Vitenskapelig artikkel

• Oddfrid T. K. Førland; Tina Dahl; Sehoya Harris Cotner et al. (2026). The importance of multiple pathways for engagement: a longitudinal study of educators going public with educational development. (ekstern lenke)
• Maria M. De Jesus; Kristen S. Hobbs; Paula E. Adams et al. (2026). Equitable Group Work in Undergraduate Biology Courses: Leveraging a Complex Instruction Framework to Identify Pedagogical Strategies. (ekstern lenke)
• Marius Ole Johansen; Lucas M. Jeno; Sehoya Harris Cotner (2026). The role of competence and autonomy support in instructor motivation: a path model in Norwegian higher education. (ekstern lenke)
• Vigdis Vandvik; Aud Helen Halbritter; Marc Macias-Fauria et al. (2025). Plant traits and associated ecological data from global change experiments and climate gradients in Norway. (ekstern lenke)
• S Salehi; S. A. Berk; R. Brunelli et al. (2021). Context Matters: Social Psychological Factors That Underlie Academic Performance across Seven Institutions. (ekstern lenke)
• Cissy J. Ballen; Seth K. Thompson; Jessamina E. Blum et al. (2018). Discovery and Broad Relevance May Be Insignificant Components of Course-Based Undergraduate Research Experiences (CUREs) for Non-Biology Majors. (ekstern lenke)
• Cissy J. Ballen; Stepfanie M. Aguillon; Rebecca Brunelli et al. (2018). Do Small Classes in Higher Education Reduce Performance Gaps in STEM?. (ekstern lenke)
• Sara Odom; Halle Boso; Scott Bowling et al. (2021). Meta-analysis of Gender Performance Gaps in Undergraduate Natural Science Courses. (ekstern lenke)
• Ngawang Y. Gonsar; Lorelei Patrick; Sehoya Harris Cotner (2021). Graduate- and undergraduate-student perceptions of and preferences for teaching practices in STEM classrooms. (ekstern lenke)
• Sadie Hebert; Jessamina E. Blum; Deena Wassenberg et al. (2021). Open Inquiry versus Broadly Relevant Short-Term Research Experiences for Non-Biology Majors†. (ekstern lenke)
• Clay Mazur; Catherine Creech; Jan Just et al. (2021). Teaching during COVID-19 Times: A Community College Perspective. (ekstern lenke)
• Todd Lamb; Emily P. Driessen; Abby E. Beatty et al. (2024). Equitable Instructor Assessment Changes Amid COVID-19 Pandemic. (ekstern lenke)
• Seth K. Thompson; Julie Brown; Sehoya Harris Cotner et al. (2020). Design Features of an Effective and Theoretically Grounded Training Program for Undergraduate Teaching Assistants in the Life Sciences. (ekstern lenke)
• Sehoya Harris Cotner; Lucas Matias Jeno; J. D Walker et al. (2020). Gender gaps in the performance of Norwegian biology students: the roles of test anxiety and science confidence. (ekstern lenke)
• Sharday N. Ewell; Sehoya Harris Cotner; Abby Grace Drake et al. (2022). Eight Recommendations to Promote Effective Study Habits for Biology Students Enrolled in Online Courses. (ekstern lenke)
• Yael Harlap; Christian Jørgensen; Sehoya Harris Cotner (2022). Maintaining quality assessment practices in Norwegian higher education after the two-evaluator law. (ekstern lenke)
• Sonya Rita Geange; Jonathan von Oppen; Tanya Strydom et al. (2020). Next‐generation field courses: Integrating Open Science and online learning. (ekstern lenke)
• Rachael D. Robnett; Cissy J. Ballen; Sheritta Fagbodun 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)
• Cissy J. Ballen; Stepfanie M. Aguillon; Azza Awwad et al. (2019). Smaller classes promote equitable student participation in STEM. (ekstern lenke)
• Aud Helen Halbritter; Vigdis Vandvik; Sehoya Harris Cotner et al. (2024). Plant trait and vegetation data along a 1314 m elevation gradient with fire history in Puna grasslands, Perú. (ekstern lenke)
• Raquel Coelho; Anne Elisabeth Bjune; Ståle Ellingsen et al. (2025). A Call for Clarity: Biology Students Advocate for Guidelines for the Use of Generative AI in Higher Education. (ekstern lenke)
• Clayton Mazur; Tiffany Galush; R Moore et al. (2018). Primary motivations of tourists visiting Galápagos: do tourists visit the archipelago to learn about evolution?. (ekstern lenke)
• Christian Bianchi Strømme; A. Kelly Lane; Aud Helen Halbritter et al. (2022). Close to open—Factors that hinder and promote open science in ecology research and education. (ekstern lenke)
• Cissy J. Ballen; S Salehi; Sehoya Harris Cotner (2017). Exams disadvantage women in introductory biology. (ekstern lenke)
• Lauren L. Sullivan; Cissy J. Ballen; Sehoya Harris Cotner (2018). Small group gender ratios impact biology class performance and peer evaluations. (ekstern lenke)
• C Neill; Sehoya Harris Cotner; Michelle Driessen et al. (2018). Structured learning environments are required to promote equitable participation. (ekstern lenke)
• Catherine Kirkpatrick; Anita Schuchardt; Daniel Baltz et al. (2019). Computer-Based and Bench-Based Undergraduate Research Experiences Produce Similar Attitudinal Outcomes. (ekstern lenke)
