En kvalitativ undersøkelse om trivsel og motivasjon i høyere utdanning: Et selvbestemmelsesteoretisk perspektiv

Daniel Kristensen has conducted a qualitative study and interviewed Biology students about their experiences in everyday life at the University, and how their experiences affect their psychological well-being and motivation. He presented his thesis entitled “En kvalitativ undersøkelse om trivsel og motivasjon i høyere utdanning: Et selvbestemmelsesteoretisk perspektiv” on June 27th, 2017 and thus obtained his Master’s degree.

 

ABSTRACT

In a self-determination theory perspective (Deci & Ryan, 1985), the quality of the interaction between students and the context can be a crucial factor for the student’s well-being and motivation. Central to the theory are the three basic psychological needs for autonomy, competence and relatedness. Self-determination theory argues that the satisfaction or thwarting of these needs may have a significant impact on well-being and autonomous motivation. To investigate factors in the learning environment that may interact with the satisfaction of the basic psychological needs in students may therefore be important. In this study, I aim to examine how students perceive their everyday life at the university, by shedding light on the students own account of their well-being and motivation.

To solve the research question, I conducted a series of qualitative semi-structured interviews. This interview method is often used in qualitative research because it provides the participants and researcher the opportunity to have a relatively open discussion, with an already established theme. The interview participants were all students who (1) were freshmen at the university, and (2) were participating in a bachelor program in biology. The interviews were recorded on an audio device, and later transcribed. The transcribed data was deductively analysed, and later broken down to smaller segments and put into categories. The categories were subsequently linked to central assumptions in the theoretical framework. The categorization of the comments provided a base for further discussion and reflection. In the discussion, basic psychological needs theory was used in interpreting the participants comments according to the degree they felt their need for autonomy, competence, and relatedness was being satisfied or thwarted. In many ways, the discussion reflects my own interpretation and understanding of the link between the theory and the data material. By interpreting the data material in light of self-determination theory, it was possible to observe different processes and factors that may be paramount in student well-being and motivation. According to my own interpretation, all the participants in the study expressed that they enjoyed, and felt connected, to their academic environment. Some of the participants also conveyed that they felt competent and felt a steady progress in their studies. Furthermore, the participants indicated that the learning context felt autonomy-supportive. Satisfaction of the need for autonomy is, according to self-determination theory, crucial for intrinsic motivation.

Link to the thesis
 

About the author

Daniel Kristensen : MSc student

Daniel Kristensen

MSc student

 


Einherjer8989@hotmail.com
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“Veier til frafall”. En kvantitativ studie av psykisk helse og frafallsintensjoner i høyere utdanning: Et selvbestemmelsesteoretisk perspektiv

Sara Madeleine Kristensen has conducted a cross-sectional study of first year Bachelor students in Biology and assessed their motivation, psychological health, and intentions of dropout. She presented her thesis entitled “Veier til frafall. En kvantitativ studie av psykisk helse og frafallsintensjoner i høyere utdanning: Et selvbestemmelsesteoretisk perspektiv” on June 22nd, 2017 and thus obtained her Master’s degree.

 

Abstract

en-kvantitativ-studie-av-psykisk-helse-og-frafallsintensjoner-i-h-yere-utdanning-pdfThe lack of, or low, motivation and perceived competence have previously been shown to be paramount in students’ decision to drop out of their education. However, recent studies have shown that psychological issues, such as anxiety and depression, is the leading cause of dropout amongst high school students. This study aims to shed light on ill-being and the dropout phenomenon in higher education. 174 biology students from a university in Norway participated in this quantitative survey. A theorized model in accordance to Self-determination Theory, based on previous research and motivational models, was proposed. First, it was assumed that a controlling teaching style would predict a lack of motivation in the students and frustration of their basic psychological needs for autonomy, competence, and relatedness. Second, it was expected that need frustration would positively predict amotivation and ill-being, and negatively predict perceived competence. Finally, it was assumed that amotivation and psychological ill-being would have a positive prediction on dropout intentions, and that perceived competence would negatively predict the students’ intentions to drop out. Two path analyses were conducted to test the hypothesized model and an alternative model. It was further assumed that there was a significant correlation between the variables in the study. A bivariate correlation analysis was performed to investigate the relationship between the variables. Lastly, it was presumed that teacher control and need frustration had significant, indirect effects on dropout intentions. The results show that the hypotheses in the study are supported. The assumptions in the theorized model are supported by the results; teacher control, need frustration, amotivation, and perceived competence had a significant prediction on students’ ill-being and their dropout intentions. Further, there were significant correlations between the studies variables. Lastly, teacher control and need frustration had significant, indirect effects on dropout intentions through the full mediation of amotivation and perceived competence.

