Sehoya Harris Cotner

• Lamb, Todd; Driessen, Emily P.; Beatty, Abby E.; Youngblood, Rachel; Esco, Abby & Cotner, Sehoya Harris [Show all 15 contributors for this article] (2024). Equitable Instructor Assessment Changes Amid COVID-19 Pandemic. Journal of College Science Teaching. ISSN 0047-231X. 53(2), p. 95–110. doi: 10.1080/0047231X.2024.2316387.
• Jacobsen, Anja Møgelvang; Vandvik, Vigdis; Ellingsen, Ståle; Strømme, Christian Bianchi & Cotner, Sehoya Harris (2023). Cooperative learning goes online: Teaching and learning intervention in a digital environment impacts psychosocial outcomes in biology students. International Journal of Educational Research. ISSN 0883-0355. 117. doi: 10.1016/j.ijer.2022.102114. Show summary

  Identifying evidence-based teaching and learning strategies that can ease teacher challenges and mitigate student concerns in digital settings becomes increasingly important. In this intervention study we compared the effect of digital cooperative learning (CL) and digital lectures on a range of psychosocial outcomes, specifically students’ sense of belonging, science confidence, perceived generic skills, and loneliness, among a Norwegian sample of undergraduate biology students (n = 71). Employing a one-group pretest/posttest quasi-experimental design with a double pretest and follow-up, we found that students’ scores on psychosocial outcomes improved significantly following digital CL compared to digital lectures. Further, the effect sizes suggest that the effect of CL on psychosocial outcomes in digital settings is at least as substantial as in physical settings.

• Strømme, Christian Bianchi; Lane, A. Kelly; Halbritter, Aud Helen; Law, Elizabeth; Nater, Chloé Rebecca & Nilsen, Erlend Birkeland [Show all 11 contributors for this article] (2022). Close to open—Factors that hinder and promote open science in ecology research and education. PLOS ONE. ISSN 1932-6203. 17(12). doi: 10.1371/journal.pone.0278339. Full text in Research Archive
• Olson, Alyssa N.; Cotner, Sehoya Harris; Kirkpatrick, Catherine; Thompson, Seth & Hebert, Sadie (2022). Real-time text message surveys reveal student perceptions of personnel resources throughout a course-based research experience. PLOS ONE. ISSN 1932-6203. doi: 10.1371/journal.pone.0264188.
• Creech, Catherine; Just, Jan; Hammarlund, Sarah; Rolle, Cleo E.; Gonsar, Ngawang Y. & Olson, Alyssa [Show all 15 contributors for this article] (2022). Evaluating the Representation of Community Colleges in Biology Education Research Publications following a Call to Action. CBE - Life Sciences Education. ISSN 1931-7913. 21(4). doi: 10.1187/cbe.21-09-0249.
• Robnett, Rachael D.; Ballen, Cissy J.; Fagbodun, Sheritta; Lane, Kelly; McCoy, Sophie J. & Robinson, Lecia [Show all 8 contributors for this article] (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. PLOS ONE. ISSN 1932-6203. 17(10). doi: 10.1371/journal.pone.0273301.
• Ewell, Sharday N.; Cotner, Sehoya Harris; Drake, Abby Grace; Fagbodun, Sheritta; Google, Angela & Robinson, Lecia [Show all 8 contributors for this article] (2022). Eight Recommendations to Promote Effective Study Habits for Biology Students Enrolled in Online Courses. Journal of Microbiology & Biology Education (JMBE). ISSN 1935-7877. 23(1). doi: 10.1128/jmbe.00260-21.
• Harlap, Yael; Jørgensen, Christian & Cotner, Sehoya Harris (2022). Maintaining quality assessment practices in Norwegian higher education after the two-evaluator law . Nordic Journal of STEM Education. ISSN 2535-4574. 6(1), p. 41–59. doi: 10.5324/njsteme.v6i1.4873.
• Hammarlund, Sarah P.; Scott, Cheryl; Binning, Kevin R. & Cotner, Sehoya Harris (2022). Context Matters: How an Ecological-Belonging Intervention Can Reduce Inequities in STEM. BioScience. ISSN 0006-3568. 72(4), p. 387–396. doi: 10.1093/biosci/biab146.
