Camilla Svensen
Biographic Data
| ID | 8901562 |
|---|---|
| NAME | Camilla Svensen |
| GIVEN NAMES | Camilla |
| FAMILY NAME | Svensen |
| SIGNATURE | SVENSEN C |
| AFFILIATIONS | UiT The Arctic University of Norway |
| ORCID | 0000-0001-9577-3935 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Impact of deployment duration of surface-tethered sediment traps on downward flux rates of chlorophyll a and particulate organic carbon
Field measurements of daily downward fluxes are crucial for understanding marine ecosystem dynamics and for providing input and reference data for regional and global carbon flux models. Short-term surface-tethered sediment traps are often used to quantify the downward flux in the upper water column, but different deployment durations have been used (2–360 h). In this study, conducted at five locations in the European (sub-)Arctic, we investigate…
Teacher feedback literacy in higher education
Feedback is essential to effective teaching in higher education. Teachers are expected to support student learning through dialogic feedback while navigating interpersonal, institutional and societal factors that may enable or constrain their efforts. This article explores how university teachers perceive such enablers and constraints across multiple levels, and how they shape teacher feedback literacy. Data were generated through semi-structured…
Do well-regarded university teachers exhibit feedback literacy? Examining the validity of a competency framework
Recent scholarship has advanced the notion of teacher feedback literacy (TFL) as necessary to foster student uptake of feedback and feedback literacy. However, the literature falls short of empirical work that demonstrates how these ideas translate into practice. This paper investigates the extent to which the feedback practices of highly regarded university teachers align with proposed macro, meso, and micro level TFL competencies. Drawing on se…
Nansen and Amundsen basins
The projected transition of the central Arctic Ocean (CAO) into a warmer, seasonally ice-free ocean requires more knowledge of this environment to predict changes in the structure and dynamics of its ecosystems. We aimed to compare the state and underlying processes of Nansen Basin and Amundsen Basin ecosystems observed in August–September 2021 and assess impacts of Atlantic Water inflow and fresher Transpolar Drift waters, respectively, on these…
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Nansen and Amundsen basins
The projected transition of the central Arctic Ocean (CAO) into a warmer, seasonally ice-free ocean requires more knowledge of this environment to predict changes in the structure and dynamics of its ecosystems. We aimed to compare the state and underlying processes of Nansen Basin and Amundsen Basin ecosystems observed in August–September 2021 and assess impacts of Atlantic Water inflow and fresher Transpolar Drift waters, respectively, on these…
Impact of deployment duration of surface-tethered sediment traps on downward flux rates of chlorophyll a and particulate organic carbon
Field measurements of daily downward fluxes are crucial for understanding marine ecosystem dynamics and for providing input and reference data for regional and global carbon flux models. Short-term surface-tethered sediment traps are often used to quantify the downward flux in the upper water column, but different deployment durations have been used (2–360 h). In this study, conducted at five locations in the European (sub-)Arctic, we investigate…
Teacher feedback literacy in higher education
Feedback is essential to effective teaching in higher education. Teachers are expected to support student learning through dialogic feedback while navigating interpersonal, institutional and societal factors that may enable or constrain their efforts. This article explores how university teachers perceive such enablers and constraints across multiple levels, and how they shape teacher feedback literacy. Data were generated through semi-structured…
Do well-regarded university teachers exhibit feedback literacy? Examining the validity of a competency framework
Recent scholarship has advanced the notion of teacher feedback literacy (TFL) as necessary to foster student uptake of feedback and feedback literacy. However, the literature falls short of empirical work that demonstrates how these ideas translate into practice. This paper investigates the extent to which the feedback practices of highly regarded university teachers align with proposed macro, meso, and micro level TFL competencies. Drawing on se…
Dialogic (2 works) · Higher education (2 works) · Literacy (2 works) · Peer feedback (2 works) · Student Assessment and Feedback (2 works) · Thematic analysis (2 works) · Arctic (1 work) · Arctic and Antarctic ice dynamics (1 work) · Autonomy (1 work) · Biology (1 work)