)
• Robert Kordts (2021). Keeping it moving… Instructor motivation in distance teaching.. (ekstern lenke)
• Robert Kordts; Kjersti Daae; Eirun Marie Lindelid Gandrud et al. (2024). Teaching Analysis Poll in iEarth: Student feedback for co-creation in the Geosciences. (ekstern lenke)
• Katrin B. Klingsieck; Robert Kordts; Eva Seifried (2018). Über die (un)realistischen Erwartungen von Lehramtsstudierenden an psychologische Grund-lagenveranstaltungen [On the (un)realistic expectations of teacher education students towards psychological foundational lectures].. (ekstern lenke)
• Katharina Thies; Robert Kordts (2019). Emotionen von Hochschullehrenden: Erleben und Ausdruck von Freude, Angst und Ärger in der Lehre [University instructors‘ emotions: Experience and expression of joy, fear, and anger during teaching].. (ekstern lenke)
• Robert Kordts (2022). “I‘m glad that it happened this way”: Pandemic Teaching and the Scholarship of Teaching and Learning. (ekstern lenke)
• Robert Kordts; Belinda Muñoz Solheim (2024). Generativ Kunstig Intelligenz i universitetspedagogikken: Erfaringer fra et UPED-kurs [Generative Artificial Intelligence in educational development: Experiences from a university pedagogy course]. (ekstern lenke)
• Robert Kordts; Lea Grotegut (2015). Einstellungen Lehrender zu Hochschulprüfungen. Präferenzen und Verwendung [Teachers’ attitudes towards exams. Preferences and application].. (ekstern lenke)
• Robert Kordts (2015). Shift from teaching to learning in der Praxis: Die Sicht der Lehrenden [Shift from teaching to learning in practice: The teachers’ view].. (ekstern lenke)
• Robert Kordts (2012). Haben Professoren Gefühle? Emotionen der Hochschullehrenden [Do professors have feelings? University teachers’ emotions].. (ekstern lenke)
• Robert Kordts (2016). The affective teacher: State affect and approaches to teaching.. (ekstern lenke)
• Katharina Thies; Robert Kordts (2018). How happy are university teachers? Positive emotions and subjective appraisals among work domains.. (ekstern lenke)
• Katharina Thies; Robert Kordts (2017). Higher education teachers’ emotions: an intraindividual analysis on emotions and their antecedents.. (ekstern lenke)
• Robert Kordts (2025). Scholarship of Teaching and Learning (SoTL). Academic and sustainable teaching development. (ekstern lenke)
• Luci Gommers; Bernadette Dilger; Robert Kordts et al. (2019). Teaching Analysis Poll in higher education: From course feedback to multi-level quality devel-opment.. (ekstern lenke)
• Bernadette Dilger; Robert Kordts; Luci Gommers et al. (2019). Two of the same kind? Summative course evaluation and formative teaching analysis poll.. (ekstern lenke)
• Robert Kordts; Eva Geithner (2012). Papier? Online? Egal! - Evaluation während versus nach der Veranstaltung [Paper? Online? Doesn’t matter! – Evaluation during versus after the course].. (ekstern lenke)
• Robert Kordts (2023). University teachers’ emotions – findings and ways forward. (ekstern lenke)
• Miriam Hansen; Julia Mendzheritskaya; Gerda Hagenauer et al. (2019). A conceptual framework of higher education teachers’ emotions.. (ekstern lenke)
• Heike M. Buhl; Carla Bohndick; Christian Greiner et al. (2018). Fallbasierte Modulabschlussprüfungen zur Verzahnung von Theorie und Praxis im Master des Lehramtsstudiums [Case-based university exams for the reconciliation of theory and practice in a Master of Education program].. (ekstern lenke)
• Robert Kordts; Thomas Große Honebrink; Dagmar Festner (2017). “At uni, regulate your feelings wisely” – Students’ emotion regulation and approaches to learning.. (ekstern lenke)
• Katharina Thies; Robert Kordts (2016). Auftreten und Variabilität von Emotionen von Hochschullehrenden. Ergebnisse einer Experience-Sampling-Studie [Prevalence and variability of university teachers’ emotions. Results of an experience-sampling study].. (ekstern lenke)
• Robert Kordts; Daniel Al-Kabbani; Niclas Schaper (2016). Interaktion und Zielerreichung bei einer Tagung. Das Beispiel dghd 2015 [Interaction and goal fulfilment at a conference. The example dghd 2015].. (ekstern lenke)
• Robert Kordts; Katrin B. Klingsieck; Eva Seifried (2017). Confident and correct? Written reflection tasks in a lecture.. (ekstern lenke)
• Robert Kordts; Birgit Kopainsky; Siegel Stefan T. (2024). Systemtenkning blant studenter på bærekraftsutdanninger: En pilotstudie [Systems thinking among students in sustainability programs: A pilot study]. (ekstern lenke)
• Kevin Giorgis; Stefano Marchese; Giulia Sparisci et al. (2021). Rapid educational improvements using Wyblo: Insights from continuous student feedback.. (ekstern lenke)
• Lea Grotegut; Robert Kordts (2019). Der subjektive Stellenwert hochschulischer Prüfungen für Lehrende [The subjective value of higher education examinations for instructors].. (ekstern lenke)
• Robert Kordts (2025). Scholarship of Teaching and Learning (SoTL): desarrollo académico y sostenible de la enseñanza. (ekstern lenke)
• Robert Kordts (2014). A social-emotional enterprise: Positive emotions in higher education teaching.. (ekstern lenke)
• Robert Kordts (2015). Emotional underpinnings of student orientation in higher education teachers.. (ekstern lenke)

