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• Førland, Oddfrid T. K.; Dahl, Tina; Cotner, Sehoya Harris & Holtermann, Kristin (2026). The importance of multiple pathways for engagement: a longitudinal study of educators going public with educational development. International Journal for Academic Development. ISSN 1360-144X. p. 1–15. doi: 10.1080/1360144x.2026.2658428. Full text in Research Archive Show summary

  There is limited evidence of wide-reaching impact of educational development projects, and although initiatives often emphasise dissemination to increase their reach, previous work has indicated that the impact is often restricted to the immediate context. This article presents the case of a Norwegian Centre for Excellence in Education and explores to what extent the educators in the broader community engaged in educational development using SoTL approaches. Using records spanning 10 years we investigated which educators engaged in publicly sharing teaching and learning development, to which target audiences, and how this developed over time. We find an increasing diversity and number of educators going public, showing that educators did engage beyond the core team, spreading pedagogical development that could otherwise have stayed within a small network. However, this development only become evident as we look at longitudinal data, underlining the temporal aspect of change. The SoTL approach strengthened the involvement of educators as developers and disseminators, and enabled educators to be informed agents in educational development. We conclude that providing multiple pathways to engagement, through sustained initiatives, may be necessary to achieve the impact that many educational development projects aim for.

• Jesus, Maria M. De; Hobbs, Kristen S.; Adams, Paula E.; Ammamoo, Edem; Costello, Robin A. & Cotner, Sehoya Harris [Show all 18 contributors for this article] (2026). Equitable Group Work in Undergraduate Biology Courses: Leveraging a Complex Instruction Framework to Identify Pedagogical Strategies. CBE - Life Sciences Education. 25:es1(2), p. 1–15. doi: 10.1187/cbe.25-07-0154. Full text in Research Archive
• Johansen, Marius Ole; Jeno, Lucas M. & Cotner, Sehoya Harris (2026). The role of competence and autonomy support in instructor motivation: a path model in Norwegian higher education. Cogent Education. 13(1). doi: 10.1080/2331186x.2026.2644704. Full text in Research Archive Show summary

  Higher education institutions increasingly emphasize autonomy-supportive teaching, yet little is known about how instructors’ perceived competence and the autonomy support they receive from institutional leadership jointly shape their motivation and teaching-related intentions. Drawing on Self-Determination Theory, this study addresses this gap by examining how perceived autonomy support and competence relate to intrinsic motivation, external regulation, autonomy-supportive teaching behaviors, and teaching intentions among university instructors. Using national survey data from 136 biology instructors in Norway, we tested a path model assessing these relationships. Structural equation modeling showed that perceived competence strongly predicted intrinsic motivation, which in turn positively predicted teaching intentions, while external regulation negatively predicted teaching intentions. Contrary to theoretical expectations, perceived autonomy support from leadership was unrelated to intrinsic motivation or external regulation. Competence also directly predicted autonomy-supportive teaching behaviors, whereas motivational pathways did not. The results indicate that competence acts as a central driver of instructor motivation. The findings suggest that faculty development initiatives that strengthen instructors’ perceived teaching competence may be a particularly effective lever for enhancing motivation and teaching intentions in higher education.

• Thormodsæter, Ruben Schelbred; Ballen, Cissy J.; Fagbodun, Sheritta; Foster-Hartnett, Dawn; García-Ojeda, Marcos E. & Gonsar, Ngawang [Show all 12 contributors for this article] (2026). Can we Mitigate the Impacts of Test Anxiety Through Reappraisal Interventions? A Replication Study in Science Courses Across Multiple Institution Types in the United States. CBE - Life Sciences Education. 25(1). doi: 10.1187/cbe.25-04-0055. Full text in Research Archive Show summary

  There is compelling evidence that test anxiety-related performance is contributing to documented trends in attrition in science, technology, engineering, and math (STEM) disciplines. While some anxiety-mitigation interventions have yielded promising results, these interventions have not been replicated broadly, specifically at different institution types. In the current research, we (a) examine how test anxiety relates to performance in STEM courses, by student characteristics and institution type; and (b) test, via replication, a cognitive reappraisal intervention across 12 courses at seven higher education institutions. We used a pre- and postintervention survey to assess test anxiety and combined these data with course performance and experimental condition: intervention or placebo. We confirm that test anxiety is negatively predictive of performance. We also note that Black students at predominantly white institutions have significantly higher test anxiety than their counterparts at Historically Black Colleges and Universities. However, the intervention failed to impact self-reported test anxiety or student performance. The work we describe here is characterized by several contributions to our growing understanding of test anxiety, performance, and student attrition in STEM.

