Anders Mattias Lundmark

• Glessmer, Mirjam; Daae, Kjersti; Thoni, Terese; Lundmark, Anders Mattias; Dunnett, Kirsty & Herde, Hannah (2026). Creating Grassroots Communities of Practice to Discuss Teaching. Oceanography. ISSN 1042-8275. 39(3). doi: 10.5670/oceanog.2026.e300. Full text in Research Archive Show summary

  Innovation in teaching practices is largely based on collegial relationships and resulting feelings of individual competence and autonomy (Thirkell, 2026). Discussion among educators is one of the best ways to develop teaching competence regarding which teaching methods to use; if and how to address topics outside of the core curriculum of a subject, for example, sustainability; what resources to use for inspiration or information; which good practices to adopt or role models to consider; how to relate to students and share responsibility for learning; and how to navigate institutional or disciplinary culture. Despite their importance, such conversations often happen “backstage,” informally at the coffee machine or in an office behind closed doors, and with trusted colleagues (Roxå and Mårtensson, 2009). This makes it challenging for new instructors to find colleagues with whom they can discuss and receive support for their teaching, and many young instructors can feel isolated, especially after moving to a new institution (Wennerberg and McGrath, 2022). Contextual knowledge of local teaching practices, local regulations and how to interpret them, others’ experiences teaching disciplinary concepts, among other things, might thus be inaccessible.

• Dunnett, Kirsty & Lundmark, A. M. (2026). Evaluating explanations of scientific concepts using image schemata. International Journal of Science Education. ISSN 0950-0693. p. 19–19. doi: 10.1080/09500693.2026.2623670. Full text in Research Archive
• Dunnett, K.; Lundmark, Anders Mattias; Glessmer, Mirjam Sophia; Daae, Kjersti & Sodemann, Harald (2026). Impacts of three discipline-specific fora for discussing teaching and learning. International Journal for Academic Development. ISSN 1360-144X. p. 14–14. doi: 10.1080/1360144x.2026.2658427. Full text in Research Archive
• III, Gerald Decelles; Bovill, Catherine & Lundmark, Anders Mattias (2026). Student compensation and motivation in student–staff partnerships. Journal of Geography in Higher Education. ISSN 0309-8265. p. 1–14. doi: 10.1080/03098265.2026.2656424. Full text in Research Archive Show summary

  Within Higher Education (HE), in Norway and internationally, institutions are adopting partnership and co-creation approaches to increase student agency in their own learning. Often, institutions compensate students who engage with partnership approaches. We explore the experiences and motivations of students who have been compensated for partnership work in the Universities of Oslo, Bergen, Tromsø, and Edinburgh, which are all connected to the iEarth network. Through thematic analysis of questionnaires and interviews, we identified three themes: Students’ personal financial situation; Time is an influential factor for students; and Partnership as a motivator. We observed compensation as an enabler, not a primary motivator of partnership, and find time an important currency for students. Additionally, the preference shown by some researchers and practitioners within the partnership community for students to be intrinsically motivated for partnership work, is called into question, as well as the impact these preferences have on who gets to participate.

• III, Gerald Decelles; Bovill, Catherine & Lundmark, Anders Mattias (2025). The Same, But Different: Teacher and student experiences of partnership. Student Engagement in Higher Education Journal. 7(2), p. 133–153. Full text in Research Archive Show summary

  Norwegian Higher Education institutions are increasingly adopting partnership and co-creation approaches, in common with other universities internationally. The Centres for Teaching Excellence (SFU) initiative supports Norwegian Higher Education in embedding these approaches in different disciplines. We explore common experiences shared by students and teachers involved in partnership work in the iEarth network (an SFU). Through reflexive thematic analysis of surveys and interviews, we identify five shared themes: the value of relationship building; voice, agency, and power; the importance of positive past experiences for engaging in partnerships, multiple understandings of partnership; and uncertainty. The ‘uncertainty’ theme, whilst appearing briefly in some previous studies, is particularly interesting in this study, as our data suggests that students’ and teachers’ experience uncertainty in partnership differently. Teachers reported reduced uncertainty due to partnership, owing to enhanced relationships with students. Students found partnership increases uncertainty as it challenges their ideas about learning in higher education. We also found participants shared a practical, ‘down to earth’ approach to partnerships’ benefits and challenges, and suggest this is related to the context in which partnership was introduced. Additionally, this study suggests that staff and students who have no positive past experiences in partnership may be a group who find partnership challenging and may need further support. With increasing emphasis on partnership in higher education, it is important to understand and explore shared partnership experiences to align participants’ goals and expectations and potentially unlock new benefits.