Forskningsrapport

• Bernadette Dilger; Robert Kordts; Christian B. Schneider et al. (2020). Befragung Lehre auf Distanz an der HSG im Frühjahrssemester 2020 aus Sicht von Studierenden und Dozierenden. Ereignisbericht [Survey of distance teaching at HSG in spring semester 2020 from the perspective of students and lecturers. Report]. (ekstern lenke)
• Tobina Brinker; Sabine Brendel; Dorothea Ellinger et al. (2018). Rollen- und Kompetenzprofile für hochschuldidaktisch Tätige [Role and competence profiles for educational developers].. (ekstern lenke)
• Robert Kordts; Kjersti Daae; Mirjam Sophia Glessmer et al. (2024). Engagement and metacognition: Student views on active learning in a Geoscienceccourse. (ekstern lenke)

Vitenskapelig artikkel

• Katharina Thies; Robert Kordts (2021). Wie gehen Hochschullehrende mit ihren Emotionen in der Lehre um? Eine Experience-Sampling-Befragung zum situativen Emotionsausdruck von Freude, Angst und Ärger [How do university lecturers handle their emotions during teaching? An experience-sampling study of the situational emotion expression of joy, anxiety and anger].. (ekstern lenke)
• Roland Deutsch; Robert Kordts; Bertram Gawronski et al. (2009). Fast and fragile. A new look at the automaticity of negation processing.. (ekstern lenke)
• Robert Kordts; Eva Geithner (2011). Online- versus Papier-Evaluation in der Hochschuldidaktik. Ein Erfahrungsbericht [Online versus paper evaluation in academic development]. (ekstern lenke)
• Robert Kordts; Katrin B. Klingsieck; Eva Seifried (2018). Beforschung einer eigenen Vorlesung: Effekte von Wahlfreiheit auf Leistung und Konfidenz [Researching your own lecture: Effects of choice on performance and confidence]. (ekstern lenke)
• Roland Deutsch; Kevin J. M. Smith; Robert Kordts et al. (2015). How absent negativity relates to affect and motivation: an integrative relief model.. (ekstern lenke)
• Robert Kordts; Christian B. Schneider (2023). Interaktionsprozesse in Führungssituationen – Erfahrungs- und fallbasiertes Lernen an der Universität St.Gallen (HSG) [Interaction processes in leadership situations: Experience- and case-based learning at the University of St. Gallen (HSG)]. (ekstern lenke)
• Robert Kordts (2013). Die Einstellung Hochschullehrender zum kompetenzorientierten Prüfen [Higher education teachers' attitudes towards competence-oriented assessment]. (ekstern lenke)
• Robert Kordts; Jonas Leschke (2023). Scholarship of Teaching and Learning (SoTL) und Lehre in der Covid-Pandemie. Perspektiven von SoTL-Scholars. (ekstern lenke)
• Katharina Thies; Robert Kordts (2019). German higher education academic staff’s positive emotions through work domains.. (ekstern lenke)
• Katharina Thies; Robert Kordts (2019). University academics’ state emotions and appraisal antecedents: an intraindividual analysis.. (ekstern lenke)
• Karin Brown; Pia Scherrer; Robert Kordts et al. (2020). Applied strategies for educational development as cultural work.. (ekstern lenke)
• Robert Kordts; Daniel Al-Kabbani; Niclas Schaper (2017). Learning and interaction at a conference.. (ekstern lenke)
• Robert Kordts; Kevin Oergel; Martin Wünnemann (2017). Feel bad and keep steady: Emotional images and words and postural control during bipedal stance.. (ekstern lenke)
• Sondre Sæther Bolland; Aleksandr Popov; Tyra Fosheim Eide et al. (2024). Fundamentals of Norwegian CS1. (ekstern lenke)
• Robert Kordts; Mahaut de Vareilles; Kjersti Daae et al. (2025). TAP. Teaching Analysis Poll for student feedback.. (ekstern lenke)
