Cecilie Enqvist-Jensen

Associate Professor - Institutt for pedagogikk
Image of Cecilie Enqvist-Jensen
Room 576
Available hours By appointment
Username
Visiting address Sem Sælands vei 7 Helga Engs hus 0371 Oslo
Postal address Postboks 1092 Blindern 0317 Oslo

Educational background

  • Cand.Ed. - Advanced Master Degree in Education with specialization within the field of Leadership, Organizational Theory and Didactics, Institute for Educational Research, University of Oslo

Research interests

  • Learning in higher education
  • Faculty development
Tags: Education, Higher education

Publications

Vislie, Lise; Borgan, Monika; Jensen, Cecilie: Doktorgraden som karrierevei i de pedagogiske fag. Rapport fra en etterundersøkelse i 2003 blant registrerte doktorgradskandidater i pedagogikk/spesialpedagogikk våren 1990 ved universitetene i Oslo og Trondheim. Oslo: Pedagogisk forskningsinstitutt 2004 (ISBN 82-569-6351-4) 66 s. Gulserien(rapport nr. 5, 2004) UiO

  • Mülder, Hannah; Bergstrøm, Nora; Enqvist-Jensen, Cecilie & Esterhazy, Rachelle (2023). Student Staff as Co-Designers in Higher Education. In Blikstein, Paulo; van Aalst, Jan; Kizito, Rita & Brennan, Karen (Ed.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023. International Society of the Learning Sciences (ISLS). ISSN 9781737330677. p. 1973–1974. doi: 10.22318/icls2023.704174.
  • Aurvoll, Cecilie; Damsgaard, Hilde Larsen & Enqvist-Jensen, Cecilie (2023). Merit in the Melting Pot – the Extent and Significance of the Norwegian Merit Scheme. UNIPED. ISSN 1500-4538. 46(3), p. 201–212. doi: 10.18261/uniped.46.3.6.
  • Enqvist-Jensen, Cecilie (2022). "Hva er en mangel?" - En studie av begrepers mange funksjoner i jusstudenters læringsarbeid. Retfærd. Nordisk Juridisk Tidsskrift. ISSN 0105-1121. p. 39–52.
  • Enqvist-Jensen, Cecilie (2018). Navigating fluid epistemic spaces: emerging challenges for student knowing and learning in public international law. Studies in Continuing Education. ISSN 0158-037X. 40(3), p. 257–272. doi: 10.1080/0158037X.2018.1445984. Full text in Research Archive
  • Enqvist-Jensen, Cecilie; Nerland, Monika & Rasmussen, Ingvill (2017). Maintaining doubt to keep problems open for exploration: An analysis of law students' collaborative work with case assignments. Learning, Culture and Social Interaction. ISSN 2210-6561. 13, p. 38–49. doi: 10.1016/j.lcsi.2017.02.001. Full text in Research Archive
  • Jensen, Karen; Nerland, Monika & Enqvist-Jensen, Cecilie (2015). Enrolment of newcomers in expert cultures: an analysis of epistemic practices in a legal education introductory course. Higher Education. ISSN 0018-1560. 70(5), p. 867–880. doi: 10.1007/s10734-015-9872-z.

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  • Enqvist-Jensen, Cecilie (2016). Hvordan lærer studenter å forholde seg kritisk til kunnskap? - et case fra JUS: Analyser av jusstudenters utforskning av caseoppgaver i kollokviegrupper.
  • Enqvist-Jensen, Cecilie (2016). Learning to perform doubt in legal problem solving: analysis of Law students' Group work With case-assignments.
  • de Lange, Thomas & Enqvist-Jensen, Cecilie (2015). Kurspedagogikk - praktiske eksempler og vitenskapelig begrunnelse.
  • Nerland, Monika; Jensen, Karen; Damsa, Crina I. & Enqvist-Jensen, Cecilie (2014). The enrollment of students in professional knowledge cultures: Epistemic practices and learning in the introductory courses of three professional programs.
  • Enqvist-Jensen, Cecilie (2021). Knowledge Practices and Learning Challenges in Legal Education. Examining students' collaborative work in two undergraduate courses. . Universitetet i Oslo.
  • de Lange, Thomas; Lycke, Kirsten Hofgaard; Skodvin, Arne; Strømsø, Helge Ivar; Fremstad, Ester & Stensaker, Bjørn [Show all 9 contributors for this article] (2015). Egenrapport: Programevaluering - pedagogisk basiskompetanse Fagområdet for universitetspedagogikk, UiO. Det utdanningsvitenskapelige fakultet. Full text in Research Archive
  • Fremstad, Ester; Enqvist-Jensen, Cecilie & de Lange, Thomas (2014). Prosjektrapport for prosjektet‘Universitetspedagogisk tilbud for stipendiater, post.doc. og seminargruppeledere ved UiO’. Institutt for pedagogikk, Det utdanningsvitenskapelige fakultet.
  • Vislie, Lise; Borgan, Monika & Jensen, Cecilie (2004). Doktorgraden som karrierevei i de pedagogiske fag. Rapport fra en etterundersøkelse i 2003 blant registrerte doktorgradskandidater i pedagogikk/spesialpedagogikk våren 1990 ved universitetene i Oslo og Trondheim. Pedagogisk forskningsinstitutt. ISSN 82-569-6351-4.

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Published Aug. 17, 2010 3:50 PM - Last modified Sep. 23, 2016 2:12 PM

Projects

No ongoing projects