Referanser til teksten om meg

• Sundset, M.A., Kaaland, P.E., & Johnson, R.K. (2010) Søknad om akkreditering av doktorgradsstudium i økologi. Høgskolen i Telemark. Rapport fra Sakkyndig komité. NOKUT rapporter. ISSN [1501-9640]. 33 sider.

Referanser til teksten om mitt universitetspedagogiske grunnsyn

• Anderson, L.C. (2018) A survey of student engagement with multiple resources in an undergraduate physiology course: retrieve or look it up. Adv. Physiology. Edu. 42: 348-353.
• Ariely, D., & Wertenbroch, K. (2002) Procrastination, deadlines, and performance: Self-control by precommitment. Psychological Science, 13(3), 219–224.
• Barr, R.B., & Tagg, J. (1995) From teaching to learning – a new paradigm for undergraduate education. Change: The Magazine of Higher Learning 27: 12-26.
• Biggs, J.B. (1999) Teaching for quality learning at university. Buckingham: Open University Press.
• Biggs, J.B., & Tang, C.S.K. (2011). Teaching for quality learning at university. The Society for Research into Higher Education. 4th edition.
• Bloom, R.H. (Ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956) Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: David McKay.
• Doland, E.L., & Collins, J.P. (2015) We must teach more effectively: here are four ways to get started. Molecular Biolog of the Cell, 26: 2151-2155.
• Duckworth, A.L., & Seligman, M.E.P. (2005) Self-discipline outdoes IQ in predicting academic performance of adolescents. Physiological Science 16: 939-944.
• Dysthe O, Igland MA (2001) Vygotskij og sosiokulturell teori. Dysthe IO (red.) Dialog, samspel og læring (side 73-90). Oslo: Abstrakt forlag.
• Flett, G.L., Blankstein, K.R., & Martin, T.R. (1995) Procrastination, negative self-evaluation, and stress in depression and anxiety. In Procrastination and Task Avoidance (pp. 137–167). Springer US.
• Goodman, B.E., Barker, M.K., & Cooke, J.E. (2018) Best practices in active and student-centered learning in physiology classes. Adv. Physiol. Education 42: 417-423.
• Hattie, J. (2015) The applicability of visible learning to higher education. Scholarship of Teaching and Learning i Psychology 1(1): 79-91.
• Henk, W.A., & Stahl, N.A. (1985) A meta-analysis of the effect of notetaking and learning from lecture. College reading and learning assistance. Paper presented at the Annual Meeting of the National Reading Conference, St. Petersburg Beach, FL.
• Khalil, M.K, & Elhider I.A. (2016) Applying learning theories and instructional design models for effective instruction. Adv. Physiol. Educ. 40:147-145.
• Kay, D., & Kibble, J. (2016) Learning theories 101: application to everyday teaching and scholarship. Advances in Physiology Education 40: 17-25.
• Krathwohl, D.R. (2002) A revision of Bloom’s Taxonomy: An overview. Theory into practice 41: 212-218.
• Michael, J., Cliff, W., McFarland, J., Modell, H., & Wright, A. (2017) The core concepts of Physiology – A new paradigm for teaching. New York: Springer.
• Nordby, K., Wang, C.E.A., Dahl, T.I., & Svartdal, F. (2016) Intervention to reduce procrastination in first-year students: Preliminary results from a Norwegian study. Scandinavian Psychologist 3, e10.
• Nordby, K., Klingsieck, K.B., & Svartdal, F. (2017) Do pracrastination-friendly environments make students delay unnecessarily? Social Psychology of Education 20: 491-512.
• Rabin, L.A., Fogel, J., & Nutter-Upham, K.E.(2011) Academic procrastination in college students: The role of self-reported executive function. Journal of Clinical and Experimental Neuropsychology, 33(3), 344–357.
• Regjeringen (2017) Kultur for kvalitet i høyere utdanning. Meld. St. 16.
• Roxå, T., & Mårtensson, K. (2015) Microcultures and informal learning – a heuristic guiding analyses conditions for informal learning in local higher education workplaces. International Journal for Academic Development, 20(2): 193-205.
• Säljö R (2002) Læring, kunnskap og sosiokulturell utvikling: mennesket og dets redskaper. I Bråthen I (Red.), Læring i sosialt, kognitivt og sosialt-kognitivt perspektiv (side 31-57). Cappelen Akademisk Forlag.
• Shuell TJ (1986) Cognitive conceptions of learning. Rev Edu Res 56: 411-436.
• Sirois, F.M. (2014) Procrastination and stress: Exploring the role of self-compassion. Self and Identity 13: 128–145.
• Steel, P. (2007) The nature of procrastination: a meta-analytic and theoretical review of quintessential self-regulatory failure. Bull. 133 65–94.
• Svartdal, F., Pfuhl, G., Nordby, K., Foschi, G., Klingsieck, K.B., Rozental, A., Carlbring, P., Lindblom-Ylänne, S., & Rebkowska, K. (2016) On the measurement of procrastination: comparing two scales in six European countries. Psychol. 7: 1307.