• Vandvik, Vigdis; Halbritter, Aud Helen; Macias-Fauria, Marc; Maitner, Brian S.; Michaletz, Sean T. & Telford, Richard James [Show all 45 contributors for this article] (2025). Plant traits and associated ecological data from global change experiments and climate gradients in Norway. Scientific Data. 12. doi: 10.1038/s41597-025-05509-4. Full text in Research Archive Show summary

  Plant functional trait-based approaches are powerful tools to assess the consequences of global environmental changes for plant ecophysiology, population and community ecology, ecosystem functioning, and landscape ecology. Here, we present data capturing these ecological dimensions from grazing, nitrogen addition, and warming experiments conducted along a 821 m a.s.l. elevation gradient and from a climate warming experiment conducted across a 3,200 mm precipitation gradient in boreal and alpine grasslands in Vestland County, western Norway. From these systems we collected 28,762 plant and leaf functional trait measurements from 76 vascular plant species, 88 leaf assimilation-temperature responses, 577 leaf handheld hyperspectral readings, 2.26 billion leaf temperature measurements, 3,696 ecosystem CO 2 flux measurements, and 10.69 ha of multispectral (10-band) and RGB cm-resolution imagery from 4,648 individual images obtained from airborne sensors. These data augment existing longer-term data on local climate, soils, plant populations, plant community composition, and ecosystem functioning from within the same experiments and study systems and from similar systems in other mountain regions globally.

• Coelho, Raquel; Bjune, Anne Elisabeth; Ellingsen, Ståle; Solheim, Belinda Munoz; Thormodsæter, Ruben Schelbred & Wasson, Barbara [Show all 7 contributors for this article] (2025). A Call for Clarity: Biology Students Advocate for Guidelines for the Use of Generative AI in Higher Education. Journal of Science Education and Technology. ISSN 1059-0145. 34, p. 853–865. doi: 10.1007/s10956-025-10216-1. Full text in Research Archive
• 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. Full text in Research Archive
• Halbritter, Aud Helen; Vandvik, Vigdis; Cotner, Sehoya Harris; Farfan-Rios, William; Maitner, Brian S. & Michaletz, Sean T. [Show all 62 contributors for this article] (2024). Plant trait and vegetation data along a 1314 m elevation gradient with fire history in Puna grasslands, Perú. Scientific Data. 11. doi: 10.1038/s41597-024-02980-3. Full text in Research Archive Show summary

  Alpine grassland vegetation supports globally important biodiversity and ecosystems that are increasingly threatened by climate warming and other environmental changes. Trait-based approaches can support understanding of vegetation responses to global change drivers and consequences for ecosystem functioning. In six sites along a 1314 m elevational gradient in Puna grasslands in the Peruvian Andes, we collected datasets on vascular plant composition, plant functional traits, biomass, ecosystem fluxes, and climate data over three years. The data were collected in the wet and dry season and from plots with different fire histories. We selected traits associated with plant resource use, growth, and life history strategies (leaf area, leaf dry/wet mass, leaf thickness, specific leaf area, leaf dry matter content, leaf C, N, P content, C and N isotopes). The trait dataset contains 3,665 plant records from 145 taxa, 54,036 trait measurements (increasing the trait data coverage of the regional flora by 420%) covering 14 traits and 121 plant taxa (ca. 40% of which have no previous publicly available trait data) across 33 families.

• Schneider, Joel R.; Aaby, Truls; Boessenkool, Sanne; Eriksen, Emma Falkeid; Holtermann, Kristin & Martens, Iver [Show all 13 contributors for this article] (2024). Creating better internships by understanding mentor challenges: findings from a series of focus groups. International Journal of STEM Education. 11(1). doi: 10.1186/s40594-024-00518-y. Full text in Research Archive Show summary