• Andersen, Gard L.; Bakken, Kristian B.; Dauvi, Adriana Amundsen; Dunnett, Kirsty; Haakens, Torjus & Hansen, Ida Helene Magnor [Show all 9 contributors for this article] (2025). Co-Creation in Practice: Redesigning a Geoscience Bachelor Course. Teaching and Learning Inquiry. ISSN 2167-4779. 13. doi: 10.20343/teachlearninqu.13.44. Full text in Research Archive Show summary

  Co-creation has the potential to enhance the quality of university education through its impact on course delivery and the participants’ learning experiences, but it is often not straightforward to realise. We present a case study of a student-initiated co-creation project where students, course teachers, and student administration worked together to improve an introductory geoscience course at a Norwegian university. A thematic analysis of participants’ reflections and interviews shows positive meta-cognitive, affective, and social effects similar to the results of other studies on co-creation. Students and staff brought complementary expertise to course development, and establishing a common pedagogical framework provided a shared language and basis for informed argumentation and negotiation. The process of co-creation also required an expertise of its own. For example, students initially struggled to recognise how they could contribute to the project, and while examples of other co-creation projects were helpful, students found local (culturally, geographically, subject-specific) examples of student involvement most relatable. We discuss how equity and power concerns were addressed in the working group, and how course representatives and discussion-based midterm evaluations partly addressed diversity and inclusivity challenges. The alignment of student initiative, access to funding for student salaries, and teachers primed to try a co-creation approach all contributed to this co-creation project. This suggests that even in an educational system known for its flat hierarchy and promotion of democracy and equality, catalysts and explicit support are important to promote co-creation.

• Lloyd, Simon; Biggin, Andrew J.; Domeier, Mathew Michael; Lundmark, Anders Mattias & Boon, Annique van der (2025). Low Geomagnetic Paleointensity in the Mid‐Part of the Kiaman Superchron. Journal of Geophysical Research (JGR): Solid Earth. ISSN 2169-9313. 130(1). doi: 10.1029/2024JB030314. Full text in Research Archive Show summary

  The Kiaman Reversed Superchron (∼260–318 Ma) is the longest known period of single geomagnetic polarity in Earth history (∼55 million years). It is associated with anomalously low dispersion of virtual geomagnetic poles and some high estimates of Earth's dipole moment. However, many of these strong paleointensity data are of poor or unknown quality. Here we report full-vector paleomagnetic measurements from a series of mid-Kiaman (∼282–302 Ma) lamprophyre dykes from Orkney, Scotland. A total of 258 paleointensity experiments were performed alongside rock magnetic experiments and scanning electron microscopy. Eleven dykes produced virtual dipole moment estimates indicating that the field was weak (between 0.1 and 2.9 × 1022 Am2) at 302 Ma and only moderately stronger (between 2.7 and 7.1 × 1022 Am2) at 282 Ma. These new data challenge the paradigm of a uniquely strong field in the Kiaman superchron and are especially intriguing when considered alongside recent studies of geomagnetic field behavior during the later Cretaceous Normal Superchron (∼84–121 Ma). Average dipole moment may be marginally elevated and paleosecular variation moderately suppressed during the superchrons but, in other respects, the field can appear similar to that encountered during other times. The deep-Earth conditions allowing for the generation of a geomagnetic field that is capable of weak, unstable behavior and transitory polarity inversions, while nevertheless maintaining a dominant single polarity for tens of millions of years, is not yet clear. The challenge of explaining superchrons and their geodynamic origin motivates further study integrating paleomagnetic observations with predictions from geodynamo simulations.

• Dunnett, Kirsty; Barnes, Thomas & Lundmark, Anders Mattias (2024). Analogy use in textbook introductions to isostasy: Presentations, perceptions and physics. Journal of Geoscience Education (JGE). ISSN 1089-9995. doi: 10.1080/10899995.2024.2395225. Full text in Research Archive Show summary