Referanser til utviklingsprosjektet «Hverandrevurdering i fysiologifaget»

• Abidin, N.A.B.Z., & Sahdan, S.B. (2017) Peer assessment – A challenge in the new generation. Advanced Science Letters 23(2): 908-911.
• Adachi, C., Tai, J.H.M., & Dawson, P. (2017) Academics´s perception of the benefits and challenges of self and peer assessment in higher education. Assessment & Evaluation in Higher Education 43(2)
• Blix, A.S. (2015) Avdeling for Arktisk Biologi 1980-2010. NOVUS forlag. ISBN 9788270998050.
• Brown, S., Bowmar, A., White, S., & Power, N. (2017) Evaluation of an instrument of measure undergraduate nursing student engagement in an introductary human anatomy and physiology course. Collegian 24:491-497.
• DiCarlo, S.E. (2006) Cell biology should be taught as science is practiced. Nat. Rev. Mol. Cell. Biol. 7: 290–296.
• Higgins-Opitz, S.B., & Tufts, M. (2012) Active physiology learning in a diverse class: an analysis of medical student responces in terms of sex, home language, and self-reported test performance. Adv. Physiol. Educ. 36(2):116-24.
• Neves, A.H.S., Altermann, C., Goncalves, R., Lara, M.V., & Melo-Carpes, P.B. (2016) Home-based vs. laboratory-based practical activities in the learning of human physiology: The perception of students. Adv. Physiol. Teaching 41:89-93.
• Regjeringen (2001-2002) Kvalitetsreformen – Om vurdering av enkelte unntak fra ny gradsstruktur i høyere utdanning. St. Meld. nr. 11.
• Reinholz, D. (2016) The assessment cycle: A model for learning through peer assessment. Assessment & Evaluation of Higher Education 41(2): 301-315.
• Relling, A.E, & Giuliodori, M.J. (2015) Effect of peer instruction on the likelihood for choosing the correct response to a physiology question. Adv. Physiol. Educ. 39: 167–171.
• Sand, O., Sjaastad, Ø.V., & Haug, E. (2016) Menneskets fysiologi (2. utgave). Gyldendal Akademiske Forlag.
• Srivastava, T.K., Waghmare, L.S., Mishra, V.P., Rawekar, A.T., Quaz, N. & Jagzape, A.T. (2015) Peer teaching to foster learning in physiology. J. Clin. Diagn. Res. 9(8).doi: 10.7860/JCDR/2015/15018.6323
• Stavrianeas, S., Steward, M., & Harmer, P. (2008) Beyond the printed page: Physiology education without a textbook? Teaching with Technology
• Strømsø, H.I. (2016) Forskningsbasert undervisning. I: Strømsø, H.I., Lycke, K.H., & Lauvås, P. (red.),  Når læring er det viktigste. Undervisning i høyere utdanning. Cappelen Damm Akademisk. ISBN 978-82-02-52728-0.  Kapittel 3.  s 40 – 56
• Widmaier, E., Raff, H., & Strang, K.T. (2018) Vander’s Human Physiology (15th Edition) McGraw-Hill Education.

Referanser til teksten om kollegaveiledningsprosjektet

• Andersen, H.L., & Søndergaard, L. (2007) Kollegial supervision som kvalitetsarbejde på universitetet. I: Hanne Leth Andersen & Louise Søndergaard (Eds) Kollegial supervision på universitetet. Aasrhus Universitetsforlag.
• Allern, M. (2011) Scholarship of Teaching and Learning (SoTL) i Norge: Pedagogiske mapper som bidrag til pedagogisk diskurs. UniPed 3, 23 sider.
• Allern, M., Sundset, M.A., & Sandvoll, R. (2017) Peer Obeservation of Teaching as motivation for educational development – From teaching as a private enterprise to a collective approach. Proceedings from the 2nd EuroSoTL conference in Lund, Sweden, June 2017, side 23-27.
• Bell, A., & Thomson, K. (2016) Supporting peer observation of teaching: Collegiality, conversations, and autonomy. Innovations in education and teaching international 55(3): 276-284.
• Engin, M. (2016) Enhancing the status of peer observation through the scholarship of teaching and learning. International Journal for Academic Development 21(4): 377-382.
• Regjeringen (2017) Kultur for kvalitet i høyere utdanning. Meld. St. 16.
• Wingrove, D., Hammersley-Fletcher, L., Clarke, A., & Chester, A. (2018) Leading Developmental Peer Observation of Teaching in Higher Education: Perspectives from Australia and England. British Journal of Educational Studies 66(3): 365-381.