• Patrick, Lorelei; Barron, Hillary A.; Brown, Julie C. & Cotner, Sehoya Harris (2021). Building Excellence in Scientific Teaching: How Important Is the Evidence for Evidence-Based Teaching when Training STEM TAs? Journal of Microbiology & Biology Education (JMBE). ISSN 1935-7877. doi: 10.1128/jmbe.v22i1.2473.
• Hebert, Sadie; Blum, Jessamina E.; Wassenberg, Deena; Marks, David I; Barry, Kate & Cotner, Sehoya Harris (2021). Open Inquiry versus Broadly Relevant Short-Term Research Experiences for Non-Biology Majors†. Journal of Microbiology & Biology Education (JMBE). ISSN 1935-7877. doi: 10.1128/jmbe.v22i1.2167.
• Gonsar, Ngawang Y.; Patrick, Lorelei & Cotner, Sehoya Harris (2021). Graduate- and undergraduate-student perceptions of and preferences for teaching practices in STEM classrooms. SpringerOpen. ISSN 2520-8934. doi: 10.1186/s43031-021-00035-w.
• Mazur, Clay; Creech, Catherine; Just, Jan; Rolle, Cleo; Cotner, Sehoya Harris & Hewlett, James (2021). Teaching during COVID-19 Times: A Community College Perspective. Journal of Microbiology & Biology Education (JMBE). ISSN 1935-7877. doi: 10.1128/jmbe.v22i1.2459.
• Odom, Sara; Boso, Halle; Bowling, Scott; Brownell, Sara; Cotner, Sehoya Harris & Creech, Catherine [Show all 21 contributors for this article] (2021). Meta-analysis of Gender Performance Gaps in Undergraduate Natural Science Courses. CBE - Life Sciences Education. ISSN 1931-7913. doi: 10.1187/cbe.20-11-0260.
• Salehi, S; Berk, S. A.; Brunelli, R.; Cotner, Sehoya Harris; Creech, Catherine & Drake, A. G. [Show all 17 contributors for this article] (2021). Context Matters: Social Psychological Factors That Underlie Academic Performance across Seven Institutions. CBE - Life Sciences Education. ISSN 1931-7913. doi: 10.1187/cbe.21-01-0012.
• Barron, Hillary A.; Brown, Julie C. & Cotner, Sehoya Harris (2021). The culturally responsive science teaching practices of undergraduate biology teaching assistants. Journal of Research in Science Teaching. ISSN 0022-4308. 58(9), p. 1320–1358. doi: 10.1002/tea.21711.
• Zhao, Fangfang; Roehrig, Gillian; Patrick, Lorelei; Levesque-Bristol, Chantal & Cotner, Sehoya Harris (2021). Using a self-determination theory approach to understand student perceptions of inquiry-based learning. Teaching and Learning Inquiry. ISSN 2167-4779. 9(2). doi: 10.20343/TEACHLEARNINQU.9.2.5.
• Thompson, Seth K.; Brown, Julie; Cotner, Sehoya Harris; Andicoechea, Jonathan; Zhao, Fangfang & Roehrig, Gillian (2020). Design Features of an Effective and Theoretically Grounded Training Program for Undergraduate Teaching Assistants in the Life Sciences. IUScholarWorks Journals. doi: 10.14434/ijdl.v11i1.24129.
• Thompson, Seth K.; Hebert, Sadie; Berk, Sara; Brunelli, Rebecca; Creech, Catherine & Drake, Abby Grace [Show all 15 contributors for this article] (2020). A Call for Data-Driven Networks to Address Equity in the Context of Undergraduate Biology. CBE - Life Sciences Education. ISSN 1931-7913. doi: 10.1187/cbe.20-05-0085.
• Aguillon, Stepfanie M.; Siegmund, Gregor-Fausto; Petipas, Renee H.; Drake, Abby Grace; Cotner, Sehoya Harris & Ballen, Cissy (2020). Gender Differences in Student Participation in an Active-Learning Classroom. CBE - Life Sciences Education. ISSN 1931-7913. doi: 10.1187/cbe.19-03-0048.
• Lashley, Marcus A.; Acevedo, M; Cotner, Sehoya Harris & Lortie, Christopher J. (2020). How the ecology and evolution of the COVID-19 pandemic changed learning. Ecology and Evolution. ISSN 2045-7758. doi: 10.1002/ece3.6937.
