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Holtermann, Kristin; Soule, Jonathan & Cotner, Sehoya Harris
(2024).
Creating better work placements by understanding mentor challenges and developing supporting digital resources.
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Strømme, Christian Bianchi; Holtermann, Kristin; Boge, Cecilie; Ellingsen, Ståle & Cotner, Sehoya Harris
(2023).
Redesigning a BSc programme in biology – a collaborative systems approach to curriculum
development.
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Cotner, Sehoya Harris & Bolland, Sondre Sæther
(2023).
Contextualizing a psychosocial intervention in a Norwegian introductory-STEM course.
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Bakke, Jostein; Langford, Malcolm; Børrud, Elin; Cotner, Sehoya Harris; Engebretsen, Eivind & Graver, Fredrik (Georg Fredrik)
[Show all 14 contributors for this article]
(2023).
Fremtidens høyere utdanning trenger en oppgradering - ikke budsjettkutt!
Khrono.no.
ISSN 1894-8995.
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Bolland, Sondre Sæther; Rønning, Emili; Try, Tiril; Cotner, Sehoya Harris; Daae, Kjersti & Glessmer, Mirjam Sophia
(2023).
What challenges do students face in introductory STEM courses, and how can instructors help?
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Dahl, Tina; Coulson, Stephen James; Cotner, Sehoya Harris & Nordmo, Ivar
(2023).
Elvesletta Student Learning Area - how can it support students learning?
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Holtermann, Kristin; Boge, Cecilie; Strømme, Christian Bianchi & Cotner, Sehoya Harris
(2023).
Redesign model meets reality – Reflections on change approaches applied when a structured model for change meets reality.
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Holtermann, Kristin; Boge, Cecilie; Strømme, Christian Bianchi & Cotner, Sehoya Harris
(2023).
Redesign model meets reality – Reflections on change approaches applied when a structured model for change meets reality.
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Soule, Jonathan; Holtermann, Kristin & Cotner, Sehoya Harris
(2023).
Student posters and assessment that outlives the course.
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Cotner, Sehoya Harris; Andersson, Roy Oloph & Førland, Oddfrid T. Kårstad
(2022).
An evidence-based approach to STEM education.
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Cotner, Sehoya Harris
(2022).
A primer on EDU-Speak.
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Cotner, Sehoya Harris
(2022).
Low-effort, high-impact strategies for engaging all students in large lectures.
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Cotner, Sehoya Harris
(2022).
Equitable assessment in STEM education.
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Cotner, Sehoya Harris
(2022).
An evidenced-based approach to more equitable STEM Education.
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Cotner, Sehoya Harris
(2022).
An Evidence-Based Approach to More Equitable Teaching.
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Cotner, Sehoya Harris
(2022).
In-class assessment workshop.
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Cotner, Sehoya Harris
(2022).
Leveraging data in pursuit of gender equity in STEM higher education. Invited workshop.
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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.
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Andersson, Roy Oloph; Cotner, Sehoya Harris; Roxå, Torgny & Ahlberg, Anders
(2022).
Scaffolding Educational Change through SoTL.
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Cotner, Sehoya Harris & Harlap, Yael
(2022).
Ensuring quality assessment practices under the two-evaluator law.
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Halbritter Rechsteiner, Aud Helen; Endresen, Dag; Nilsen, Erlend Birkeland; Chipperfield, Joseph; Grainger, Matthew & Telford, Richard James
[Show all 8 contributors for this article]
(2022).
Open, Reproducible, and Transparent Science in Ecology.
Show summary
Manage, produce, use, and reuse data with reproducible workflows. A course at Finse Alpine Research Centre organized by the University of Bergen (UiB) Ecological and Environmental Change Research Group together with Living Norway and GBIF Norway, 14-18 November 2022.
Universities, journals, and funding bodies increasingly demand open and reproducible research practices across the scientific community. Research data needs to be FAIR (findable, accessible, interoperable, and reusable), workflows need to be reproducible, and science needs to be transparent. This aims to improve the efficiency and quality of research and thus increase the credibility of science.