• Robert Kordts; Thomas Große Honebrink; Dagmar Festner (2017). Tiefenlernen im Praxissemester: Zusammenhänge mit Emotionsregulation [Deep learning in the teaching practicum: Connections to emotion regulation]. (ekstern lenke)
• Robert Kordts; Christina Zenker; Jan Marco Leimeister (2022). Faktoren für gelungene Studienprogramm-Reformen. Eine Analyse des Bachelor BWL an der Universität St.Gallen [Factors of successful study program reforms. An analysis of the bachelor management program at the University of St.Gallen].. (ekstern lenke)
• Robert Kordts; Eva Geithner (2013). When mode does not matter: Evaluation in-class versus out-of-class.. (ekstern lenke)
• Nichola A. Maier; Julia Mendzheritskaya; Gerda Hagenauer et al. (2023). Developing a CVTAE-based conceptual framework for examining emotions in higher education teaching: a systematic literature review. (ekstern lenke)
• Mirjam Sophia Glessmer; Kjersti Daae; Oddfrid T. Kårstad Førland et al. (2025). Developing a Scholarly Approach and Contributing to Conversations About Teaching and Learning. (ekstern lenke)
• Robert Kordts; Kjersti Daae; Mahaut de Vareilles et al. (2025). Student views on active learning in the Geoscience curriculum. (ekstern lenke)
• Reinout W. Wiers; Mike Rinck; Robert Kordts et al. (2010). Retraining automatic action-tendencies to approach alcohol in hazardous drinkers.. (ekstern lenke)
• Robert Kordts (2017). Feel, think, teach: Emotional underpinnings of student orientation in higher education.. (ekstern lenke)
• Robert Kordts; Eva Geithner (2012). Projektmanagement bei der Betreuung von Abschlussarbeiten [Project management for supervising theses].. (ekstern lenke)
• Robert Kordts; Johanna Braukmann; Diana Bücker et al. (2017). Scholarship of Teaching and Learning in der Praxis: Integration in ein hochschuldidaktisches Modul [Scholarship of Teaching and Learning in practice: Integration into an academic development module].. (ekstern lenke)
• Stefan Thiele; Robert Kordts (2024). You know it, you like it–student appreciation of active learning methods. (ekstern lenke)
• Dario Blumenschein; Bjarte Hannisdal; Robert Kordts (2025). Exploring the link between teaching climate and teaching networks – a study of higher education. (ekstern lenke)
• Monika Kvernenes; Arne Tjølsen; Simon Gilbertson et al. (2025). Tracing affective trajectories and triggers in university teachers – a mixed methods study. (ekstern lenke)
• Robert Kordts; Christina Zenker; Jan Marco Leimeister (2022). Faktoren für gelungene Studienprogramm-Reformen. Eine Analyse des Bachelor BWL an der Universität St.Gallen [Factors of successful study program reforms. An analysis of the bachelor management program at the University of St.Gallen]. (ekstern lenke)
• Robert Kordts (2016). Differentielle Anregung von Tiefenlernstrategien durch Assessment? [Differential stimulation of deep learning strategies through assessment?]. (ekstern lenke)
• Telle Hailikari; Robert Kordts; Liisa Postareff (2016). Feel the progress: Second-year students’ reflections on their first-year experience.. (ekstern lenke)
• Daniel Al-Kabbani; Robert Kordts; Diana Bücker et al. (2017). Dialog und Austausch auf Fachtagungen. Der Disqspace als hochschuldidaktisches Tagungsformat [Dialogue and exchange at conferences. The Discqspace as conference format].. (ekstern lenke)
• Timo Van Treeck; Stefanie Schöler; Robert Kordts (2015). Nachwuchsförderung in der Hochschuldidaktik [Promoting young practitioners in academic development].. (ekstern lenke)