  In teaching, analogies can be used to support the introduction of a new concept or idea with reference to a more familiar one. This relies on the learner’s correct understanding of the (supposedly) familiar situation, their identification of the relevant similarities (structural relations) between the two situations, and of the limits of the similarities. Without these, analogies may reinforce or introduce misconceptions. Through content analysis of 14 introductory textbooks, semi-structured interviews with four students, and analysis of two analogies, we explore how analogies are used as part of introductions to isostasy in introductory geoscience textbooks. Analogies were ubiquitous, but prior knowledge of the source domain was typically assumed and the majority were not elaborated (explained to the learner). Interviews indicate that, in the absence of sufficient elaboration, students turn to superficial similarities for clues on how to apply the analogies. Many textbooks used analogies amenable to this approach, indicating an alignment between textbook strategy and student reactions. However, giving precedence to superficial similarities over explicit elaboration of structural relations may favor a novice approach to learning. Analyzing an analogy using free-body diagrams demonstrates how an apparently relevant analogy can introduce misconceptions, both in terms of the underlying physics (introducing a fictitious force) and the Earth application (unnatural behavior of the lithosphere) when not sufficiently, or correctly, elaborated. We conclude that the introductory textbooks place much of the responsibility for appropriate use of their analogies, and for avoiding misconceptions, on the learners and their teachers.

• Dunnett, Kirsty & Lundmark, Anders Mattias (2024). The complexities of moving topics between disciplines: the case of buoyancy and isostasy. International Journal of Science Education. ISSN 0950-0693. 46(12), p. 1239–1255. doi: 10.1080/09500693.2023.2283907. Full text in Research Archive Show summary

  ‘A lack of prior knowledge in the other discipline’ is often given by geoscience instructors to explain why students struggle to apply knowledge from other disciplines to the Earth. We examine this assumption by considering the disciplinary crossing of buoyancy (physics) to isostasy (geoscience). We investigate the teachers’ perspective through workshops, and use the theoretical framework of Interdisciplinary Reasoning and Communication to explore what geoscience textbooks ask of students. Most introductory textbooks rely on students applying pre-existing knowledge of hydrostatics in a geoscience context (forwards transfer), while intermediate and advanced textbooks develop the necessary physics explicitly in a geoscientific context (backwards transfer). Moreover, introductory textbooks frequently use analogies for concrete translation between physics and geoscience ideas, but the analogical relations and where they break down (relational translations), receive little attention. This places high demands on students’ prior understanding of hydrostatics to successfully integrate and transfer knowledge from physics to geoscience. If students lack the relevant physics background, introductory textbooks may force them to rely on intuitive ideas of physics, potentially reinforcing old, and giving rise to new misconceptions. Our results move the focus from perceived shortcomings of students to the demands made on them in interdisciplinary learning.

• Malm, Rie Hjørnegaard; Madsen, Lene M. & Lundmark, Anders Mattias (2020). Students’ negotiations of belonging in geoscience: experiences of faculty–student interactions when entering university. Journal of Geography in Higher Education. ISSN 0309-8265. 44(4), p. 532–549. doi: 10.1080/03098265.2020.1771683. Full text in Research Archive Show summary

  In this study, we explore how interactions with faculty influence first-year geoscience students’ negotiations of belonging in a study programme. We situate the study within the field of retention and use the concepts of belonging and culture to analyse our empirical material, collected through ethnographic fieldwork. We explore how faculty–student interactions during geoscientific fieldwork and in an “interview exercise” give students access to explicit and tacit knowledge about doing geoscience research, the department culture and possible careers in geoscience. The analysis shows that faculty–student interactions offer important avenues for the students’ negotiations of how they belong in the study programme (who they are) and in assessing their future possibilities (who they want to become). However, while positive for some students, the perceived needs to be highly devoted to the discipline and to perform in the field poses challenges for other students’ sense of belonging in the geoscience programme. By situating activities in the wider context of the culture of the study programme and analysing the combined effect of different faculty–students interactions, we find that institutions must offer first-year students possibilities for creating a sense of belonging that are varied, authentic and inclusive.

• Lundmark, Anders Mattias; Augland, Lars Eivind & Jørgensen, Simen V. (2020). Digital fieldwork with Fieldmove - how do digital tools influence geoscience students’ learning experience in the field? Journal of Geography in Higher Education. ISSN 0309-8265. 44(3), p. 427–440. doi: 10.1080/03098265.2020.1712685. Full text in Research Archive Show summary

  Third year geoscience students were introduced to digital tools for fieldwork, Fieldmove on iPads, in a capstone field mapping course at Oslo University, Norway. Despite little prior experience with digital tools for fieldwork, they became independent Fieldmove users in a few hours. They self-report positive cognitive impacts, including positive effects on quality of fieldwork, maps and reports. However, submitted course material suggest students achieved similar levels of understanding with and without digital tools. We hypothesize that students’ confidence in their work increases when supported by digital tools, however, they may also overrate their proficiency due to the ease of collecting large data sets, and the professional look of the digital outputs. Students report both positive and negative effects on teamwork; observations suggest this reflects sharing of devices rather than use of digital tools per se. The students also report pronounced positive affective impacts, which appear to be the main effect of the digital tools in this study. Overall, the students are very positive to digital tools in fieldwork, preferring they were introduced early during the bachelor program, but after traditional field methods are learnt. When given a choice, most students chose to combine traditional and digital tools for their fieldwork.