• Joel R. Schneider; Truls Aaby; Sanne Boessenkool et al. (2024). Creating better internships by understanding mentor challenges: findings from a series of focus groups. (ekstern lenke)
• Anja Møgelvang Jacobsen; Vigdis Vandvik; Ståle Ellingsen et al. (2023). Cooperative learning goes online: Teaching and learning intervention in a digital environment impacts psychosocial outcomes in biology students. (ekstern lenke)
• Cissy J. Ballen; Dahsol Lee; Lise Rakner et al. (2018). Politics a “Chilly” Environment for Undergraduate Women in Norway. (ekstern lenke)
• Cissy J. Ballen; Jessamina E. Blum; Sara Brownell et al. (2017). A Call to Develop Course-Based Undergraduate Research Experiences (CUREs) for Nonmajors Courses. (ekstern lenke)
• Sehoya Harris Cotner; Cissy J. Ballen (2017). Can mixed assessment methods make biology classes more equitable?. (ekstern lenke)
• Jeremiah A. Henning; Cissy J. Ballen; Sergio Molina et al. (2019). Hidden Identities Shape Student Perceptions of Active Learning Environments. (ekstern lenke)
• S Salehi; Sehoya Harris Cotner; Samira M. Azarin et al. (2019). Gender Performance Gaps Across Different Assessment Methods and the Underlying Mechanisms: The Case of Incoming Preparation and Test Anxiety. (ekstern lenke)
• Lorelei Patrick; Seth Thompson; Aud Helen Halbritter Rechsteiner et al. (2020). Adding value to a field-based course with a science communication module on local perceptions of climate change. (ekstern lenke)
• Ryan D. P. Dunk; M. Elizabeth Barnes; Michael J. Reiss et al. (2019). Evolution education is a complex landscape. (ekstern lenke)
• Sadie Hebert; Sehoya Harris Cotner (2019). A Comparison of Nonmajors’ & Majors’ Incoming Science Process Skills. (ekstern lenke)
• Stepfanie M. Aguillon; Gregor-Fausto Siegmund; Renee H. Petipas et al. (2020). Gender Differences in Student Participation in an Active-Learning Classroom. (ekstern lenke)
• S Brandt; Sehoya Harris Cotner; Zoe Koth et al. (2020). Scientist Spotlights: Online assignments to promote inclusion in Ecology and Evolution. (ekstern lenke)
• S Salehi; Sehoya Harris Cotner; Cissy Ballen (2020). Variation in Incoming Academic Preparation: Consequences for Minority and First-Generation Students. (ekstern lenke)
• Seth K. Thompson; Catherine Kirkpatrick; Maxwell Kramer et al. (2020). Leveraging public data to offer online inquiry opportunities. (ekstern lenke)
• Azariah Yonas; Margaret Sleeth; Sehoya Harris Cotner (2020). In a “Scientist Spotlight” Intervention, Diverse Student Identities Matter. (ekstern lenke)
• Lorelei Patrick; Hillary A. Barron; Julie C. Brown et al. (2021). Building Excellence in Scientific Teaching: How Important Is the Evidence for Evidence-Based Teaching when Training STEM TAs?. (ekstern lenke)
• Marcus A. Lashley; M Acevedo; Sehoya Harris Cotner et al. (2020). How the ecology and evolution of the COVID-19 pandemic changed learning. (ekstern lenke)
• Connor Neill; Sehoya Harris Cotner; Brian Wisenden (2017). Solar-powered flow-through system for aquatic field studies. (ekstern lenke)
• Seth K. Thompson; Connor Neill; Ellen Wiederhoeft et al. (2016). A Model for a Course-Based Undergraduate Research Experience (CURE) in a Field Setting. (ekstern lenke)
• Alyssa N. Olson; Sehoya Harris Cotner; Catherine Kirkpatrick et al. (2022). Real-time text message surveys reveal student perceptions of personnel resources throughout a course-based research experience. (ekstern lenke)
• Cissy Ballen; Marie Danielsen; Christian Jørgensen et al. (2017). Norway’s gender gap: classroom participation in undergraduate introductory science. (ekstern lenke)
• Sehoya Harris Cotner; Clayton Mazur; Tiffany Galush et al. (2017). Teaching the tourists in Galápagos: what do Galápagos National Park guides know, think, and teach tourists about evolution?. (ekstern lenke)
• Sehoya Harris Cotner; Hannah Graczyk; José Luis Rodriguez Garcia et al. (2016). In Galápagos … and Uncomfortable with Evolution. (ekstern lenke)
• Tiffany Pan; Kelsey Gladen; Elizabeth Duncan et al. (2016). Bold, Sedentary Fathead Minnows Have More Parasites. (ekstern lenke)
• Sehoya Harris Cotner; Sadie Hebert (2016). Bean Beetles Make Biology Research Sexy. (ekstern lenke)
• Sarah P. Hammarlund; Cheryl Scott; Kevin R. Binning et al. (2022). Context Matters: How an Ecological-Belonging Intervention Can Reduce Inequities in STEM. (ekstern lenke)
• Seth K. Thompson; Sadie Hebert; Sara Berk et al. (2020). A Call for Data-Driven Networks to Address Equity in the Context of Undergraduate Biology. (ekstern lenke)
• Hillary A. Barron; Julie C. Brown; Sehoya Harris Cotner (2021). The culturally responsive science teaching practices of undergraduate biology teaching assistants. (ekstern lenke)
• Sehoya Harris Cotner; Seth Thompson; Robin Wright (2017). Do Biology Majors Really Differ from Non–STEM Majors?. (ekstern lenke)
• Fangfang Zhao; Gillian Roehrig; Lorelei Patrick et al. (2021). Using a self-determination theory approach to understand student perceptions of inquiry-based learning. (ekstern lenke)