Forelesning

• Robert Kordts (2017). Erfolgreicher Studienstart [Successful study start].. (ekstern lenke)
• Robert Kordts; Eva Pitzer (2017). Studentische Evaluation für Feedback optimieren [Optimizing student evaluations for feedback].. (ekstern lenke)
• Robert Kordts (2016). Mehr als (gute) Methoden. Wie Lehremotionen und Lernmotivation die Hochschullehre beeinflussen [More than (good) methods. How teaching emotions and learning motivation influence higher education teaching].. (ekstern lenke)
• Robert Kordts (2016). Emotionen in der Lehre (Experteninput) [Emotions in teaching].. (ekstern lenke)
• Robert Kordts (2017). Feel, think, teach – Emotionen im Lehralltag [Emotions in everyday teaching].. (ekstern lenke)
• Robert Kordts (2017). Feel-think-teach: Emotionen in der Lehre [Emotions in teaching].. (ekstern lenke)
• Robert Kordts (2024). Scholarship of Teaching and Learning. Wissenschaftliche und nachhaltige Lehrentwicklung [Scholarship of Teaching and Learning. Academic and sustainable teaching development]. (ekstern lenke)
• Robert Kordts (2023). The Scholarship of Teaching and Learning (SoTL).. (ekstern lenke)
• Robert Kordts (2022). Scholarship of Teaching and Learning: What, why, how?. (ekstern lenke)
• Antonia Scholkmann; Miriam Barnat; Ivo van den Berk et al. (2017). Das online-Journal ‚die hochschullehre’– Ein Outlet für hochschuldidaktische Texte [The online journal ‘die hochschullehre’ – an outlet for higher educational teaching and learning manuscripts].. (ekstern lenke)
• Johanna Braukmann; Robert Kordts; Rebecca Schulte (2017). Scholarship of Teaching and Learning im Paderborner hochschuldidaktischen Zertifikatsprogramm [Scholarship of Teaching and Learning in the Paderborn Educational Development program].. (ekstern lenke)
• Robert Kordts (2017). Die eigene Lehre systematisch untersuchen. Einführung in Scholarship of Teaching and Learn-ing [Systematic inquiry into one’s own teaching. Introduction into the Scholarship of Teaching and Learning].. (ekstern lenke)
• Rebecca Schulte; Robert Kordts; Jonas Leschke (2018). Rigour versus Relevance – Anspruch und Wirklichkeit des Scholarship of Teaching and Learning [Ideal and reality of the Scholarship of Teaching and Learning].. (ekstern lenke)
• Robert Kordts (2018). Abschlussarbeiten effektiv und effizient betreuen. Eine Projektmanagement-Perspektive [Effec-tive and efficient thesis supervision. A project-management perspective].. (ekstern lenke)
• Robert Kordts (2023). Chat GPT: Betydningen for undervisning, læring og vurdering. (ekstern lenke)
• Robert Kordts (2016). Betreuung von Abschlussarbeiten [Supervising student theses].. (ekstern lenke)
• Robert Kordts (2016). Evaluation der Tutorenqualifizierung [Evaluation of student assistant training].. (ekstern lenke)
• Robert Kordts (2013). Kompetenzorientierte Evaluation und die Studierenden [Competence-oriented evaluation and the students].. (ekstern lenke)
• Eva Pitzer; Ivo van den Berk; Dietrich Wagner et al. (2021). Nachhaltige Hochschuldidaktik auf den Ebenen der Hochschule [Sustainable educational de-velopment on the levels of higher-education institutions].. (ekstern lenke)
• Robert Kordts (2018). Warum Kompetenzorientierung in Modulen? [Why competence orientation in modules?]. (ekstern lenke)
• Robert Kordts (2018). Freude, Angst, Zufriedenheit? Emotionen von Hochschullehrenden [Joy, fear, contentment? University teachers’ emotions].. (ekstern lenke)
• Robert Morris Gray Jr; Robert Kordts (2023). University Pedagogy at the University of Bergen: Challenges and Developments. (ekstern lenke)
