Sehoya Harris Cotner

Professor

Vitenskapelig artikkel

Vis forfatter(e) (2022). Context Matters: How an Ecological-Belonging Intervention Can Reduce Inequities in STEM. BioScience. 387-396.

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) (2021). The culturally responsive science teaching practices of undergraduate biology teaching assistants. Journal of Research in Science Teaching. 1320-1358.

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). What can escape rooms teach us about group work and student engagement?
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.