Link to BORA and  to the thesis

 

About the author

Sara Madeleine Kristensen : MSc student

Sara Madeleine Kristensen

MSc student

I have studied the phenomenon of dropping out of higher education in light of amotivation, teacher control, perceived competence, basic psychological need frustration and ill-being.


sara.madeleine@hotmail.com
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UNIS teachers given The Joanna Renc-Roe Award – for pushing the boundaries of SoTL

Chris Borstad, Mads Forchhammer and Tove M. Gabrielsen from UNIS were awarded The Joanna Renc-Roe Award – for pushing the boundaries of SoTL at the 2nd EuroSoTL conference, June 8-9 2017, Lund, Sweden. The award was given for the collegial project done by this group at the bioCEED teacher course Collegial Teaching and Learning – in STEM Education: Active learning and course alignment in thematically complex courses. You can read the paper in the conference proceedings here.

The Joanna Renc-Roe Award is presented during each EuroSoTL conference to the contribution that distinguishes itself for pushing the boundaries of SoTL.

Photo: Børge Damsgård

Photo: Børge Damsgård

bioCEED articles presented at MNT-konferansen 2017

This year’s MNT-konferansen “Transformative education” took place in Oslo, Hotel Soria Moria on March 30th-31st. bioCEED contributed with 10 articles and corresponding presentations as well as an overview of the goals and activities of the Centre of Excellence. The full list of contributions and authors is found below with links to the articles published in the special edition of the Nordic Journal of STEM Education.

 

All articles submitted to the conference are available HERE.

Gender matters!

On March 27th, bioCEED’s student representatives at UiB Ragnhild Gya and Mari Vold Bjordal hosted together with Studentersamfunnet a meeting about unequal participation between genders in the lecture halls and in meetings. For this occasion, they had invited Sehoya Cotner and Cissy Ballen from the University of Minnesota, and Ole-Petter Moe Hansen from the Norwegian School of Economics in Bergen to present the interesting results from their gender studies related to higher education.

The meeting was video-recorded and is now available here:

bioCEED lunch seminar UNIS- Sehoya Cotner talks about how Course-Based Undergraduate Research Experiences (CUREs) Turn ALL Students Into Scientists

imgresDate: 20 March 2017

Time and place: 12.15-13.00 Kapp Lee, UNIS

The presentation will be streamed. To watch it click here.

Sehoya Cotner is Associate professor in Biology teaching and learning at the University of Minnesota and a Professor II in bioCEED.  Currently she is mapping the teaching landscape at UIB and UNIS by using the method Classroom Observation Protocol for Undergraduate STEM (COPUS) applyed to video captured lectures to score behaviors consistently and objectively.

In this presentation, Sehoya will give an overview of the benefits of scientific research experiences during a student’s academic career, discuss CUREs as an efficient and effective mechanism for incorporating meaningful research into the curriculum, give examples, and end with suggestions. She suspects that UNIS is a model system for studying CUREs, and hopes to discuss what aspects of course-based research are associated with positive impacts overall.

NOKUT-frokost hos Universitetet i Bergen: Meritteringsordninger i utdanning

Tid: 8.00-9.30 (frokost serveres fra klokken 7.30)
Sted: Universitetets aula, Museplassen 3, Bergen

Et av de viktigste budskapene i Kvalitetsmeldingen er at utdanning og undervisning skal få høyere status ved universitetene og høyskolene. Merittering er et av forslagene som skal bidra til dette. Dette innebærer å belønne og la utdanningsoppgaver telle mer ved ansettelser og opprykk.

NOKUT har lenge vært positive til merittering, og flere institusjoner har allerede sett på systemer for å merittere og belønne de gode underviserne.