• Lundmark, Anders Mattias; Augland, Lars Eivind & Bjerga, Audun Dalene (2019). Timing of strain partitioning and magmatism in the Scottish Scandian collision, evidence from the high Ba–Sr Orkney granite complex. Scottish Journal of Geology. ISSN 0036-9276. 55(1), p. 21–34. doi: 10.1144/sjg2018-001. Full text in Research Archive Show summary

  The Orkney granite complex dominates the outcropping basement on Orkney, Scotland. It comprises a grey and a pink variably foliated granite, and structurally younger pegmatites and aplites. Based on geochemical characteristics the granites are assigned to the Scottish high Ba–Sr granites. The granites are deformed by synmagmatic extensional east–west-trending mylonite zones. These are locally overprinted by similarly oriented extensional phyllonites and, in one case, by similarly oriented extensional faults. The grey and the pink granites are dated by zircon U–Pb CA-ID-TIMS to 431.93 ± 0.46 and 430.26 ± 0.92 Ma, respectively. An aplite cutting mylonitic granite and cut by phyllonite is dated to 428.50 ± 0.31 Ma. We interpret the shear zones to record north–south extension during emplacement and cooling of the granites, likely at a shallow crustal depth (4–12 km). The extension is best explained by a subsidiary pull-apart structure related to displacement on the Great Glen Fault. In this case, the Orkney granite complex dates transcurrent faulting to 432–429 Ma, coeval with the 431–429 Ma Moine Thrust. This indicates that strain partitioning and high Ba–Sr magmatism across the Scottish Highlands was an immediate response to attempted subduction of Avalonia beneath Laurentia during the Scandian collision.

• Lundmark, Anders Mattias; Gabrielsen, Roy Helge; Strand, Tor & Ohm, Sverre Ekrene (2018). Repeated post-Caledonian intra-cratonic rifting in the central North Sea: Evidence from the volcanic record in the Embla oil field. Marine and Petroleum Geology. ISSN 0264-8172. 92, p. 505–518. doi: 10.1016/j.marpetgeo.2017.11.018. Full text in Research Archive Show summary

  Intrusive and extrusive mafic igneous rocks in the Embla oil field, central North Sea, testify to repeated post-Caledonian magmatism on the northern flank of the Mid North Sea High. The igneous rocks are highly clay- and carbonate-altered, but retain their High Field Strength element signatures on the sample scale. These signatures are used to group, classify and investigate the tectonic significance of the rocks. Three magmatic events are identified. Late Devonian transitional basalts are interpreted as part of a bimodal volcanic assemblage that includes ca. 375 Ma alkali rhyolites, suggested to record rifting in a proto-Central Graben. Early Permian volcanic and hypabyssal alkaline rocks in the Embla oil field display lamprophyric traits and represent low degree melts. They likely correlate either to ca. 300 Ma lamprophyre magmatism leading up to, or 298-292 Ma alkaline magmatism in the Midland Valley - Southern Uplands coeval with the northwest European magmatic flare-up at the Permo-Carboniferous boundary. Kimmeridgian-Tithonian submarine tholeiitic basalts in the Embla oil field post-date the alkaline continental mid Jurassic magmatism associated with doming and initial rifting in the North Sea, and are suggested to represent a hitherto unknown volcanic expression of the late Jurassic main rift phase in the Central Graben.

• Frøyland, Merethe; Remmen, Kari Beate & Lundmark, Anders Mattias (2017). Etter- og videreutdanning for lærere – hva skal til for å lykkes? Nordic Journal of STEM Education. 1(1), p. 43–48. Full text in Research Archive
• Malm, Rie Hjørnegaard; Lundmark, Anders Mattias & Lilleøren, Karianne Staalesen (2017). Interviewing researchers – introducing first year bachelor students to their scientific discipline. Nordic Journal of STEM Education. 1(1), p. 140–144. doi: 10.5324/njsteme.v1i1.2248. Full text in Research Archive
• Lundmark, Anders Mattias & Lamminen, Jarkko Tapani (2016). The provenance and setting of the Mesoproterozoic Dala Sandstone, western Sweden, and paleogeographic implications for southwestern Fennoscandia. Precambrian Research. ISSN 0301-9268. 275, p. 197–208. doi: 10.1016/j.precamres.2016.01.003. Full text in Research Archive Show summary

