Hjem
Sehoya Harris Cotners bilde

Sehoya Harris Cotner

Professor
  • E-postSehoya.Cotner@uib.no
  • Telefon+47 413 36 440
  • Besøksadresse
    Thormøhlens gate 53 A/B
  • Postadresse
    Postboks 7803
    5020 Bergen
Vitenskapelig artikkel
  • Vis forfatter(e) (2021). Using a self-determination theory approach to understand student perceptions of inquiry-based learning. Teaching and Learning Inquiry. 19 sider.
  • Vis forfatter(e) (2020). Next‐generation field courses: Integrating Open Science and online learning. Ecology and Evolution. 3577-3587.
  • Vis forfatter(e) (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.
  • Vis forfatter(e) (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.
  • Vis forfatter(e) (2019). Smaller classes promote equitable student participation in STEM. BioScience. 669-680.
  • Vis forfatter(e) (2018). Politics a “Chilly” Environment for Undergraduate Women in Norway. PS: Political Science and Politics. 653-658.
Vitenskapelig foredrag
  • Vis forfatter(e) (2021). Applying and promoting Open Science in ecology - survey drivers and challenges.
  • Vis forfatter(e) (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.
  • Vis forfatter(e) (2018). Faculty and Student Perceptions of Course-Based Research Experiences at 78 Degrees North.
  • Vis forfatter(e) (2018). Examining attitudes towards scientific teaching practice across culture. .
  • Vis forfatter(e) (2017). Strategies for documenting the implementation of active learning in the Department of Biology.
Kronikk
  • Vis forfatter(e) (2020). International scientists need better support during global emergencies. Times Higher Education.
Poster
  • Vis forfatter(e) (2018). A Culturally Competent Course‐Based Research Experience (CRE) for Graduate Students.
  • Vis forfatter(e) (2017). Gender gaps in Norwegian students: Confidence, self-efficacy, motivation and participation.

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