Referanser til teksten om fagfellevurderingsprosjektet

• Riddervold, K. (2017) Ja til kollegaveiledning og mer fagfellevurdering. Khrono 31.05.17.
• Sandvoll, R., Winka, K., & Allern, M. (2018) Merittering som vitenskapelig tilnærming til undervisning. Uniped 3.
• Sundset, M.A., Allern, M., & Sandvoll, R. Utvikling av undervisningskvalitet gjennom styrket fagfellesskap. Paper (6 sider) innsendt til Nordic Journal of STEM Education 29.01.19, MNT-konferansen 2019.
• Sundset, M.A., Allern, M., & Sandvoll, R. Enhancing a collective approach to teaching in the spirit of SoTL. Abstract innsendt 18.01.19 til EuroSoTL19 i Bilbao, Spania
• Thomas, S., Chie, Q.T., Abraham, M., Raj, S.J., & Beh, L.S. (2014) A qualitative review of litterature on peer review of teaching i higher education: An application of the SWOT Framework. Review of Educational Research 84(1): 112-159.
• Trigwell, K., Martin, E., Benjamin, J., & Prosser, M. (2000) Scholarship of Teaching: A model. Higher Education and Development 19: 155-168.

Referanser til teksten om utdanningsledelse

• Grepperud, G., Adolfsen, H., Bjørsnøs, A., Blekkan, E.A., Lyng, R., Njølstad, I., Paulsen, O.A., & Rønning, F. (2016) Innsats for kvalitet – Forslag til et meritteringssystem for undervisning ved UiT Norges arktiske universitet og NTNU.
• Jakobsen, W., Eriksen, G.K., Granerud, Ø., Johnsen, B.E., Njølstad, I., Lorem, G.L., Lurås, I.J., Rensaa, R.J., Mælen, K.M., Sundset, M.A., Theodorsen, C., Danielsen, Å., Wilhelmsen, K., Seland, M., & Løfaldli, S. (2017) Gjennomgang av studieporteføljen – del 2. Erfaringsbaserte- og toårige masterprogram. Strategisk Utdanningsutvalg 24.04.17.
• Jakobsen, W., Eriksen, G.K., Granerud, Ø., Koppen, K., Njåstad, I., Lorem, G.F., Lurås, I.J., Rensaa, R.J, Mælen, K.M., Sundset, M.A., Theodorsen, C., Danielsen, Å., Wilhelmsen, K., Seland, M., & Adolfsen, H. (2016) Gjennomgang av studieporteføljen – del 1. Bachelorprogram og femårige masterprogram. Strategisk Utdanningsutvalg 20.10.16.
• Regjeringen (2011) Nasjonalt Kvalifikasjonsrammeverk for Høyere Utdanning, fastsatt av Kunnskapsdepartementet 2009.
• Sandvoll, R., Winka, W., & Allern, M. (2018) Merittering som vitenskapelig tilnærming til undervisning. Uniped 03(41)
• Storelvmo, E., Andersen, S.T., Davidsen, G., Godtliebsen, F., Lorem, G., Moldenæs, T., Skagen, A., & Sundset, M.A. (2017) Rapport fra Fokusgruppe Innovasjon og entreprenørskap i utdanningen. UiT – Norges Arktiske Universitet.

Referanser til teksten om veien videre

• Higdem, U., Lien, G., & Sandvik, K. (2009) Pedagogiske mapper for digital dokumentasjon og deling av kompetanse. UniPed 3: 30-43.
• Schönwetter, D.J., Sokal, L., Friesen, M., & Taylor, K.L. (2002) Teaching philosophies reconsidered:A conceptual model for the development and evaluation of teaching philosophy statements. International Journal for Academic Development 7(1): 83-97.
• Shulman, L. (2011) Feature Essays: The scholarship of Teaching and Learning: A personal account and reflection. International Journal for the Scholarship of Teaching and Learning 5(1), article 30.