  The Mesoproterozoic (Jotnian) Dala Sandstone, western Sweden, is investigated using zircon U-Pb SIMS. The Dala Sandstone was deposited in a gentle sag basin and underwent post-depositional downfaulting and local deformation along the Sveconorwegian Frontal Deformation Zone. The maximum depositional age is lowered to 1.58 Ga, lending support to a suggested 1.5 Ga maximum age from regional basement age considerations. Associated 1.46 Ga volcanism (Öje basalt) indicates that the 1.5–1.4 Ga Hallandian-Danopolonian event triggered basin formation; in addition, repeated local magmatism and deformation over several 100 m.y. hint at the presence of a crustal weak zone. Provenance data indicate sediment sources in surrounding Svecofennian, Transscandinavian Igneous Belt and Gothian domains; age peaks coinciding with early Gothian phases suggest that older inboard parts of the orogen shielded the Dala region from the younger outboard parts. Decreasing input from the Gothian orogen after 1.46 Ga suggests changing regional drainage patterns. Archaean/Paleoproterozoic zircon in pre-Sveconorwegian sediments in southern Norway is proposed to reflect sediment routing from the north, or significant sinistral Sveconorwegian displacement of southern Norway along the Fennoscandian margin. The latter would potentially juxtapose the Dala basin and the Rjukan rift in southern Norway, however, these formed two distinct and separate basins.

• Gabrielsen, Roy; Nystuen, Johan Petter; Jarsve, Erlend Morisbak & Lundmark, Anders Mattias (2015). The Sub-Cambrian Peneplain in southern Norway: Its geological significance and its implications for post-Caledonian faulting, uplift and denudation. Journal of the Geological Society. ISSN 0016-7649. 172(6), p. 777–791. doi: 10.1144/jgs2014-154. Full text in Research Archive
• Lundmark, Anders Mattias; Bue, Edina Pozer; Gabrielsen, Roy H.; Flaat, Kjersti; Strand, Tor & Ohm, Sverre Ekrene (2015). Provenance of late Palaeozoic terrestrial sediments on the northern flank of the Mid North Sea High: detrital zircon geochronology and rutile geochemical constraints. Geological Society Special Publication. ISSN 0305-8719. 386(1), p. 243–259. doi: 10.1144/SP386.4. Full text in Research Archive
• Lundmark, Anders Mattias; Sæther, T & Sørlie, R. (2014). Ordovician to silurian magmatism on the Utsira High, North Sea: Implications for correlations between the onshore and offshore Caledonides. Geological Society Special Publication. ISSN 0305-8719. 390(1), p. 513–523. doi: 10.1144/SP390.21. Full text in Research Archive
• Lundmark, Anders Mattias; Gabrielsen, Roy H.; Austrheim, Håkon Olav; Flaat, Kjersti; Strand, Tor & Ohm, Sverre Ekrene (2012). Late Devonian rifting in the central North Sea: evidence from altered felsic volcanic rocks in the Embla oil field. Marine and Petroleum Geology. ISSN 0264-8172. 29(1), p. 204–218. doi: 10.1016/j.marpetgeo.2011.06.002. Full text in Research Archive
• Lundmark, Anders Mattias; Andresen, Arild; Hasan, M.A.; Augland, Lars Eivind & Boghdady, G.Y. (2012). Repeated magmatic pulses in the East African Orogen in the Eastern Desert, Egypt: An old idea supported by new evidence. Gondwana Research. ISSN 1342-937X. 22(1), p. 227–237. doi: 10.1016/j.gr.2011.08.017. Full text in Research Archive
• Lundmark, Anders Mattias; Gabrielsen, Roy H. & Brown, John Flett (2011). Zircon U–Pb age for the Orkney lamprophyre dyke swarm, Scotland, and relations to Permo-Carboniferous magmatism in northwestern Europe. Journal of the Geological Society. ISSN 0016-7649. 168, p. 1233–1236. doi: 10.1144/0016-76492011-017. Full text in Research Archive
• Lundmark, Anders Mattias; Gabrielsen, Roy H. & Brown, John Flett (2011). Zircon U-Pb age for the Orkney lamprophyre dyke swarm, Scotland, and relations to Permo-Carboniferous magmatism in northwestern Europe. Journal of the Geological Society. ISSN 0016-7649. 168(6), p. 1233–1236. doi: 10.1144/0016-76492011-017. Full text in Research Archive

