Anja Møgelvang successfully defended her doctoral dissertation “Cooperative Learning in Undergraduate STEM Education: Applications and Outcomes” at the University of Bergen on March 14th 2023. We warmly congratulate her for her achievement and new title. Anja becomes bioCEED’s third candidate to complete her degree after Torstein N. Hole and Lucas M. Jeno. The dissertation consists…
Quarter1-2023
Research article on Open Science in higher education teaching and learning
What connotations does Open Science have among scholars in the biological sciences, and how do they view its relevance in research, teaching, and supervision? These questions generated a research article in PLOS ONE that can inform educators with interest in Open Science and its relevance in teaching and learning. The study involved collaborators from the…
bioCEED 2022 annual report and some interesting impact numbers!
It is the annual reporting time of the year! bioCEED is proud of all we have accomplished during 2022 and we would like to share it with our readers. For example, a peak into the annual report shows: We continue to support bioHIVE, a learning community involving our Students as Partners in the Centre, and…
Our new resource filtering webpage is now online!
There is a lot that bioCEED can offer students in terms of resources on our webpage, but that might also be the problem, it is too much. The solution was to build a filter-tab on our webpage that makes it easier to filter out the resources relevant for the students. On this filter-tab, buttons with…
Massive bioCEED representation at MNT-konferansen 2023 in Stavanger
This year’s MNT-konferansen “Utdanning for fremtidens arbeidsliv” took place in Stavanger, Hotel Radisson Blu Atlantic on March 16th-17th. bioCEED contributed with posters, articles and corresponding presentations. The full list of bioCEED contributions and authors is found below. What challenges do students face in introductory STEM courses, and how can instructors help? S.S. Bolland, E.C. Rønning, T.T. Try,…
bioCEED in Cape Town
In January, bioCEED (via Sehoya Cotner) joined an international group of ocean-science educators in Cape Town, South Africa for “Teaching SDGs and ocean science in higher education.” This three-day workshop was sponsored by the IAU (Association Internationale des Universités) Higher Education and Research for Sustainable Development (HESD) cluster, and the aim was to share experiences…
New article in Bikuben student journal
We are happy to share the latest published contribution to Bikuben student journal “Examining Microalgae as a Substitute to Soybean in the Production of Aquafeed“, a review by Hannah L.A. Gaustad, Oda Bellika Kjæmpenes, Paulina Pokusa. “Soybeans are a valuable resource for aquaculture because they can be used in aquafeed. However, some aspects of soybeans…
Listen to Pernille Bronken Eidesen talking about alternative forms of assessments developed through the FieldPass project
Are you looking for new ways to assess students’ practical skills and generic competencies from lab and field teaching? Then listen to an episode from ColdCast – the northernmost podcast in the world hosted by the University Centre in Svalbard (UNIS). At UNIS, a project on how we prepare, assess and make students reflect on…
New forces joining in as student representatives!
This spring we are fortunate to have two new student representatives contributing to our various aspect of bioCEED activities at UNIS. Line Framnes Voldmo and Solvår Tørres Berntsen are both bachelor students from the University of Tromsø (UiT) and came to UNIS in January 2023 to be a part of the Marine Arctic Biology course…
Interdependence between Perceived Cooperative Learning, Sense of Belonging, and Generic Skills in Undergraduate STEM Education
Anja Møgelvang and Jorun Nyléhn have just published a new article on Cooperative Learning in undergraduate STEM education. Abstract The development of sense of belonging and generic skills may be considered important to succeed in higher education and in life and may be enhanced through student group work. For group work to succeed, Social Interdependence…
Cooperative learning goes online: Teaching and learning intervention in a digital environment impacts psychosocial outcomes in biology students
Our study on the effect of digital cooperative learning compared to digital lectures on biology students’ sense of belonging, scientific confidence, generic skills, and loneliness is now published. Abstract 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…