• Dorothea Ellinger; Antonia Scholkmann; Robert Kordts et al. (2019). Weiterbildung für Hochschuldidaktiker*innen: Gegenwart und Zukunft [Further education for educational developers: Presence and future].. (ekstern lenke)
• Robert Kordts; Eva Pitzer (2015). Learning approaches and learning outcomes as a function of course type.. (ekstern lenke)
• Robert Kordts (2015). Learning approaches and learning outcomes as a function of course type.. (ekstern lenke)
• Robert Kordts (2018). Scholarship of Teaching and Learning: Eine Analyse der Projekte der Universität Paderborn [An analysis of the SoTL projects at Paderborn University].. (ekstern lenke)
• Robert Kordts (2023). Supervision: A Process Model. (ekstern lenke)
• Monika Kvernenes; Robert Kordts (2022). Nervøs og spent eller glad og begeistret? Om undervisning og følelser. The comfort zones of teaching [Nervous and or happy and excited? About teaching and feelings].. (ekstern lenke)
• Robert Kordts (2019). Scholarship of Teaching and Learning als Ansatz zur Bildungserforschung: Chancen und Herausforderungen [Scholarship of Teaching and Learning as approach for researching edu-cation: Opportunities and challenges].. (ekstern lenke)
• Antonia Scholkmann; Robert Kordts; Christiane Metzger et al. (2019). Publizieren – wie, was und für wen? Entwicklung, Bewertung, Verbreitung und strategische Nutzung hochschuldidaktischer Publikationserzeugnisse als Beitrag zur Institutionalisierung der Hochschuldidaktik [Publish – how, what, and for whom? Development, dissemination, and strategic use of educational development publications as means of institutionalizing educa-tional development].. (ekstern lenke)
• Robert Kordts (2024). Scholarship of Teaching and Learning (SoTL): vitenskapelig og bærekraftig utvikling av undervisning [Scholarship of Teaching and Learning (SoTL): scientific and sustainable teaching development]. (ekstern lenke)
• Robert Kordts (2016). Shift from Teaching to Learning in der Praxis: Die Sicht der Lernenden und Lehrenden [Shift from teaching to learning in practice: the learners’ and the teachers’ views]. (ekstern lenke)
• Robert Kordts (2013). Let it out, prof! Emotion regulation and teaching approaches.. (ekstern lenke)
• Robert Kordts (2019). Motivation Theories: Beyond the Myths.. (ekstern lenke)
• Robert Kordts (2018). Emotionen in Lehr-Lern-Prozessen [Emotions in teaching and learning processes].. (ekstern lenke)
• Katharina Thies; Robert Kordts (2017). Der emotionale Professor – Emotionen und Lehre an Hochschulen [The emotional professor – emotions and teaching at universities].. (ekstern lenke)
• Robert Kordts (2017). Institutionalizing the Scholarship of Teaching and Learning (SoTL). Experiences from Paderborn University.. (ekstern lenke)
• Robert Kordts (2024). University teachers’ emotions. (ekstern lenke)
• Eva Pitzer; Robert Kordts; Birgit Enzmann et al. (2019). Der systemische Blick: Hochschuldidaktische Tätigkeit an den Schnittstellen der Ebenen einer Hochschule [The systemic view: Educational development work at the intersections of levels at a higher education institution].. (ekstern lenke)
• Robert Kordts (2016). Kompetenzorientiert Prüfen [Competence-oriented examinations].. (ekstern lenke)
• Robert Kordts (2014). Kompetenzorientierte Evaluation – Evaluation von Lernergebnissen tiefer Verarbeitung? [Competence-oriented evaluation – evaluation of learning results of deep processing?].. (ekstern lenke)
• Robert Kordts (2015). Lehrüberzeugungen der Lehrenden und Lernansätze der Studierenden zusammenbringen [Combining teachers’ approaches to teaching and students’ approaches to learning].. (ekstern lenke)