• Thompson, Seth K.; Kirkpatrick, Catherine; Kramer, Maxwell & Cotner, Sehoya Harris (2020). Leveraging public data to offer online inquiry opportunities. Ecology and Evolution. ISSN 2045-7758. doi: 10.1002/ece3.6706.
• Yonas, Azariah; Sleeth, Margaret & Cotner, Sehoya Harris (2020). In a “Scientist Spotlight” Intervention, Diverse Student Identities Matter. Journal of Microbiology & Biology Education (JMBE). ISSN 1935-7877. doi: 10.1128/jmbe.v21i1.2013.
• Brandt, S; Cotner, Sehoya Harris; Koth, Zoe & McGaugh, Suzanne (2020). Scientist Spotlights: Online assignments to promote inclusion in Ecology and Evolution. Ecology and Evolution. ISSN 2045-7758. doi: 10.1002/ece3.6849.
• Salehi, S; Cotner, Sehoya Harris & Ballen, Cissy (2020). Variation in Incoming Academic Preparation: Consequences for Minority and First-Generation Students. Frontiers in Education. ISSN 2504-284X. doi: 10.3389/feduc.2020.552364.
• Geange, Sonya Rita; von Oppen, Jonathan; Strydom, Tanya; Boakye, Mickey; Gauthier, Tasha-Leigh J. & Gya, Ragnhild [Show all 19 contributors for this article] (2020). Next‐generation field courses: Integrating Open Science and online learning. Ecology and Evolution. ISSN 2045-7758. 11, p. 3577–3587. doi: 10.1002/ece3.7009.
• Cotner, Sehoya Harris; Jeno, Lucas Matias; Walker, J. D; Jørgensen, Christian & Vandvik, Vigdis (2020). Gender gaps in the performance of Norwegian biology students: the roles of test anxiety and science confidence. International Journal of STEM Education. ISSN 2196-7822. 7(55), p. 1–10. doi: 10.1186/s40594-020-00252-1.
• Patrick, Lorelei; Thompson, Seth; Halbritter Rechsteiner, Aud Helen; Enquist, Brian J.; Vandvik, Vigdis & Cotner, Sehoya Harris (2020). Adding value to a field-based course with a science communication module on local perceptions of climate change. The Bulletin of the Ecological Society of America. ISSN 2327-6096. 101(3). doi: 10.1002/bes2.1680.
• Kirkpatrick, Catherine; Schuchardt, Anita; Baltz, Daniel & Cotner, Sehoya Harris (2019). Computer-Based and Bench-Based Undergraduate Research Experiences Produce Similar Attitudinal Outcomes. CBE - Life Sciences Education. ISSN 1931-7913. doi: 10.1187/cbe.18-07-0112.
• Dunk, Ryan D. P.; Barnes, M. Elizabeth; Reiss, Michael J.; Alters, Brian; Asghar, Anila & Carter, B. Elijah [Show all 21 contributors for this article] (2019). Evolution education is a complex landscape. Nature Ecology and Evolution. ISSN 2397-334X. doi: 10.1038/s41559-019-0802-9.
• Salehi, S; Cotner, Sehoya Harris; Azarin, Samira M.; Carlson, Erin E.; Driessen, Michelle & Ferry, Vivian E. [Show all 11 contributors for this article] (2019). Gender Performance Gaps Across Different Assessment Methods and the Underlying Mechanisms: The Case of Incoming Preparation and Test Anxiety. Frontiers in Education. ISSN 2504-284X. doi: 10.3389/feduc.2019.00107.
• Henning, Jeremiah A.; Ballen, Cissy J.; Molina, Sergio & Cotner, Sehoya Harris (2019). Hidden Identities Shape Student Perceptions of Active Learning Environments. Frontiers in Education. ISSN 2504-284X. doi: 10.3389/feduc.2019.00129.
• Hebert, Sadie & Cotner, Sehoya Harris (2019). A Comparison of Nonmajors’ & Majors’ Incoming Science Process Skills. The American Biology Teacher (ABT). ISSN 0002-7685. doi: 10.1525/abt.2019.81.8.554.