Vi ser nærmere på forslagene og spør:

Hvilke virkemidler tas i bruk i de ulike forslagene? Hva skal til for at dette skal fungere?
Hvilke styrker og svakheter har ordningene, og hva skal til for å få til en nasjonal ordning?

Til frokost kommer blant andre:

Ole-Jacob Skodvin, analysedirektør i NOKUT
Oddrun Samdal, viserektor for utdanning, Universitetet i Bergen (UiB)
Reidar Lyng, førsteamanuensis Universitetspedagogikk Norges teknisk-naturvitenskapelige universitet (NTNU). Medlem i arbeidsgruppen som har lagt frem forslag til meritteringssystem ved NTNU og UiT.
Mathias Fischer, kommentator i Bergens Tidene og student ved UiB
Iver Bragelien, førsteamanuensis, Institutt for foretaksøkonomi, Norges Handelshøyskole. Ekspert på økonomisk styring, motivasjon og økonomiske insentiver.
Silje Mæland, førsteamanuensis, Institutt for ergo/fysio/radio, Høgskulen på Vestlandet

Frokosten blir strømmet på nettsidene til NOKUT.

Jeg vil melde meg på

Påmeldingsfrist: 24. mars

Student meeting – Gender matters!

bioCEED’s student representatives at UiB are hosting together with Studentersamfunnet a meeting about unequal participation between genders in the lecture halls and in meetings. For this occasion, we have invited Sehoya Cotner and Cissy Ballen from the University of Minnesota, and Ole-Petter Moe Hansen from the Norwegian School of Economics in Bergen to present the interesting results from their gender studies related to higher education.

Where: Auditorium “Egget”, the Student Centre – UiB, Bergen

When: March 27th, 16:15-18:00

bioCEED teaching seminars at UNIS

anders-ahlberg

Roy Andersson and Anders Ahlberg from the Faculty of Engineering, Lund University in Sweden and in collaboration with bioCEED, are visiting UNIS in week 10. During their stay they will give 3 seminars on educational matters. Roy and Anders have worked with educational development and teaching for several years and are well known in their field. Don’t miss the chance to join in!

 

Monday, March 6th, 13:15–16:00 in Kapp Mitra: Teaching portfolio workshop For teaching staff (including post docs and PhD students). For more information click here.

 

roy-andersson

Tuesday, March 7th, 12:15–13:00 in Lassegrotta: Brown bag lunch seminar, “PhD learning hurdles in STEM disciplines-mirrored by student talks and manuscripts”

In this lunch seminar for supervisors and doctoral students we´ll unpack and discuss what doctoral students’ early scientific talks and draft manuscripts may tell us about scientific thinking and science communication, and how generic skill development may be promoted. The seminar draws on observations during 15 years of extensive communication training at the Faculty of Engineering (LTH), Lund University (ca 120 PhD students in training per year).

The seminar will be streamed. Click here to watch the seminar.

Tuesday, March 7th, 13:15–16:00 in Kapp Schoultz: “How to become a better teacher”

For PhD students and post doc. For more information click here.

 

 

Til forsvar for dagens studenter!

skjermbilde-2017-01-27-09-50-39Arild Raaheim has recently published the following article in På Høyden:

Du kan ikke si at dagens studenter ikke kan like mye som gårsdagens studenter, fordi de ikke kan de samme tingene som vi kunne, skriver professor Arild Raaheim.

Nokut har nylig lagt frem resultatene fra en spørreundersøkelse til vitenskapelige ansatte om utdanningskvalitet (Undervisersundersøkelsen 2016). Denne ble omtalt i februarnummeret av Forskerforum. Her ble det spesielt kommentert at «noe av det underviserne var mest misfornøyd med, var studentenes faglige forutsetninger» (s. 7)

Han er ein av 20 som kan bli «framifrå undervisar»

skjermbilde-2017-01-27-09-50-39The following article has been published by På Høyden:

20 personar ønsker å bli vurdert for den nye premieringsordninga for god undervisning ved UiB. – Undervisning er eit handtverk som ein kan læra seg, seier ein av søkarane, professor Øyvind Fiksen.

I juni lyste UiB som første utdanningsinstitusjon i Noreg ut moglegheita for å søka på status som framifrå undervisar. 