Kapittel i fagbok

• Robert Kordts; Anne Cornelia Kenneweg (2021). Forschung in der Hochschuldidaktik. Forschung für die Praxis und Forschung aus der Praxis [Research in academic development: Research for practice and research in practice]. (ekstern lenke)
• Thea Stroot; Robert Kordts; Maxi Steinbrück et al. (2018). Inklusion Europäisch: Ein Peer Learning-Projekt an den Universitäten Paderborn, Brixen und der Hochschule Linz. [Inclusion European: A peer-learning project at the universities of Paderborn, Brixen, and Linz].. (ekstern lenke)
• Robert Kordts; Diana Bücker; Rebecca Schulte (2021). “Ich bin froh darüber, dass das so passiert ist”: Scholarship of Teaching and Learning im digitalen Umbruch [“I’m glad that it happenend this way” – Scholarship of Teaching and Learning in the digital change].. (ekstern lenke)
• Daniel Al-Kabbani; Robert Kordts; Diana Bücker et al. (2017). Der Disqspace bei der Jahrestagung der dghd 2015 [The Disqspace at the annual conference of the German Association for Academic Development].. (ekstern lenke)
• Robert Kordts; Katharina Thies (2018). Emotionen und Lehrorientierungen der Hochschullehrenden [University teachers’ emotions and approaches to teaching].. (ekstern lenke)
• Robert Kordts; Jonas Leschke (2020). “Transforming and extending knowledge”. Ernest L. Boyers Scholarship reconsidered. Priorities of the professoriate als Initiator des Scholarship of Teaching and Learning [Ernest L. Boyer's Scholarship reconsidered. Priorities of the professoriate as initiator of the Scholarship of Teaching and Learning]. (ekstern lenke)
• Heike M. Buhl; Carla Bohndick; Sabrina Bonanati et al. (2018). Fallbasierte Modulabschlussprüfungen zur Verzahnung von Theorie und Praxis im Master des Lehramtsstudiums [Case-based module examinations for connecting theory with practice in the teacher education master program].. (ekstern lenke)
• Sabine Brendel; Tobina Brinker; Robert Kordts et al. (2018). Empfehlungen zur Qualifizierung und Weiterbildung der hochschuldidaktisch Tätigen: Auf dem Weg zur gekonnten Beruflichkeit [Recommendations on qualification and further education of educational developers: On the way to professional practice].. (ekstern lenke)