  Background: Despite demands to make higher education more relevant beyond academia, and a growing body of work testifying to the benefits of work-relevance programs (e.g., work-placements, or internships) for both students and the companies that host them, there is limited information available for those aiming to optimize these programs. For example, few have explored the challenges and needs of internship supervisors. Here, we focus on the experiences of supervisors in biology and geology programs across three Norwegian institutions. Specifically, through a series of focus groups, we asked internship supervisors about their motivations for serving as student mentors, any challenges they had faced, and what higher-education institutions could do to better prepare them for hosting students at their workplaces. Results: Key challenges faced by supervisors include the need to tailor placements to individual student needs and capabilities, navigating the constraints imposed by academic structures, and addressing communication gaps between students, institutions, and workplace supervisors. Internship supervisors suggest enhancing communication strategies to better define roles and expectations, increasing support and training for supervisors, and establishing clearer, more collaborative frameworks for setting learning objectives with students. Conclusions: The supervisors’ suggestions aim to ensure that internships are mutually beneficial, supporting both students' educational outcomes and the workplace needs. By focusing on the supervisor's perspective, we provide valuable insights into one aspect of implementing effective and rewarding internships (i.e., supervisor preparation), thereby suggesting pathways for future improvements in these high-impact educational practices.

• 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. Full text in Research Archive 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.

• 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. Full text in Research Archive Show summary

  To achieve meaningful learning experiences in online classrooms, students must become self-regulated learners through the development of effective study habits. Currently, there is no set of recommendations to promote study habits in online biology learning environments. To fill gaps in our understanding, a working group associated with a research coordination network (Equity and Diversity in Undergraduate STEM, EDU-STEM) convened virtually in June 2021. We identify student barriers to self-regulated learning in online environments and present eight practical recommendations to help biology educators and biology education researchers apply and advance evidence-based study habits in online courses. As higher education institutions continue to offer online learning opportunities, we hope this essay equips instructors with the knowledge and tools to promote student success in online biology coursework.

• 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. 21(4), p. ar67–ar67. doi: 10.1187/cbe.21-09-0249. Full text in Research Archive Show summary

  Interest in biology education research (BER) has been growing over the last two decades, yet few BER publications focus on community colleges, which serve a large percentage of the undergraduate student population and a majority of those students who identify with historically underserved groups. In this paper, we define community college biology education research (CC BER) as publications with a community college faculty member as an author, publications with a community college study context or a focus on community college biology teaching and learning, and publications that use community college students as a source of data. We conducted a literature review to quantify how CC BER has progressed since initial calls for broadening participation by recording the number of CC BER publications in seven prominent journals between 2016 and 2020. Our formal analysis of peer-reviewed BER literature indicates that there has been a statistically significant increase in CC BER publications from 3.2% to 5.9% of total BER publications since the last analysis in 2017. We conclude with a discussion of strategies for further broadening of participation in CC BER.

• 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. 6(1), p. 41–59. doi: 10.5324/njsteme.v6i1.4873. Full text in Research Archive Show summary

  In May 2021, the Norwegian parliament voted unanimously to again require the use of two evaluators to assess all student work given a grade on the A-F scale in higher education. This revision of the law regulating higher education marks a return to a rule that had been rescinded with the Quality Reform of 2001, and has the potential to lead to a cascade of negative consequences for the quality of practices in STEM higher education. We first provide an overview of the problem, and then offer practical, constructive, and evidence-based suggestions for how instructors can meet these requirements while still offering students opportunities to gain formative feedback, to engage in deep and meaningful learning, and be assessed in ways that are aligned with the intended learning outcomes of the course. These recommendations are certainly not exclusive to a STEM learning context, but two of us (CJ and SC) are STEM educators and bring that perspective to this work.

• 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. 17(10). doi: 10.1371/journal.pone.0273301. Full text in Research Archive Show summary

  The coronavirus disease 2019 (COVID-19) pandemic has led to a reimagining of many aspects of higher education, including how instructors interact with their students and how they encourage student participation. Text-based chatting during synchronous remote instruction is a simple form of student-student and student-instructor interaction. The importance of student participation has been documented, as have clear disparities in participation between those well-represented and those under-represented in science disciplines. Thus, we conducted an investigation into who is texting, what students are texting, and how these texts align with course content. We focused on two sections of a large-enrollment, introductory biology class offered remotely during Fall 2020. Using an analysis of in-class chatting, in combination with student survey responses, we find that text-based chatting suggests not only a high level of student engagement, but a type of participation that is disproportionately favored by women. Given the multiple lines of evidence indicating that women typically under-participate in their science courses, any vehicle that counters this trend merits further exploration. We conclude with suggestions for further research, and ideas for carrying forward text-based chatting in the post-COVID-19, in-person classroom.