Do you want to gain new skills in data management, making your data FAIR, and your workflows reproducible? Do you want training in open-source tools such as GitHub and R that can be used to achieve this?
We offer hands-on training on methods and technologies to make research more open, reproducible, and transparent. The course is centered around the life-cycle of data from planning, managing, collecting, curating, analyzing, publishing, storing, sharing, and reusing data. It is aimed at Ph.D. students (will be prioritized) as well as early-career researchers in ecology, who produce their own data (i.e. collect data in the field/lab), use data from others (i.e. databases), or both.
The course will be held at the Finse Alpine Research Centre, from 14 - 18 November 2022. Students will be introduced to open science, data management, data repositories/databases, data standards (e.g. FAIR, CARE), best practice, and reproducible workflows (e.g. data curation, analysis, GitHub, reporting results). Experts will give lectures on these topics and provide hands-on training that will give you opportunities to practice new skills. We will provide examples, but also encourage you to bring your own data and problems to work on.
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Cotner, Sehoya Harris; Thormodsæter, Ruben Schelbred & Soule, Jonathan
(2021).
What can escape rooms teach us about group work and student engagement?
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Ruben Schelbred, Thormodsæter; Soule, Jonathan & Cotner, Sehoya Harris
(2021).
Escape rooms for learning.
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Strømme, Christian Bianchi; Lane, A. Kelly; Rechsteiner, Aud Helen Halbritter; Law, Elizabeth; Nater, Chloe Rebecca & Nilsen, Erlend Birkeland
[Show all 11 contributors for this article]
(2021).
Applying and promoting Open Science in ecology - survey drivers and challenges.
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Vandvik, Vigdis; Halbritter Rechsteiner, Aud Helen; Chacon Labella, Julia; Telford, Richard; Cotner, Sehoya Harris & Enquist, Brian J.
(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.
Show summary
Many biogeographers living today have experienced first-hand what we can imagine Humboldt realized as he travelled the world: How many of the striking patterns in biodiversity and plant form and function that we can observe from low to high elevations repeat themselves across mountain ranges and continents. Elevational gradients are important natural laboratories of ecology and evolution, and at the same time they are ‘canaries’ in the rapidly changing earth system. This makes them great research facilities, and also great classrooms. In this talk, I will share with you lessons form a series of plant functional traits courses that we have been running along elevational gradients in the eastern Himalayas, in the Andes, and in the arctic archipelago of Svalbard. In these courses, we collect data on biodiversity, plant functional traits, photosynthesis and ecosystem functioning along elevational gradients to understand similarities and differences in how climate shapes the plant communities along these gradients. We also discuss the roles and practices of science and scientists in science and in society.
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Thompson, Seth; Cotner, Sehoya Harris; Nilsen, Tom Ole; Shimizu, Munetaka; Yamamoto, N & munakata, arimune
[Show all 7 contributors for this article]
(2018).
Examining attitudes towards scientific teaching practice across culture. .
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Cotner, Sehoya Harris; Patrick, Lorelei; Halbritter Rechsteiner, Aud Helen; Enquist, Brian J. & Vandvik, Vigdis
(2018).
A Culturally Competent Course‐Based Research Experience (CRE) for Graduate Students.
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Cotner, Sehoya Harris; Dahl, Tina; Stübner, Eike Ingrid & Eidesen, Pernille Bronken
(2018).
Faculty and Student Perceptions of Course-Based Research Experiences at 78 Degrees North.
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Cotner, Sehoya; Jeno, Lucas Matias & Ballen, Cissy
(2017).
Strategies for documenting the implementation of active learning in the Department of Biology.
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Jeno, Lucas Matias & Cotner, Sehoya
(2017).
Gender gaps in Norwegian students: Confidence, self-efficacy, motivation and participation.
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