Merriteringsordninga er ei prøveordning for tilsette på Mat.Nat.-fakultetet. Tysdag gjekk fristen ut, og 20 UiB-tilsette ønsker å få undervisningskompetansen sin vurdert for den nye graden.

Det vi studenter trenger fra dere undervisere

logobioCEED’s student representative Ragnhild Gya has just published the following article both in Khrono and on Høyden:

I den siste tiden har undervisningskvaliteten på universiteter og høyskoler, og særlig meritteringsordninger for fremragende undervisere, blitt mye diskutert i media. Det har stort sett vært professorer, politikere og de som står bak disse ordningene som har uttalt seg om saken. Jeg tenkte det var på tide at vi studentene fikk en stemme i debatten.

skjermbilde-2017-01-27-09-50-39

 

 

Belønning og økt status kan gi bedre forelesere

Skjermbilde 2016-05-13 09.36.07Lucas Jeno, Arild Raaheim, Vigdis Vandvik and Oddfrid Førland have recently published this article in forskning.no:

På fredag la kunnskapsminister Torbjørn Røe Isaksen fram sin Kvalitetsmelding for høyere utdanning. Han forventer en betydelig innsats for å heve utdanningskvaliteten på landets universiteter og høyskoler. Blant mange varslede grep er innføringen av en meritteringsordning der de universitetsansatte kan søke om å få tildelt status som fremragende underviser.

Hvilke kriterier departementet ser for seg er ennå ikke kjent, men på Universitetet i Bergen er de i gang med en prøveordning der søkerne må dokumentere sin kompetanse og erfaring i henhold til fire hovedkriterier:
(i) fokus på studentenes læring
(ii) en klar utvikling over tid
(iii) en forskende holdning til egen undervisningspraksis
(iv) en kollegial holdning der undervisningsansvar, -erfaringer og -metoder skal deles med andre.

Lund har gode erfaringer med å belønne de beste

logoRoy Andersson, Thomas Olsson and Torgny Roxå have recently published the following article in Khrono:

Helt naturligt är det just nu mycket fokus på stortingsmeldingen kring kvalitet i norsk högre utbildning. En av sakerna som diskuteras mycket är direktivet kring att höja undervisningens status genom att införa belöningssystem för god undervisning.

I artiklar både här i Khrono och andra medier diskuteras frågor och farhågor som Kan man belöna goda universitetslärare? Kan man göra det med högre lön? Bör man göra det? Vilka effekter kan det föra med sig? Hur ska man utvärdera ett sådant system? Dessutom finns det individuella röster som tycker man gör det på fel sätt på de ställen som redan kommit igång.

Vid Lunds universitets tekniska fakultet (LTH) har vi sedan 15 år erfarenhet av att belöna excellenta lärare. Nedan delar vi med oss lite av de erfarenheter vi gjort och visar fram evidens för att det faktiskt fungerar. Man kan belöna skickliga lärare och man kan göra det med högre lön!

New project: Numerical Competence and Student-Active Research

Olav Thon Foundation has granted NOK 1.4 million to bioCEED’s project “Numerical competence and student-active research”. The project will develop and extend the learning platform bioST@TS with quantitative methods and tools, and support student participation in research programs that train these numerical skills.

Biological research requires extensive use of statistical and quantitative methods, with which students traditionally have little experience. The project aims at developing learning methods and tools that train students in designing biological experiments, collecting data, and performing statistical analysis. Students will use these numerical methods, for instance to study bird migration and breeding ecology in Svalbard.

The Olav Thon Foundation published the following statement in its recent press release (in Norwegian):

«Dette er et svært spennende og innovativt utviklingsprosjekt innen biologiutdanningen, hvor man tar sikte på å utvikle og ta i bruk nye digitale hjelpemidler».

Translation: “This is a highly exciting and innovative project in the field of biology education where the aim is at developing and making use of new digital resources”.

This project is a bioCEED collaboration led by Sigrunn Eliassen (UiB), Jonathan Soulé (UiB) and Øystein Varpe (UNIS).