• 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. 17(12). doi: 10.1371/journal.pone.0278339. Full text in Research Archive Show summary

  The Open Science (OS) movement is rapidly gaining traction among policy-makers, research funders, scientific journals and individual scientists. Despite these tendencies, the pace of implementing OS throughout the scientific process and across the scientific community remains slow. Thus, a better understanding of the conditions that affect OS engagement, and in particular, of how practitioners learn, use, conduct and share research openly can guide those seeking to implement OS more broadly. We surveyed participants at an OS workshop hosted by the Living Norway Ecological Data Network in 2020 to learn how they perceived OS and its importance in their research, supervision and teaching. Further, we wanted to know what OS practices they had encountered in their education and what they saw as hindering or helping their engagement with OS. The survey contained scaled response and open-ended questions, allowing for a mixed-methods approach. We obtained survey responses from 60 out of 128 workshop participants (47%). Responses indicated that usage and sharing of open data and code, as well as open access publication, were the most frequent OS practices. Only a minority of respondents reported having encountered OS in their formal education. A majority also viewed OS as less important in their teaching than in their research and supervisory roles. The respondents’ suggestions for what would facilitate greater OS engagement in the future included knowledge, guidelines, and resources, but also social and structural support. These are aspects that could be strengthened by promoting explicit implementation of OS practices in higher education and by nurturing a more inclusive and equitable OS culture. We argue that incorporating OS in teaching and learning of science can yield substantial benefits to the research community, student learning, and ultimately, to the wider societal objectives of science and higher education.

• 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. doi: 10.1371/journal.pone.0264188. Full text in Research Archive
• 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. Full text in Research Archive
• 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. doi: 10.1187/cbe.21-01-0012. Full text in Research Archive
• 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. doi: 10.1187/cbe.20-11-0260. Full text in Research Archive
• Gonsar, Ngawang Y.; Patrick, Lorelei & Cotner, Sehoya Harris (2021). Graduate- and undergraduate-student perceptions of and preferences for teaching practices in STEM classrooms. CVIR Endovascular. doi: 10.1186/s43031-021-00035-w. Full text in Research Archive
• 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. Full text in Research Archive
• 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. Full text in Research Archive
• 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. Full text in Research Archive
• 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. Full text in Research Archive
• 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. Full text in Research Archive Show summary

  Inquiry-based laboratory activities, as a part of science curricula, have been advocated to increase students’ learning outcomes and improve students’ learning experiences, but students sometimes struggle with open-inquiry activities. This study aims to investigate students’ perceptions of inquiry-based learning in a set of laboratory activities, specifically from a psychological (i.e., Self-Determination Theory) perspective. Students’ ratings of the level of inquiry in these activities indicate that students’ perceptions of inquiry align with the instructor-intended amount of inquiry in each exercise. Students’ written responses, explaining their ratings, indicate that students’ perceptions of the amount of inquiry in a given lab exercise relate to their feeling of freedom (or autonomy), competence, and relatedness (or support), during the inquiry-based learning activities. The results imply that instructors implementing inquiry-based learning activities should consider student motivation, and Self-Determination Theory can be a useful diagnostic tool during teaching development.

• 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. Full text in Research Archive
• 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. 7(55), p. 1–10. doi: 10.1186/s40594-020-00252-1. Full text in Research Archive Show summary

  Background: Understanding student motivational factors such as test anxiety and science confidence is important for increasing retention in science, technology, engineering, and math (STEM), especially for underrepresented students, such as women. We investigated motivational metrics in over 400 introductory biology students in Norway, a country lauded for its gender equality. Specifically, we measured test anxiety and science confidence and combined students’ survey responses with their performance in the class. Results: We found that female students expressed more test anxiety than did their male counterparts, and the anxiety they experienced negatively predicted their performance in class. By contrast, the anxiety male students experienced did not predict their performance. Conversely, men had higher confidence than women, and confidence interacted with gender, so that the difference between its impact on men’s and women’s performance was marginally significant. Conclusions: Our findings have implications for STEM instructors, in Norway and beyond: specifically, to counter gender-based performance gaps in STEM courses, minimize the effects of test anxiety.