Konferanseposter

• Robert Kordts; Kjersti Daae; Mirjam Sophia Glessmer et al. (2023). Active Learning in the Geoscience Curriculum (ALIGC) – iEarth Seed Project status report.. (ekstern lenke)
• Robert Kordts; Jonas Leschke (2023). Teaching during the COVID-19 pandemic. Perspectives of SoTL scholars.. (ekstern lenke)
• Robert Kordts; Kjersti Daae; Mirjam Sophia Glessmer et al. (2024). Active Learning in the Geoscience Curriculum (ALIGC) – iEarth Seed Project report.. (ekstern lenke)
• Robert Kordts; Annet van der Riet; Nataliia Lazebna (2025). Teaching and Teaching Development in CHARM-EU. (ekstern lenke)
• Katharina Thies; Robert Kordts (2016). Variability of higher education teachers‘ emotions in teaching and research: An experience-sampling study.. (ekstern lenke)
• Robert Kordts (2025). Climate Activism 101 for University Staff (and Students). Fostering empowerment through an introduction to climate activism. (ekstern lenke)
• Katharina Thies; Robert Kordts (2019). University lecturers’ emotions: experience and display of enjoyment, anxiety and anger in class.. (ekstern lenke)
• Robert Kordts (2022). "I'm glad that it happened this way": Emergency-Remote Teaching and the Scholarship of Teaching and Learning (the instructors’ view).. (ekstern lenke)
• Roland Deutsch; Robert Kordts; Fritz Strack (2008). Fast and fragile. A new look at the automaticity of negation processing.. (ekstern lenke)
• Robert Kordts; Belinda Muñoz Solheim (2024). Generativ Kunstig Intelligenz i universitetspedagogikken: Erfaringer fra et UPED-kurs [Generative Artificial Intelligence in educational development: Experiences from a university pedagogy course]. (ekstern lenke)
• Robert Kordts; Belinda Muñoz Solheim (2025). Enhancing Instructor Knowledge of Generative AI through Educational Development: A Scholarship of Academic Development (SoAD) Project. (ekstern lenke)
• Robert Kordts (2020). Lernende Studiengänge: Eine Weiterbildung für Studiengangverantwortliche [Learning study programs: A program for study-program managers].. (ekstern lenke)
• Timm Albers; Robert Kordts; Maxi Steinbrück et al. (2017). Inklusion Europäisch: Ein deutsch-österreich-italienisches Lehrprojekt [Inclusion European: a German-Austrian-Italian teaching project].. (ekstern lenke)
• Robert Kordts; Timo Van Treeck (2019). Interaction and learning: Conference formats at the 2017 annual conference of the German Association for educational and academic staff development in Higher Education (dghd).. (ekstern lenke)
• Robert Kordts (2016). Affektive Korrelate der Studierendenorientierung Hochschullehrender [Affective correlates of the student-oriented approach to teaching].. (ekstern lenke)

Innledning

• Robert Kordts; Niclas Schaper; Antonia Scholkmann et al. (2021). Editorial: Hochschuldidaktik als zentrale Wissens- und Gestaltungsressource für die Hochschulbildung [Educational development as central development resource for higher-education teaching]. (ekstern lenke)
• Carla Bohndick; Robert Kordts; Jonas Leschke et al. (2025). Editorial: Das Verhältnis von Scholarship of Teaching and Learning und disziplinärer Forschung [The relationship between Scholarship of Teaching and Learning and disciplinary research]. (ekstern lenke)

Blogginnlegg

• Mirjam Sophia Glessmer; Robert Kordts (2025). How to teach for sustainability. (ekstern lenke)