God undervisning kommer ikke fra hjertet

Arild RaaheimVigdis Vandvik, Oddfrid Førland and Lucas Jeno have recently published the following article in Studvest:

studvest.noGod undervisning kan ikke kjøpes», hevder professor Jan Petter Hansen i et intervju i Studvest. Dette er hans reaksjon på at Mat-Nat-fakultetet ved Universitetet i Bergen innfører en meritteringsordning for undervisning, der ansatte kan få lønnsøkning ved å søke om tittelen «fremragende underviser». Vårt motspørsmål blir da dette: Men det kan forskning? Vi har lang tradisjon innenfor universitetssystemet for å belønne den enkelte forsker for hans/hennes forskning. I forbindelse med professoropprykk, lønnsforhandlinger og når det kommer til forskningspriser. Hvorfor skulle det forholde seg annerledes når det gjelder undervisning? På samme måte som dyktige forskere springer frem fra og beriker forskningsmiljøet, vil gode undervisere springe ut av og berike læringsmiljøet.

 

 

 

Individuell belønning gir bedre undervisning

logoEli Neshav Høie and Harald Walderhaug have recently published the following article both in Khrono and På Høyden:

 

skjermbilde-2017-01-27-09-50-39

I en artikkel i Khrono 17. januar med overskriften «AFI forsker advarer sterkt mot bruk av lønn som motivator» omtales ordningen for merittering av undervisning, som vi ved Det matematisk -naturvitenskapelige fakultet ved Universitetet i Bergen er først ute nasjonalt med å innføre. Vi ønsker å kommentere noe av det som har kommet frem i debatten, og samtidig rette opp noen misforståelser rundt vår implementering av- og motivasjon for ordningen.

The effect of a mobile-application tool on biology students’ motivation and achievement in species identification: A Self-Determination Theory perspective

Lucas Jeno, John-Arvid Grytnes and Vigdis Vandvik have recently published the article “The effect of a mobile-application tool on biology students’ motivation and achievement in species identification: A Self-Determination Theory perspective”.

A new research published by researchers at bioCEED has found that using an app (ArtsApp) to identify sedges helps students correctly identify more species, than using the traditional textbook method. Results of the experiment with 70 students from BIO revealed that the students found identifying species more interesting and enjoyable when using a smartphone or tablet. The students felt that they also were more competent after using the app than when using the book. These results are important because when students are undergraduate, identifying species could be difficult and uninteresting. By using modern technology, the teachers could enhance the students´ interest and learning in ways that perhaps is not possible when using a textbook. The study was published online in Computers & Education in December 2016 (see link below).

Abstract

skjermbilde-2017-01-09-09-52-31Biology students traditionally use a textbook in the field and on courses to identify species, but now a new mobile-application tool has been developed as an alternative. Guided by Self-Determination Theory (SDT) we conducted an experimental study to test the effect of the mobile-application, relative to the traditional textbook, on students’ intrinsic motivation, perceived competence, and achievement. Seventy-one students were randomly assigned to either an experimental condition (mobile application – ArtsApp) or control condition (textbook – Lids flora). As hypothesised, the students using ArtsApp had higher intrinsic motivation, perceived competence, and achievement, compared to the textbook control group, with medium to large effect sizes. Furthermore, using the mobile application, relative to the textbook, predicted intrinsic motivation, which in turn, predicted higher achievement scores in a path analysis. Lastly in a hierarchical regression analysis, intrinsic motivation and autonomous motivation accounted over and above in students’ interest for species identification, and importance of knowing species. These results are in line with SDT’s theorising: emphasising that when students act out of interest, choice, and have an internal locus of causality, they achieve better outcomes, presumably because these satisfy students’ psychological needs for autonomy, competence, and relatedness. Factors facilitating this are interest, choice, and feedback, which we argue are in-built functions in the mobile application as opposed to the textbook, and which might account for the positive results. Further studies with several student-groups and complex designs are needed before inferring causality across educational levels. Based on the present study, we recommend that biology teachers in higher education employ mobile application tools in species identification due to increases in motivation and a higher degree of accurate identification of sedges.

Reference and link to the article

Jeno, L. M., Grytnes, J.-A. and Vandvik, V. (2015). The effect of a mobile-application tool on biology students’ motivation and achievement in species identification: A Self-Determination Theory perspective. Computers and Education, 107, 1-12

About the author

Lucas M. Jeno : PhD student

Lucas M. Jeno

PhD student

 
I am a PhD candidate/scholar responsible of investigating teaching and learning related issues at bioCEED. My main interest is on student learning and motivation, and how teachers motivate their students.
 