• Geange, Sonya Rita; Oppen, Jonathan von; 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. 11(8), p. 3577–3587. doi: 10.1002/ece3.7009. Full text in Research Archive Show summary

  As Open Science practices become more commonplace, there is a need for the next generation of scientists to be well versed in these aspects of scientific research. Yet, many training opportunities for early career researchers (ECRs) could better emphasize or integrate Open Science elements. Field courses provide opportunities for ECRs to apply theoretical knowledge, practice new methodological approaches, and gain an appreciation for the challenges of real-life research, and could provide an excellent platform for integrating training in Open Science practices. Our recent experience, as primarily ECRs engaged in a field course interrupted by COVID-19, led us to reflect on the potential to enhance learning outcomes in field courses by integrating Open Science practices and online learning components. Specifically, we highlight the opportunity for field courses to align teaching activities with the recent developments and trends in how we conduct research, including training in: publishing registered reports, collecting data using standardized methods, adopting high-quality data documentation, managing data through reproducible workflows, and sharing and publishing data through appropriate channels. We also discuss how field courses can use online tools to optimize time in the field, develop open access resources, and cultivate collaborations. By integrating these elements, we suggest that the next generation of field courses will offer excellent arenas for participants to adopt Open Science practices.

• Patrick, Lorelei; Thompson, Seth; Rechsteiner, Aud Helen Halbritter; 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. Full text in Research Archive
• 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. doi: 10.1187/cbe.19-03-0048. Full text in Research Archive
• Brandt, S; Cotner, Sehoya Harris; Koth, Zoe & McGaugh, Suzanne (2020). Scientist Spotlights: Online assignments to promote inclusion in Ecology and Evolution. Ecology and Evolution. doi: 10.1002/ece3.6849. Full text in Research Archive
• Salehi, S; Cotner, Sehoya Harris & Ballen, Cissy (2020). Variation in Incoming Academic Preparation: Consequences for Minority and First-Generation Students. Frontiers in Education. doi: 10.3389/feduc.2020.552364. Full text in Research Archive
• Thompson, Seth K.; Kirkpatrick, Catherine; Kramer, Maxwell & Cotner, Sehoya Harris (2020). Leveraging public data to offer online inquiry opportunities. Ecology and Evolution. doi: 10.1002/ece3.6706. Full text in Research Archive
• 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. Full text in Research Archive
• 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. doi: 10.1002/ece3.6937. Full text in Research Archive
• 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. doi: 10.1187/cbe.20-05-0085. Full text in Research Archive
• 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 Show summary

  As science, technology, engineering, and mathematics (STEM) classrooms in higher education transition from lecturing to active learning, the frequency of student interactions in class increases. Previous research documents a gender bias in participation, with women participating less than would be expected on the basis of their numeric proportions. In the present study, we asked which attributes of the learning environment contribute to decreased female participation: the abundance of in-class interactions, the diversity of interactions, the proportion of women in class, the instructor's gender, the class size, and whether the course targeted lower division (first and second year) or upper division (third or fourth year) students. We calculated likelihood ratios of female participation from over 5300 student–instructor interactions observed across multiple institutions. We falsified several alternative hypotheses and demonstrate that increasing class size has the largest negative effect. We also found that when the instructors used a diverse range of teaching strategies, the women were more likely to participate after small-group discussions.

• 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. doi: 10.1187/cbe.18-07-0112. Full text in Research Archive
• Henning, Jeremiah A.; Ballen, Cissy J.; Molina, Sergio & Cotner, Sehoya Harris (2019). Hidden Identities Shape Student Perceptions of Active Learning Environments. Frontiers in Education. doi: 10.3389/feduc.2019.00129. Full text in Research Archive
• 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. doi: 10.3389/feduc.2019.00107. Full text in Research Archive
• 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. doi: 10.1038/s41559-019-0802-9. Full text in Research Archive
• 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. 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. Full text in Research Archive
• 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. Full text in Research Archive
• 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. Full text in Research Archive
• Sullivan, Lauren L.; Ballen, Cissy J. & Cotner, Sehoya Harris (2018). Small group gender ratios impact biology class performance and peer evaluations. PLOS ONE. doi: 10.1371/journal.pone.0195129. Full text in Research Archive
• 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). doi: 10.1039/c8rp00169c. Full text in Research Archive
• 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. Full text in Research Archive
• Ballen, Cissy J.; Salehi, S & Cotner, Sehoya Harris (2017). Exams disadvantage women in introductory biology. PLOS ONE. doi: 10.1371/journal.pone.0186419. Full text in Research Archive
• 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. doi: 10.1187/cbe.16-12-0352. Full text in Research Archive
• Cotner, Sehoya Harris & Ballen, Cissy J. (2017). Can mixed assessment methods make biology classes more equitable? PLOS ONE. doi: 10.1371/journal.pone.0189610. Full text in Research Archive
• Neill, Connor; Cotner, Sehoya Harris & Wisenden, Brian (2017). Solar-powered flow-through system for aquatic field studies. Methods in Ecology and Evolution. doi: 10.1111/2041-210X.12818. Full text in Research Archive
• 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. doi: 10.5324/njsteme.v1i1.2325. Full text in Research Archive
• 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. Full text in Research Archive
• Cotner, Sehoya Harris; Thompson, Seth & Wright, Robin (2017). Do Biology Majors Really Differ from Non–STEM Majors? CBE - Life Sciences Education. doi: 10.1187/cbe.16-11-0329. Full text in Research Archive
• 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. Full text in Research Archive
• 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. Full text in Research Archive