• Ballen, Cissy J.; Aguillon, Stepfanie M.; Awwad, Azza; Bjune, Anne Elisabeth; Challou, Daniel & Drake, Abby Grace [Show all 26 contributors for this article] (2019). Smaller classes promote equitable student participation in STEM. BioScience. ISSN 0006-3568. 69(8), p. 669–680. doi: 10.1093/biosci/biz069. Full text in Research Archive
• Ballen, Cissy J.; Thompson, Seth K.; Blum, Jessamina E.; Newstrom, Nicholas P. & Cotner, Sehoya Harris (2018). Discovery and Broad Relevance May Be Insignificant Components of Course-Based Undergraduate Research Experiences (CUREs) for Non-Biology Majors. Journal of Microbiology & Biology Education (JMBE). ISSN 1935-7877. doi: 10.1128/jmbe.v19i2.1515.
• Ballen, Cissy J.; Aguillon, Stepfanie M.; Brunelli, Rebecca; Drake, Abby Grace; Wassenberg, Deena & Weiss, Stacey L. [Show all 8 contributors for this article] (2018). Do Small Classes in Higher Education Reduce Performance Gaps in STEM? BioScience. ISSN 0006-3568. doi: 10.1093/biosci/biy056.
• Mazur, Clayton; Galush, Tiffany; Moore, R & Cotner, Sehoya Harris (2018). Primary motivations of tourists visiting Galápagos: do tourists visit the archipelago to learn about evolution? Evolution: Education and Outreach. ISSN 1936-6426. doi: 10.1186/s12052-018-0085-7.
• Sullivan, Lauren L.; Ballen, Cissy J. & Cotner, Sehoya Harris (2018). Small group gender ratios impact biology class performance and peer evaluations. PLOS ONE. ISSN 1932-6203. doi: 10.1371/journal.pone.0195129.
• Neill, C; Cotner, Sehoya Harris; Driessen, Michelle & Ballen, Cissy (2018). Structured learning environments are required to promote equitable participation. Chemistry Education Research and Practice (CERP). ISSN 1756-1108. doi: 10.1039/c8rp00169c.
• Ballen, Cissy J.; Lee, Dahsol; Rakner, Lise & Cotner, Sehoya Harris (2018). Politics a “Chilly” Environment for Undergraduate Women in Norway. PS: Political Science and Politics. ISSN 1049-0965. 51(3), p. 653–658. doi: 10.1017/S1049096518000045.
• Cotner, Sehoya Harris; Mazur, Clayton; Galush, Tiffany & Moore, Randy (2017). Teaching the tourists in Galápagos: what do Galápagos National Park guides know, think, and teach tourists about evolution? Evolution: Education and Outreach. ISSN 1936-6426. doi: 10.1186/s12052-017-0072-4.
• Neill, Connor; Cotner, Sehoya Harris & Wisenden, Brian (2017). Solar-powered flow-through system for aquatic field studies. Methods in Ecology and Evolution. ISSN 2041-210X. doi: 10.1111/2041-210X.12818.
• Ballen, Cissy; Danielsen, Marie; Jørgensen, Christian; Grytnes, John Arvid & Cotner, Sehoya Harris (2017). Norway’s gender gap: classroom participation in undergraduate introductory science. Nordic Journal of STEM Education. ISSN 2535-4574. doi: 10.5324/njsteme.v1i1.2325.
• Ballen, Cissy J.; Salehi, S & Cotner, Sehoya Harris (2017). Exams disadvantage women in introductory biology. PLOS ONE. ISSN 1932-6203. doi: 10.1371/journal.pone.0186419.
• Cotner, Sehoya Harris; Thompson, Seth & Wright, Robin (2017). Do Biology Majors Really Differ from Non–STEM Majors? CBE - Life Sciences Education. ISSN 1931-7913. doi: 10.1187/cbe.16-11-0329.
• Ballen, Cissy J.; Blum, Jessamina E.; Brownell, Sara; Hebert, Sadie; Hewlett, James & Klein, Joanna R. [Show all 12 contributors for this article] (2017). A Call to Develop Course-Based Undergraduate Research Experiences (CUREs) for Nonmajors Courses. CBE - Life Sciences Education. ISSN 1931-7913. doi: 10.1187/cbe.16-12-0352.
• Cotner, Sehoya Harris & Ballen, Cissy J. (2017). Can mixed assessment methods make biology classes more equitable? PLOS ONE. ISSN 1932-6203. doi: 10.1371/journal.pone.0189610.