My projects

+47 48 13 46 43
Lucas.Jeno@uib.no
Follow me on Twitter

“Ja, kvinner deltar faktisk mindre enn menn”

skjermbilde-2016-11-30-18-59-11Studvest has recently published the article “Ja, kvinner deltar faktisk mindre enn menn”, including an interview with researcher and bioCEED collaborator Cissy Ballen, from the University of Minnesota.

Etter debatten om kvinnelige studenters muntlige deltakelse i forelesning i vår, bestemte universitetet at temaet skulle forskes på. Resultatet på sammenliknende politikk er slående.

The future of fisheries education

Welcome to FØH (Fisheries Ecology and Aquaculture) Journal Club, which this month will focus on the recent special issue in American Fisheries Society journal Fisheries, where they review where the future of education in this field. The purpose is to reflect on some of the perspectives in this special issue and discuss these points in light of our own teaching.
This jounal club meeting is arranged in collaboration with bioCEED.

 

Time and place: Friday 25 November at 13:00, in meeting room Store Puddefjorden (B-blokk, 5 et. Biologen)

Winners of our #LearningBiology2016 contest – 3

13741448_627215110779388_2096351448_n #1 romvesen

1st place

Submitted by: romvesen

Submitted on: Instagram

 
 
 
 
 
 
 


12907331_460257444173564_1304443483_n #2 romvesen

2nd place ex-æquo

Submitted by: romvesen

Submitted on: Instagram

 
 
 
 
 
 
 


14026644_1615466185418669_1617198117_n #2 kamillalaha

2nd place ex-æquo

Submitted by: kamillalaha

Submitted on: Instagram

 
 
 
 


The third edition of our #LearningBiology2016 photo contest ended on September 15th. The awarded pictures were all submitted on Instagram. Congratulations to romvesen (1st place and 2nd place ex-æquo) and kamillalaha (2nd place ex-æquo) @Instagram who win a Visa giftcard of a value of 600 and 300NOK, respectively.

We would like to congratulate the winners and we invite everyone to send pictures to #LearningBiology2016 as the contest goes on. The next and last nomination round will occur in December 2016, so… back to your cameras and smartphones!!!

… and remember the theme of the contest: “Learning Biology”.

 

About the contest:

47 pictures were submitted by a total of 16 participants via Instagram and Twitter. All pictures eventually met the selection criteria published on the page of the contest and were examined by the jury.

Our jury was composed of 3 members:
– Jonathan Soulé, coordinator (University of Bergen)
– Anne-Laure Simonelli, co-coordinator (University of Bergen),
– Janne E. Søreide (University Centre in Svalbard).

The three factors that the jury members considered when reviewing the pictures were:
– relevance to the topic “Learning Biology”,
– esthetics,
– picture quality.

All jury members were given the possibility to vote for up to 3 pictures to be ranked from first to third. The pictures that collected at least 1 vote were nominated. 8 out of the 47 submitted pictures were eventually nominated.

The authors of the 3 awarded pictures win a VISA/Mastercard giftcard (300NOK) and will be soon contacted directly.

bioCEED seminar series – Making (use of) videos in Teaching and Learning.


Jonathan Soule - croppedRecent introduction of the concept of flipped classroom and increased use of online teaching platforms push teachers to adjust or deeply revise course material by making use of new technologies. Videos have become central in these new forms of teaching activities. Even though hardware and software for making videos are getting cheap and easily available, not everybody feels ready to become a movie maker or a movie star.

Jonathan Soulé, chief engineer at bioCEED, introduced three simple, technical solutions which are available to YOU, whether you are interested in recording your own lectures at the classroom, making video tutorials in connection to lab activities (PreLab) , making short videos in the context of flipped classroom or need to stream lectures or events.

Powerpoint presentation (PDF) available here.

bioCEED lunch seminar UNIS – Mads Forchhammer talks about how to strengthen the link between the different guest lectures and topics within a course.

Mads ForchhammerMads Forchhammer is professor in terrestrial zoology at the AB department at UNIS. He is responsible for the bachelor course AB-203 Arctic Environmental Management which is running every spring.