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• Sundset, Monica Alterskjær; Aaby, Truls; Eriksen, Emma Falkeid; Finstad, Bjørn-Petter; Holtermann, Kristin & Lien, Ingrid Hovda [Show all 13 contributors for this article] (2025). WEBINAR UIB: Former students value long-term impacts of work-integrated learning in Fishery and Aquaculture Science and STEM science programs. Full text in Research Archive
• Pavlovic, Zeljana; Waskaas, Madeleine; Grung, Bjørn; Møgelvang, Anja; Seland, John Georg & Cotner, Sehoya Harris [Show all 7 contributors for this article] (2025). Samarbeidslæring i kjemilaboratorieundervisningen for økt læring. Full text in Research Archive
• Holtermann, Kristin; Soule, Jonathan; Cotner, Sehoya Harris; Sundset, Monica Alterskjær; Finstad, Bjørn-Petter & Lien, Ingrid Hovda [Show all 9 contributors for this article] (2025). Workshop MNT konferansen 2025: Praksis i disiplin og tverrfaglige studieprogram: Hva, hvorfor og hvordan? Full text in Research Archive Show summary

  I løpet av de siste tiårene har flere fagmiljø i høyere utdanning i Norge utviklet og etablert praksisemner for studenter innen disiplinfagene biologi og geologi,samt det tverrfaglige studiet fiskeri og havbruksvitenskap. I denne workshopen vil vi gjennomføre en interaktiv “Jigsaw aktivitet” for å presentere og diskutere erfaringer og forskningsresultater fra implementeringen av disse praksisemnene ved tre universitet i Norge. Vi vil diskutere funn fra vår forskning, inkludert bedriftenes perspektiver på samarbeid om praksis (Schneider et al., 2024), tidligere studenters syn på betydningen av praksis (Sundset et al., in prep), og praksisstudenters erfaringer når det gjelder faktorer som påvirker læring ute i praksis (Sandvoll et al., in prep). I tillegg vil vi dele våre samlede erfaringer som undervisere og administratorer av praksisemner i arbeidsrelevansprosjektene SAMPRAKSIS og DEVELOP. Deretter leder vi en delvis strukturert diskusjon med fokus på hvordan våre funn kan bidra til å fremme arbeidet med økt arbeidslivsrelevans i disiplinfaglig og flerfaglige studieprogram. Avslutningsvis vil vi demonstrere to konkrete, åpne digitale plattformer som vi har utviklet i samarbeid med studenter og praksispartnere. Disse plattformene er utviklet for å støtte samarbeidspartnere i bedrifter som veileder praksisstudenter fra universitetet.

• Holtermann, Kristin; Soule, Jonathan; Cotner, Sehoya Harris; Sundset, Monica Alterskjær; Finstad, Bjørn-Petter & Lien, Ingrid Hovda [Show all 9 contributors for this article] (2025). WORKSHOP MNT konferansen 2025: Praksis i disiplin og tverrfaglige studieprogram: Hva, hvorfor og hvordan? Full text in Research Archive Show summary

  : I løpet av de siste tiårene har flere fagmiljø i høyere utdanning i Norge utviklet og etablert praksisemner for studenter innen disiplinfagene biologi og geologi, samt det tverrfaglige studiet fiskeri og havbruksvitenskap. I denne workshopen vil vi gjennomføre en interaktiv “Jigsaw aktivitet” for å presentere og diskutere erfaringer og forskningsresultater fra implementeringen av disse praksisemnene ved tre universitet i Norge. Vi vil diskutere funn fra vår forskning, inkludert bedriftenes perspektiver på samarbeid om praksis (Schneider et al., 2024), tidligere studenters syn på betydningen av praksis (Sundset et al., in prep), og praksisstudenters erfaringer når det gjelder faktorer som påvirker læring ute i praksis (Sandvoll et al., in prep). I tillegg vil vi dele våre samlede erfaringer som undervisere og administratorer av praksisemner i arbeidsrelevansprosjektene SAMPRAKSIS og DEVELOP. Deretter leder vi en delvis strukturert diskusjon med fokus på hvordan våre funn kan bidra til å fremme arbeidet med økt arbeidslivsrelevans i disiplinfaglig og flerfaglige studieprogram. Avslutningsvis vil vi demonstrere to konkrete, åpne digitale plattformer som vi har utviklet i samarbeid med studenter og praksispartnere. Disse plattformene er utviklet for å støtte samarbeidspartnere i bedrifter som veileder praksisstudenter fra universitetet.