Annen presentasjon

• Vigdis Vandvik; Pernille Bronken Eidesen; Stephen James Coulson et al. (2024). How it started, how it happened, where it’s going—10 years of cultural transformation and the way forward. (ekstern lenke)

Konferanseposter

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

Fremhevet artikkel i media

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

Konferanseforedrag

• Vigdis Vandvik; Aud Helen Halbritter Rechsteiner; Julia Chacon Labella 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)
• Sondre Sæther Bolland; Emili Rønning; Tiril Try et al. (2023). What challenges do students face in introductory STEM courses, and how can instructors help?. (ekstern lenke)
• Monica Alterskjær Sundset; Truls Aaby; Emma Falkeid Eriksen 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)
• Sehoya Harris Cotner; Tina Dahl; Eike Ingrid Stübner et al. (2018). Faculty and Student Perceptions of Course-Based Research Experiences at 78 Degrees North. (ekstern lenke)
• Sehoya Harris Cotner; Yael Harlap (2022). Ensuring quality assessment practices under the two-evaluator law. (ekstern lenke)
• Zeljana Pavlovic; Madeleine Waskaas; Bjørn Grung et al. (2025). Samarbeidslæring i kjemilaboratorieundervisningen for økt læring. (ekstern lenke)
• Sehoya Harris Cotner (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)
• Roy Oloph Andersson; Sehoya Harris Cotner; Torgny Roxå et al. (2022). Scaffolding Educational Change through SoTL. (ekstern lenke)
• Sehoya Harris Cotner; Sondre Sæther Bolland (2023). Contextualizing a psychosocial intervention in a Norwegian introductory-STEM course. (ekstern lenke)
• Kristin Holtermann; Jonathan Soule; Sehoya Harris Cotner (2024). Creating better work placements by understanding mentor challenges and developing supporting digital resources. (ekstern lenke)
• Sehoya Harris Cotner; Ruben Schelbred Thormodsæter; Jonathan Soule (2021). What can escape rooms teach us about group work and student engagement?. (ekstern lenke)
• Magnus Svendsen Nerheim; Pernille Eyde Nerlie; Sehoya Harris Cotner (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)
• Kristin Holtermann; Jonathan Soule; Sehoya Harris Cotner et al. (2025). Workshop MNT konferansen 2025: Praksis i disiplin og tverrfaglige studieprogram: Hva, hvorfor og hvordan?. (ekstern lenke)
• Seth Thompson; Sehoya Harris Cotner; Tom Ole Nilsen et al. (2018). Examining attitudes towards scientific teaching practice across culture.. (ekstern lenke)
• Kristin Holtermann; Sehoya Harris Cotner (2023). Creating better work placements by understanding mentor challenges. (ekstern lenke)
• Sehoya Harris Cotner; Oddfrid T. Kårstad Førland; Kristin Holtermann (2024). Why do they leave? Understanding attrition at the Faculty of Mathematics and Natural Sciences. (ekstern lenke)
• Kristin Holtermann; Jonathan Soule; Sehoya Harris Cotner (2024). Does work-practice matter? Student perspectives on the longer-term impacts of discipline-based work-practice. (ekstern lenke)
• Kristin Holtermann; Jonathan Soule; Sehoya Harris Cotner et al. (2025). WORKSHOP MNT konferansen 2025: Praksis i disiplin og tverrfaglige studieprogram: Hva, hvorfor og hvordan?. (ekstern lenke)
• Sehoya Cotner; Lucas Matias Jeno; Cissy Ballen (2017). Strategies for documenting the implementation of active learning in the Department of Biology. (ekstern lenke)
• Christian Bianchi Strømme; A. Kelly Lane; Aud Helen Halbritter Rechsteiner et al. (2021). Applying and promoting Open Science in ecology - survey drivers and challenges. (ekstern lenke)

Forelesning

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

Vitenskapelig litteraturgjennomgang

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

Forskningsrapport

• Anja Møgelvang; Anne Elisabeth Bjune; Raquel Coelho 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)
• Oddfrid T. Kårstad Førland; Tina Dahl; Kristin Holtermann et al. (2024). Ten years in pursuit of excellent biology education. (ekstern lenke)

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