Mads shared his thoughts on how to strengthen the link between the different guest lectures and topics within a course that embraces a wide range of different topics as well as many guest lectures. Through his presentation he gave some good examples on how he has dealt with this.

Click on the screenshot below to watch his presentation:

Mads Forchhammers lecture

bioCEED seminar series – Cissy Ballen talks about active learning.

2b26f93Cissy Ballen is a postdoc at the University of Minnesota and her research centers on strategies to reduce attrition of historically underrepresented groups in STEM fields.

Cissy gave a seminar on how active learning can improve diversity and affect the learning performance by students, based on the work she has been doing at Cornell University and University of Minnesota. Cissy is now doing research on biology teaching in collaboration with bioCEED.

Click on the screenshot below to watch her presentation:

Skjermbilde 2016-09-09 10.43.09

Winners of our #LearningBiology2016 contest – 2

13249756_243287659381727_808502231_n #1

1st place

Submitted by: inemox

Submitted on: Instagram

 
 
 
 
 
 
 


13257045_952790854834597_2089910848_n #2

2nd place

Submitted by: grobrot

Submitted on: Instagram

 
 
 
 
 
 
 


13166683_1800542113509642_1583502633_n #3

3rd place

Submitted by: sivahau

Submitted on: Instagram

 
 
 
 
 
 
 


The second edition of our #LearningBiology2016 photo contest ended on June 15th. The awarded pictures were all submitted on Instagram. Congratulations to inemox, grobrot and sivahau @Instagram who win a Visa giftcard of a value of 300NOK.

We would like to congratulate the winners and we invite everyone to send pictures to #LearningBiology2016 as the contest goes on. The next nomination round will occur in September 2016, so… back to your cameras and smartphones!!!

… and remember the theme of the contest: “Learning Biology”.

 

About the contest:

37 pictures were submitted by a total of 17 participants via Instagram, Twitter and Facebook. All pictures eventually met the selection criteria published on the page of the contest and were examined by the jury.

Our jury was composed of 3 members:
– Jonathan Soulé, coordinator (University of Bergen)
– Anne-Laure Simonelli, co-coordinator (University of Bergen),
– Janne E. Søreide (University Centre in Svalbard).

The three factors that the jury members considered when reviewing the pictures were:
– relevance to the topic “Learning Biology”,
– esthetics,
– picture quality.

All jury members were given the possibility to vote for up to 3 pictures to be ranked from first to third. The pictures that collected at least 1 vote were nominated. 4 out of the 22 selected pictures were eventually nominated.

The authors of the 3 awarded picture win a VISA/Mastercard giftcard (300NOK) and will be soon contacted directly via email.

En kultur for utdanningskvalitet

Vigdis Vandvik, Øystein Varpe and Oddfrid Førland have recently published the following article in Morgenbladet:

Skjermbilde 2016-08-03 15.14.27Professorens to personligheter, forskeren og læreren, må finne sammen. Og vi må skape inkluderende felleskap for læring. Slik bygger vi fremragende utdanninger.

 

Reference:

Vigdis Vandvik, Øystein Varpe and Oddfrid Førland – Morgenbladet. June 17th, 2016. http://morgenbladet.no/ideer/2016/06/en-kultur-utdanningskvalitet

Isaksen: Trenger ikke å gjøre slik som i tv-serien Mammon

Khrono has recently published the article Isaksen: Trenger ikke å gjøre slik som i tv-serien Mammon, with a mention of bioCEED.

logoKvalitet. Kunnskapsminister Torbjørn Røe Isaksen synes ikke det er nødvendig å bruke av oljefondet for å få Oxford, MiT og Harvard til å heve kvaliteten i norsk høyere utdanning, slik som i NRKs spenningsserie Mammon.

 

 

 

Kontaktkonferansen 2016: Fra struktur til kvalitet

skjermbilde-2017-01-26-22-56-33The following article was published on the website of the Norwegian government.

I fjor stod jeg foran dere og holdt min “I have a dream”-tale for universitets- og høyskolesektoren. Nå kan jeg konstatere at vi har tatt et stort skritt på vei mot å realisere drømmen. Fra 1. januar var strukturreformen en realitet.