• Vandvik, Vigdis; Eidesen, Pernille Bronken; Coulson, Stephen James & Cotner, Sehoya Harris (2024). How it started, how it happened, where it’s going—10 years of cultural transformation and the way forward. Full text in Research Archive
• Holtermann, Kristin; Soule, Jonathan & Cotner, Sehoya Harris (2024). Creating better work placements by understanding mentor challenges and developing supporting digital resources. Full text in Research Archive
• Nerheim, Magnus Svendsen; Nerlie, Pernille Eyde & Cotner, Sehoya Harris (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. Full text in Research Archive
• Cotner, Sehoya Harris; Førland, Oddfrid T. Kårstad & Holtermann, Kristin (2024). Why do they leave? Understanding attrition at the Faculty of Mathematics and Natural Sciences. Full text in Research Archive
• Holtermann, Kristin; Soule, Jonathan & Cotner, Sehoya Harris (2024). Videreutvikling av arbeidspraksis for disiplinstudenter ved å støtte praksisveilederne. Full text in Research Archive
• Holtermann, Kristin; Soule, Jonathan & Cotner, Sehoya Harris (2024). Does work-practice matter? Student perspectives on the longer-term impacts of discipline-based work-practice. Full text in Research Archive
• Dahl, Tina; Coulson, Stephen James; Cotner, Sehoya Harris & Nordmo, Ivar (2023). Elvesletta Student Learning Area - how can it support students learning? Full text in Research Archive
• 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! Full text in Research Archive
• 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? Full text in Research Archive
• 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. Full text in Research Archive
• Cotner, Sehoya Harris & Bolland, Sondre Sæther (2023). Contextualizing a psychosocial intervention in a Norwegian introductory-STEM course. Full text in Research Archive
• 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. Full text in Research Archive
• 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. Full text in Research Archive
• Holtermann, Kristin & Cotner, Sehoya Harris (2023). Creating better work placements by understanding mentor challenges. Full text in Research Archive
• Soule, Jonathan; Holtermann, Kristin & Cotner, Sehoya Harris (2023). Student posters and assessment that outlives the course. Full text in Research Archive
• Rechsteiner, Aud Helen Halbritter; 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. Full text in Research Archive 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 (2022). In-class assessment workshop. Full text in Research Archive
• Cotner, Sehoya Harris (2022). Leveraging data in pursuit of gender equity in STEM higher education. Invited workshop. Full text in Research Archive
• Cotner, Sehoya Harris & Harlap, Yael (2022). Ensuring quality assessment practices under the two-evaluator law. Full text in Research Archive
• Cotner, Sehoya Harris; Andersson, Roy Oloph & Førland, Oddfrid T. Kårstad (2022). An evidence-based approach to STEM education. Full text in Research Archive
• Cotner, Sehoya Harris (2022). Equitable assessment in STEM education. Full text in Research Archive
• Cotner, Sehoya Harris (2022). An evidenced-based approach to more equitable STEM Education. Full text in Research Archive
• Cotner, Sehoya Harris (2022). Low-effort, high-impact strategies for engaging all students in large lectures. Full text in Research Archive
• 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. Full text in Research Archive
• Cotner, Sehoya Harris (2022). An Evidence-Based Approach to More Equitable Teaching. Full text in Research Archive
• Andersson, Roy Oloph; Cotner, Sehoya Harris; Roxå, Torgny & Ahlberg, Anders (2022). Scaffolding Educational Change through SoTL. Full text in Research Archive
• Cotner, Sehoya Harris (2022). A primer on EDU-Speak. Full text in Research Archive
• Schelbred, Thormodsæter Ruben; Soule, Jonathan & Cotner, Sehoya Harris (2021). Escape rooms for learning. Full text in Research Archive
• Cotner, Sehoya Harris; Thormodsæter, Ruben Schelbred & Soule, Jonathan (2021). What can escape rooms teach us about group work and student engagement? Full text in Research Archive
• 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. Full text in Research Archive
• Vandvik, Vigdis; Rechsteiner, Aud Helen Halbritter; Labella, Julia Chacon; 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. Full text in Research Archive 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. Full text in Research Archive
• 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. Full text in Research Archive
• Cotner, Sehoya Harris; Patrick, Lorelei; Rechsteiner, Aud Helen Halbritter; Enquist, Brian J. & Vandvik, Vigdis (2018). A Culturally Competent Course‐Based Research Experience (CRE) for Graduate Students. Full text in Research Archive
• 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. Full text in Research Archive
• Jeno, Lucas Matias & Cotner, Sehoya (2017). Gender gaps in Norwegian students: Confidence, self-efficacy, motivation and participation. Full text in Research Archive
• Cotner, Sehoya; Jeno, Lucas Matias & Ballen, Cissy (2017). Strategies for documenting the implementation of active learning in the Department of Biology. Full text in Research Archive
• Førland, Oddfrid T. Kårstad; Dahl, Tina; Holtermann, Kristin; Soule, Jonathan & Cotner, Sehoya Harris (2024). Ten years in pursuit of excellent biology education. Centre for Excellence in Biology Education, bioCEED. ISSN 9788280885159. Full text in Research Archive Show summary