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• Lundmark, Anders Mattias & Schmid, Sarah Ruth (2026). Motivation, Recruitment and Retention in Geoscience - A Two-wave Mixed-Methods Case Study at the University of Oslo. doi: https:/ngwm2026.fi/. Full text in Research Archive
• Tjoflot, Gunn Kristin & Lundmark, Anders Mattias (2026). Teaching for students or with students? [Internet]. geo.uio.no. doi: https:/www.mn.uio.no/geo/english/about/organisation/geodidactics/news/teaching-for-students-or-with-students.html. Full text in Research Archive Show summary

  Two iEarth workshops brought together geoscience students, staff and experts at Deptt. of Geosciences, University of Oslo on 30 January 2026.

• Lundmark, Anders Mattias & Schmid, Sarah Ruth (2025). Learn 2 Learn – by students for students. doi: https:/www.iearth.no/resource/iearth-digital-learning-forum-2025. Full text in Research Archive
• Lundmark, Anders Mattias (2025). Feltarbeid, hvordan finne og bruke spennende geotoper i nærmiljøet i undervisningen! Full text in Research Archive Show summary

  I dette foredraget kan du høre om hvordan du kan inkludere feltarbeid i nærmiljøet, både utforsking, planlegging og integrering i undervisningen. Ved å inkludere nærmiljøet som feltlokasjon skapes interesse for elevene som kan dra veksel på lokal kunnskap om landskap og terreng. Vi vil også se litt på virtuelt feltarbeid og bruk av VR-briller. 

• Gundersen, Ingelinn Marifjæren; Bakken, Kristian Bjelbøle & Lundmark, Anders Mattias (2025).   Mapping iEarth peer-reviewed education publications: 2019 to present. Full text in Research Archive Show summary

  iEarth was established in 2019 and became a Centre of Excellence in 2020. Since the start, one ambition has been to better understand teaching and learning in the context of geoscience higher education in Norway, to involve staff and students in systematic studies of teaching and learning, and to disseminate new ideas and findings. To date we have registered 35 published and 9 submitted scientific articles by 126 co-authors including 10 students, and 2 submitted Ph.D.-thesis.

• Lundmark, Anders Mattias; Bakken, Kristian Bjelbøle; Anell, Ingrid; Augland, Lars Eivind; Conrad, Clinton Phillips & Dunkel, Kristina G [Show all 10 contributors for this article] (2025). Why don’t my students come to class? Full text in Research Archive
• Lundmark, Anders Mattias (2025). ”Should I stay or should I go?” - student retention in geosciences. Full text in Research Archive
• Dunnett, Kirsty; Glessmer, Mirjam; Lundmark, Anders Mattias & Daae, Kjersti (2025). “It’s only talk” - how talking about teaching can support professional development for university teachers. Full text in Research Archive
• Iii, Gerald Leo Decelles; Bovill, Catherine & Lundmark, Anders Mattias (2025). Student Compensation and Motivation in Partnership. Full text in Research Archive
• Schmid, Sarah Ruth; Lundmark, Anders Mattias & Barnes, Thomas (2025). Tracking Student Motivation and Retention in Geoscience. Full text in Research Archive
• Lundmark, Anders Mattias & Dunnett, Kirsty (2025). “The Earth is like a…” - teaching geoscience through analogies. Full text in Research Archive
• Lundmark, Anders Mattias; Bakken, Kristian Bjelbøle; Anell, Ingrid; Augland, Lars Eivind; Conrad, Clinton Phillips & Dunkel, Kristina G [Show all 10 contributors for this article] (2025). “Why don’t my students come to class?”. Full text in Research Archive
• Lundmark, Anders Mattias; Bakken, Kristian Bjelbøle; Anell, Ingrid; Augland, Lars Eivind; Conrad, Clinton Phillips & Dunkel, Kristina G [Show all 10 contributors for this article] (2025). “Why don’t my students come to class?”. Full text in Research Archive
• Dunnett, Kirsty & Lundmark, Anders Mattias (2024). Physics of the Earth in introductory geosciences: an exploration of interdisciplinarity. doi: https:/indico.cern.ch/event/1162407/contributions/5943562/attachments/2851026/5089099/026_OR_revised_2.pdf. Full text in Research Archive Show summary

  Topics from physics occur frequently in the geosciences and are among those reported to cause students most difficulty. One topic that uses physics in a Earth setting is isostasy that accounts for many Earth features as the interplay of elasticity and buoyancy of the Earth’s outer mechanical layer (the lithosphere). We explore the presentation of isostasy in introductory undergraduate geosciences textbooks and use a framework for interdisciplinary reasoning and communication to analyse the demands made on students. Presentations are highly variable and often complex; the buoyancy-only model is emphasised and a prior knowledge of hydrostatics typically assumed.