• Cotner, Sehoya Harris; Graczyk, Hannah; Garcia, José Luis Rodriguez & Moore, Randy (2016). In Galápagos … and Uncomfortable with Evolution. Journal of Biological Education. ISSN 0021-9266. doi: 10.1080/00219266.2016.1175758.
• Pan, Tiffany; Gladen, Kelsey; Duncan, Elizabeth; Cotner, Sehoya Harris; Cotner, James Bryan & McEwen, Daniel C. [Show all 7 contributors for this article] (2016). Bold, Sedentary Fathead Minnows Have More Parasites. Zebrafish. ISSN 1545-8547. doi: 10.1089/zeb.2015.1185.
• Cotner, Sehoya Harris & Hebert, Sadie (2016). Bean Beetles Make Biology Research Sexy. The American Biology Teacher (ABT). ISSN 0002-7685. doi: 10.1525/abt.2016.78.3.233.
• Thompson, Seth K.; Neill, Connor; Wiederhoeft, Ellen & Cotner, Sehoya Harris (2016). A Model for a Course-Based Undergraduate Research Experience (CURE) in a Field Setting . Journal of Microbiology & Biology Education (JMBE). ISSN 1935-7877. doi: 10.1128/jmbe.v17i3.1142.

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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.
• 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.
• Cotner, Sehoya Harris & Bolland, Sondre Sæther (2023). Contextualizing a psychosocial intervention in a Norwegian introductory-STEM course.
• 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.
• 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?
• Dahl, Tina; Coulson, Stephen James; Cotner, Sehoya Harris & Nordmo, Ivar (2023). Elvesletta Student Learning Area - how can it support students learning?
• 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.
• 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.
• Holtermann, Kristin & Cotner, Sehoya Harris (2023). Creating better work placements by understanding mentor challenges.
• Soule, Jonathan; Holtermann, Kristin & Cotner, Sehoya Harris (2023). Student posters and assessment that outlives the course.
• Cotner, Sehoya Harris; Andersson, Roy Oloph & Førland, Oddfrid T. Kårstad (2022). An evidence-based approach to STEM education.
• Cotner, Sehoya Harris (2022). A primer on EDU-Speak.
• Cotner, Sehoya Harris (2022). Low-effort, high-impact strategies for engaging all students in large lectures.
• Cotner, Sehoya Harris (2022). Equitable assessment in STEM education.
• Cotner, Sehoya Harris (2022). An evidenced-based approach to more equitable STEM Education.
• Cotner, Sehoya Harris (2022). An Evidence-Based Approach to More Equitable Teaching.
• Cotner, Sehoya Harris (2022). In-class assessment workshop.
• Cotner, Sehoya Harris (2022). Leveraging data in pursuit of gender equity in STEM higher education. Invited workshop.
• 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.
• Andersson, Roy Oloph; Cotner, Sehoya Harris; Roxå, Torgny & Ahlberg, Anders (2022). Scaffolding Educational Change through SoTL.
• Cotner, Sehoya Harris & Harlap, Yael (2022). Ensuring quality assessment practices under the two-evaluator law.
• 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.

• Cotner, Sehoya Harris; Thormodsæter, Ruben Schelbred & Soule, Jonathan (2021). What can escape rooms teach us about group work and student engagement?
• Ruben Schelbred, Thormodsæter; Soule, Jonathan & Cotner, Sehoya Harris (2021). Escape rooms for learning.
• 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.
• 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.

• Cotner, Sehoya Harris; Enquist, Brian J.; Chacon, J.; Maitner, Brian S.; Farfan-Rios, William & Michaletz, Sean T. [Show all 15 contributors for this article] (2020). International scientists need better support during global emergencies. Times Higher Education.
• 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. .
• 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.
• 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.
• Cotner, Sehoya; Jeno, Lucas Matias & Ballen, Cissy (2017). Strategies for documenting the implementation of active learning in the Department of Biology.
• Jeno, Lucas Matias & Cotner, Sehoya (2017). Gender gaps in Norwegian students: Confidence, self-efficacy, motivation and participation.
• Møgelvang, Anja ; Bjune, Anne Elisabeth; Coelho, Raquel; Cotner, Sehoya Harris; Grellscheid, David Günter & Ellingsen, Ståle (2023). Initial (March 2023) uses and perceptions of ChatGPT in a sample of students and instructors at the University of Bergen (UiB), Norway. University of Bergen, Norway. ISSN 978-82-93789-09-3.

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