  bioCEED was built on the vision that biology, and biologists, emerge in the interplay between biological theory, the practical applications of biological knowledge, and the relevance of biological theory and practical knowledge for society. The ‘domain of biology’ is defined by the interactions between the development of scientific content knowledge and practices within biology itself, and society’s applications of this knowledge and these skills. Biology education must therefore prepare our students for demanding roles in science and society, and for complex challenges in their future careers. Our overarching approach to develop biology education can be summarized in three points: 1. Make use of the whole biological triangle in biology education (research-based education, skills training, work and societal relevance) 2. Focus on the students, and what benefits their learning (evidence-based teaching) 3. Exploit the research culture to grow a collegial and scholarly culture of teaching and learning (Scholarship of Teaching and Learning (SoTL)) The introductory chapter describes our development as a centre and summarizes the underlying principles for all our activities, namely: (i) education and educational development should be research based, (ii) our initiatives and innovations should be based on a collegial and scholarly approach, and (iii) students should be partners in education, educational development, and research. Further, we reflect on the reach and impact of bioCEED. In the chapter Learning Culture, we direct the reader to our emphasis on the multiple ways in which people could engage with bioCEED — from low- to high-effort, and from short-term participation to more sustained collaborations. We use our outreach activity over ten years to show how we have engaged educators in conversations about teaching and learning. We conclude the chapter with our ten recommendations for supporting a cultural shift towards a collegial culture that emphasizes SoTL. The Students as Partners chapter tells the story of our evolution from a Centre in which students were initially involved as representatives and informants to one in which they became partners, contributing in various ways to development, implementation, analysis, and decision-making within teaching and learning. We provide examples of activities, student projects and co-creation to illustrate this point. In the chapter Innovative Teaching, we give examples of bioCEED facilitating our colleagues’ implementation of novel and evidence-based teaching. A consistent theme throughout is the use of SoTL in the service of better education and creating a knowledge base for further development. In this chapter, we also describe the tools and resources that have been created, assessed, shared, and maintained by bioCEED. The Practical Training chapter describes our accomplishments with embedding authentic learning experiences into the curricula. We include examples of courses and networks that support students engaged in work practice, as well as examples of course-based research experiences. Four key bioCEED people contributed individual reflections to this chapter.

• 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 9788293789093. Full text in Research Archive Show summary

  The spring semester of 2023 in higher education was impacted by the release of Large Language Models (LLMs) to the general public. OpenAI’s ChatGPT was at the forefront, with Google's Bard, Microsoft’s Bing, and others following suit. In response to the ongoing discussions in higher education, we conducted a survey to examine the use and understanding of LLMs among students and instructors at the Faculty of Mathematics and Natural Sciences at the University of Bergen, Norway. Given that the survey was distributed in February and March 2023 - shortly after ChatGPT was launched and before similar tools from other providers were in wide use - we focused primarily on ChatGPT. Our aim was to gain a deeper understanding of existing perceptions and misconceptions about ChatGPT, enabling us to design more informed implementation strategies for its integration into our courses. Further, by considering usage patterns and perceptions shortly after the launch of ChatGPT, we established a baseline for later comparisons as these tools become increasingly embedded in our routines.

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