• Dunnett, Kirsty; Barnes, Thomas & Lundmark, Anders Mattias (2024). Are textbooks making Isostasy unnecessarily hard for students to get to grips with? Full text in Research Archive Show summary

  In an analysis of introductory geosciences textbooks, we have found that isostasy is introduced almost identically to its original 1855 presentation (Airy, 1855). This presentation neglects the importance of lithospheric flexure and introductions therefore do not reflect the modern understanding of the Earth's behaviour (Watts, 2001). We find that the presentation of the underlying physics of buoyancy is often unclear, and that the analogies used are usually poorly explained in the textbooks. Interviews with students indicate a tendency to focus on the surface features of analogical presentations, rather than the structural relations that reflect causal processes. They easily identify some of the limitations of the analogies, but without explanation struggle to integrate this into their understanding of the Earth's tectonic behaviour. Drawing on the idea of Image Schemata from Embodied Cognition (Johnson, 1987), we consider some everyday experiences that may be relevant to support students when developing a conceptualisation of isostasy and lithospheric flexure.

• Iii, Gerald Leo Decelles; Bovill, Catherine & Lundmark, Anders Mattias (2024). Presentation of results - The Same, But Different: Teacher and student experiences of partnership. Full text in Research Archive
• Schmid, Sarah Ruth; Lundmark, Anders Mattias & Barnes, Thomas (2024). Hopes and Fears - student motivation and retention in geosciences. Full text in Research Archive
• Theodoropoulos, Eleftherios; Lundmark, Anders Mattias & Horota, Rafael Kenji (2024). Virtual Field Trips in Geoscience Education. Full text in Research Archive
• Lundmark, Anders Mattias; Ulvestad, Anna Marøy & Engum, Elisabeth (2024). Reflections on a Hybrid Continuing Education Course for School Teachers: Student Perspectives and Lessons for the Future. Full text in Research Archive
• Lundmark, Anders Mattias (2024). Hvordan oppsto jorda? Full text in Research Archive
• Alencar, Mariana Stark de; Lilleøren, Karianne Staalesen; Lundmark, Anders Mattias; Manengen, Åse; Roan, Per Christian Holm & Sickel, Ragnhild Kolberg [Show all 7 contributors for this article] (2024). Promoting geoscience for the next generation - On the hunt for future geoscientists. Full text in Research Archive
• Barnes, Thomas; Lundmark, Anders Mattias; Folkard, Andrew & Bakken, Kristian Bjelbøle (2024). Bridging the gap: Geoscience and Human geography, a practice of interdisciplinarity we should embrace. Full text in Research Archive
• Lundmark, Anders Mattias (2024). Enkelt fortalt – men ikke overforenklet? Platetektonikk, isostasi og jordsystemene. Full text in Research Archive
• Lundmark, Anders Mattias (2024). Turning your teaching questions into research questions - speed dating workshop. Full text in Research Archive
• Iii, Gerald Leo Decelles; Bovill, Catherine & Lundmark, Anders Mattias (2024). To pay or not to pay – the importance of student compensation. Full text in Research Archive
• Lundmark, Anders Mattias (2024). Fieldwork & Health - Safety - Environment. Full text in Research Archive
• Augland, Lars Eivind; Lundmark, Anders Mattias; Callegaro, Sara & Jerram, Dougal Alexander (2023). Rapid translithospheric ascent rates for Lamprophyres from zircon dissolution speedometry. Full text in Research Archive
• Lundmark, Anders Mattias; Dunnett, Kirsty; Glessmer, Mirjam Sophia; Daae, Kjersti & Faber, Carly (2023). Turning teaching questions into research questions. Full text in Research Archive
• Ryen, Sofie Hildegard; Lundmark, Anders Mattias & Augland, Lars Eivind (2023). The imbricate fans of Huk, Oslo. Full text in Research Archive
• Lloyd, Simon; Biggin, Andy; Boon, Annique van der; Domeier, Mathew Michael & Lundmark, Anders Mattias (2023). Recent Attempts to Measure the Paleointensity in Key Intervals within the Paleozoic. Full text in Research Archive
• Lundmark, Anders Mattias & Brattebø, Elena Victoria (2023). Embracing differences. Full text in Research Archive
• Svebo, Joachim Røed; Lundmark, Anders Mattias & Augland, Lars Eivind (2022). Deciphering the setting of volcaniclastic and effusive Devonian magmatism in the Orcadian basin, Orkney Islands, Scotland. Full text in Research Archive
• Andersen, Guro Lilledal; Dauvi, Adriana Amundsen; Hansen, Ida Helene Magnor; Lundmark, Anders Mattias; Bakken, Kristian Bjelbøle & Haakens, Torjus [Show all 8 contributors for this article] (2022). Student and staff co-creation – How to develop geoscience education together. Full text in Research Archive
• Augland, Lars Eivind; Lundmark, Anders Mattias; Rian, Maiken Thorvaldsen & Jerram, Dougal Alexander (2022). Non-dissolved mantle zircons record hyper rapid translithospheric ascent of lamprophyres. Full text in Research Archive
• Ryen, Sofie Hildegard; Lundmark, Anders Mattias & Augland, Lars Eivind (2022). How Caledonian structures camouflage as Permo-Carboniferous structures in the Oslo Region, Norway. Full text in Research Archive
• Tvingsholm, Søren B & Lundmark, Anders Mattias (2022). Student and staff collaboration for education development - course representatives for the 21st century. Full text in Research Archive
• Lundmark, Anders Mattias (2022). Geoscience education for the future - A Norwegian perspective. Full text in Research Archive
• Lundmark, Anders Mattias (2022). Studenter bygger bedre emner! Full text in Research Archive
• Ryen, Sofie Hildegard; Lundmark, Anders Mattias & Augland, Lars Eivind (2021). Strike-slip faults in the Oslo Region – Caledonian compression or Permian transtension. Full text in Research Archive
• Andersen, Guro Lilledal; Bakken, Kristian Bjelbøle; Dauvi, Adriana Amundsen; Haakens, Torjus; Hansen, Ida Helene Magnor & Lilleøren, Karianne Staalesen [Show all 8 contributors for this article] (2021). Bringing in the experts – an example of pro-active co-planning of a second semester bachelor course. Full text in Research Archive Show summary

