Ragnhild Sofie Sandvoll

Associate Professor, 20%

Academic article

Show author(s) (2022). Academic development through a collective approach – introducing peer observation of teaching in a multidisciplinary faculty. Nordic Journal of STEM Education. 16-27.

Show author(s) (2021). Student course evaluation documents: Constituting evaluation practice. Assessment & Evaluation in Higher Education.
Show author(s) (2021). Praksis som læringsform i studier uten profesjonstilknytning - utfordringer og muligheter. Nordic Journal of STEM Education. 6 pages.
Show author(s) (2021). Drivers for educational change? Educational leaders’ perceptions of academic developers as change agents. International Journal for Academic Development. 14 pages.

Show author(s) (2020). Discrepancies in purposes of student course evaluations: what does it mean to be “satisfied”? Educational Assessment, Evaluation and Accountability. 83-102.

Show author(s) (2018). Merittering som vitenskapelig tilnærming til undervisning. UNIPED. 246-258.

Show author(s) (2017). Faculty Members’ Reflections on Development of Teaching. UNIPED. 284-298.

Show author(s) (2015). A policy on the shelf or a map for future action? : perceptions of and reactions to a strategic plan for teaching and learning in higher education. Nordic Studies in Education. 184-199.

Show author(s) (2014). When Intentions Meet Reality – Consonance and Dissonance in Teacher Approaches to Peer Assessment. Canadian Journal of Higher Education. 118-134.
Show author(s) (2014). Feeling good, but missing the mark. What happened to the assessment in peer assessment? Journal of University Teaching and Learning Practice. 1-14.

Report

Lecture

Show author(s) (2022). Utdanningskvalitet i endring? Mellom realiteter og idealer.

Academic lecture

Show author(s) (2022). Theory and Practice - Student's Experience with Internship in a Non-Professional Study Program.
Show author(s) (2022). Studieprogramleders rolle og oppgaver – hvordan rigge gode støttestrukturer?
Show author(s) (2022). Re-establishing a learning focused evaluation practice.
Show author(s) (2022). Peer Coaching. Testing a selected procedure.
Show author(s) (2022). Merittering av fremragende undervisere – bra for karrieren, mindre viktig for studiekvaliteten?
Show author(s) (2022). Collegial Supervision’ - a teaching development method at 3 universities.

Show author(s) (2019). Utvikling av undervisningskvalitet gjennom styrket fagfellesskap.
Show author(s) (2019). The complexities between professional development of academic staff, local culture and educational leadership.
Show author(s) (2019). Supporting the development of professional responsibility in higher education - studying the interface between odontology and education.
Show author(s) (2019). Enhancing a collective approach to teaching in the spirit of SoTL.

Show author(s) (2018). Students want to co-create their education, but do we let them? Evaluation in health profession education.
Show author(s) (2018). Dokumentasjon av pedagogisk kompetanse.

Show author(s) (2017). Peer observation of Teaching as motivation for educational development. From teaching as private enterprise to a collective approach.
Show author(s) (2017). Ledelse av studieprogram.
Show author(s) (2017). Developing a Teaching Philosophy: An Exercise in Futility or a Means to Transforming Teaching Practice?

Show author(s) (2016). The different layers of academic development: approaching leaders perceptions of educational change.
Show author(s) (2016). Min undervisningsfilosofi: i spennet mellom hvem man er og hvem man vil være som underviser.

Show author(s) (2015). How academic leaders understand, enact and endorse according to scholarship of teaching and learning?
Show author(s) (2015). Educational development in the Scandinavian countries - informed and inspired by SoTL? A case study in three universities.

Show author(s) (2013). Strategy Statement for Teaching and Learning. A paper exercise or a steering document initiating Scholarly Teaching and SoTL?
Show author(s) (2013). Strategisk plan for undevisning – sentrale aktørers engasjement og forståelse.

Show author(s) (2008). Student-Centered Control in the Learning Process?Involving Students Through Peer Assessment and Peer Learning.

Other product

Show author(s) (2022). Sandvoll, R. God oppslutning på Results konferanse «Utdanningskvalitet i endring? Mellom realiteter og idealer». Blogginnlegg. .
Show author(s) (2022). Hva skjer med meritteringsordningen ved UiT? Blogginnlegg.

Book review

Doctoral dissertation

Show author(s) (2014). Fra strategisk plan til praksis. En studie for utvikling av undervisning i høyere utdanning.

Academic chapter/article/Conference paper

Show author(s) (2020). Nurturing pedagogical praxis through deliberative communication . 15 pages.
Show author(s) (2020). Deliberative leadership: Moving beyond dialogue. 18 pages.

Website (informational material)

Show author(s) (2021). Samarbeid om praksis i nord, intervju med studenter i praksis, presentert på nettsiden til HKdir prosjektet Samarbeid om praksis i høyere utdanning.

Chapter

Show author(s) (2021). Undervisningsplanlegging. 177-189. In:
- Show author(s) (2021). Pedagogikk - en grunnbok. Cappelen Damm Akademisk.

Show author(s) (2014). Undervisningsplanlegging. 307-320. In:
- Show author(s) (2014). Pedagogikk - en grunnbok. Cappelen Damm Akademisk.