Fremhevet artikkel i media

• Susanne Anette Kjekshus Koch; Gyda E Kjekshus; Robert Kordts (2024). Vitensentrene må bryte med Equinor. (ekstern lenke)
• Monika Kvernenes; Lucas Matias Jeno; Robert Kordts et al. (2024). Et høringsforslag som skroter utdanningsfaglig kompetanse?. (ekstern lenke)

Vitenskapelig bokkapittel

• Robert Kordts; Johanna Braukmann; Rebecca Schulte (2018). Scholarship of Teaching and Learning – individuell-evidenzbasiertes Lehren [Scholarship of Teaching and Learning – individual and evidence-based teaching].. (ekstern lenke)
• Claudia Bade; Robert Kordts; David Lohner et al. (2024). 50 Jahre Arbeitsgemeinschaft bzw. Deutsche Gesellschaft für Hochschuldidaktik – Spannungsfelder mit Tradition. (ekstern lenke)
• Jonas Leschke; Nerea Vöing; Carla Bohndick et al. (2025). Das Verhältnis von SoTL und disziplinärer Forschung: Empirische Analyse der Reflexionstex-te von SoTL-Scholars [The relationship between SoTL and disciplinary research: Empirical analsis of reflection texts by SoTL scholars]. (ekstern lenke)
• Carla Bohndick; Robert Kordts; Jonas Leschke et al. (2025). Zu einem komplexen Verhältnis. (ekstern lenke)
• Carla Bohndick; Robert Kordts (2025). Scholarship of Teaching and Learning. (ekstern lenke)
• Robert Kordts; Timo Van Treeck (2019). Auf wissenschaftlichen Tagungen auch noch was lernen: Tagungsformate bei der Jahrestagung der dghd 2017 [Learning at academic conferences: Conference formats at the annual conference of dghd, 2017]. (ekstern lenke)
• Eva Susanne Fritzsche; Jörn Schlingensiepen; Robert Kordts (2018). Study motivation and academic emotions in engineering students. A case study in German higher education.. (ekstern lenke)

Antologi

• Robert Kordts; Niclas Schaper; Antonia Scholkmann et al. (2021). Handbuch Hochschuldidaktik [Handbook Educational Development]. (ekstern lenke)
• Edith Braun; Rachelle Esterhazy; Robert Kordts (2021). Research on Teaching and Learning in Higher Education. (ekstern lenke)
• Antonia Scholkmann; Sabine Brendel; Tobina Brinker et al. (2018). Zwischen Qualifizierung und Weiterbildung: Reflexionen zur gekonnten Beruflichkeit in der Hochschuldidaktik [Between qualification and further education: Reflections on professional practice in educational development]. (ekstern lenke)
• Robert Kordts; Daniel Al-Kabbani; Niclas Schaper (2017). Hochschuldidaktik im Dialog: Berichte von der Jahrestagung der Deutschen Gesellschaft für Hochschuldidaktik 2015 [Academic Development in Dialogue: Reports of the annual conference of the German Association for Academic Development 2015]. (ekstern lenke)
• Carla Bohndick; Robert Kordts; Jonas Leschke et al. (2025). Scholarship of Teaching and Learning und disziplinäre Forschung: Eine komplexe Beziehung. (ekstern lenke)

Tidsskriftomtale

• Klaus Dingwerth; Robert Kordts (2019). Kompetenzen vor Inhalte: Die Kleine Reihe Hochschuldidaktik Politik (Rezension) [Competences before content: The small series Educational Development in Political Sciences (Recension)]. (ekstern lenke)

Annen presentasjon

• Robert Kordts (2025). Hvordan kan CHARM bidra til utvikling av undervisning og læring? Erfaringer fra HDS Forum 2025. (ekstern lenke)

Doktorgradsavhandling

• Robert Kordts (2011). Relief: approach behavior and avoidance goals.. (ekstern lenke)

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