Sehoya Harris Cotner's picture

Sehoya Harris Cotner

  • E-mailSehoya.Cotner@uib.no
  • Phone+47 413 36 440
  • Visitor Address
    Thormøhlens gate 53 A/B
    5006 Bergen
  • Postal Address
    Postboks 7803
    5020 Bergen
Academic article
  • Show author(s) (2022). Real-time text message surveys reveal student perceptions of personnel resources throughout a course-based research experience. PLOS ONE.
  • Show author(s) (2022). Maintaining quality assessment practices in Norwegian higher education after the two-evaluator law . Nordic Journal of STEM Education. 41-59.
  • Show author(s) (2022). Eight Recommendations to Promote Effective Study Habits for Biology Students Enrolled in Online Courses. Journal of Microbiology & Biology Education (JMBE).
  • Show author(s) (2022). Context Matters: How an Ecological-Belonging Intervention Can Reduce Inequities in STEM. BioScience. 387-396.
  • Show author(s) (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.
  • Show author(s) (2021). Using a self-determination theory approach to understand student perceptions of inquiry-based learning. Teaching and Learning Inquiry. 19 pages.
  • Show author(s) (2021). The culturally responsive science teaching practices of undergraduate biology teaching assistants. Journal of Research in Science Teaching. 1320-1358.
  • Show author(s) (2021). Teaching during COVID-19 Times: A Community College Perspective. Journal of Microbiology & Biology Education (JMBE).
  • Show author(s) (2021). Open Inquiry versus Broadly Relevant Short-Term Research Experiences for Non-Biology Majors†. Journal of Microbiology & Biology Education (JMBE).
  • Show author(s) (2021). Meta-analysis of Gender Performance Gaps in Undergraduate Natural Science Courses. CBE - Life Sciences Education.
  • Show author(s) (2021). Graduate- and undergraduate-student perceptions of and preferences for teaching practices in STEM classrooms. SpringerOpen.
  • Show author(s) (2021). Context Matters: Social Psychological Factors That Underlie Academic Performance across Seven Institutions. CBE - Life Sciences Education.
  • Show author(s) (2020). Next‐generation field courses: Integrating Open Science and online learning. Ecology and Evolution. 3577-3587.
  • Show author(s) (2020). Gender gaps in the performance of Norwegian biology students: the roles of test anxiety and science confidence. International Journal of STEM Education. 1-10.
  • Show author(s) (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.
  • Show author(s) (2019). Smaller classes promote equitable student participation in STEM. BioScience. 669-680.
  • Show author(s) (2018). Politics a “Chilly” Environment for Undergraduate Women in Norway. PS: Political Science and Politics. 653-658.
  • Show author(s) (2022). Open, Reproducible, and Transparent Science in Ecology.
Academic lecture
  • Show author(s) (2021). What can escape rooms teach us about group work and student engagement?
  • Show author(s) (2021). Applying and promoting Open Science in ecology - survey drivers and challenges.
  • Show author(s) (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 author(s) (2018). Faculty and Student Perceptions of Course-Based Research Experiences at 78 Degrees North.
  • Show author(s) (2018). Examining attitudes towards scientific teaching practice across culture. .
  • Show author(s) (2017). Strategies for documenting the implementation of active learning in the Department of Biology.
Feature article
  • Show author(s) (2020). International scientists need better support during global emergencies. Times Higher Education.
  • Show author(s) (2021). Escape rooms for learning.
  • Show author(s) (2018). A Culturally Competent Course‐Based Research Experience (CRE) for Graduate Students.
  • Show author(s) (2017). Gender gaps in Norwegian students: Confidence, self-efficacy, motivation and participation.
Academic literature review
  • Show author(s) (2022). Evaluating the Representation of Community Colleges in Biology Education Research Publications following a Call to Action. CBE - Life Sciences Education. ar67.

More information in national current research information system (CRIStin)