  In the spring of 2020, as the 2d semester geoscience-course GEO1110 ended, the students asked for a meeting with the teachers. As the students explained why they struggled with the course, the idea for a student task force was borne. Ahead of and during the course in 2021, five students worked with the teachers on pro-active co-planning of the course. In our presentation, we describe how the task force worked, share our experiences, and evaluate them in a Students as Partners framework1, 2. The challenge ahead is to turn a task force into continuous co-creation involving all interested students3. 1 Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. York: Higher Education Academy. 2 Bovill, C. (2020). Co-creating Learning and Teaching: Towards relational pedagogy in higher education. Critical Publishing. 3 Bovill, C. (2020). Co-creation in learning and teaching: the case for a whole-class approach in higher education. Higher Education, 79, 1023-1037.

• Kvalø, Øystein Kolstad; Lundmark, Anders Mattias & Sandset, Tony Joakim Ananiassen (2021). Studenter som partnere i undervisningsutvikling – hvordan få det til i praksis? Full text in Research Archive
• Lundmark, Anders Mattias (2020). Jordsystemene og folkehelse. Full text in Research Archive
• Ryen, Sofie Hildegard; Lundmark, Anders Mattias & Augland, Lars Eivind (2020). Investigating Tear Faults in the Oslo Region. Full text in Research Archive
• Malm, Rie Hjørnegaard & Lundmark, Anders Mattias (2020). What are the future challenges of geoscience higher education in Norway? Full text in Research Archive
• Svebo, Joachim Røed; Lundmark, Anders Mattias & Augland, Lars Eivind (2019). High precision dating of the Devonian Hoy volcanics, Orkney, northern North Sea, and its implications. Full text in Research Archive
• Lundmark, Anders Mattias; Augland, Lars Eivind & Jørgensen, Simen Varkøy (2018). How do digital tools influence geoscience students learning experience in the field? Full text in Research Archive
• Lundmark, Anders Mattias; Augland, Lars Eivind & Bjerga, Audun Dalane (2018). Syn-collisional Scandian extension and magmatism on the Orkney Islands, Scotland. Full text in Research Archive
• Augland, Lars Eivind; Lundmark, Anders Mattias & Bjerga, Audun Dalane (2018). Early mid-Devonian volcanism dates initiation of the Orcadian basin in the Orkney Islands, Scotland. Full text in Research Archive
• Lundmark, Anders Mattias (2017). Undervise med Google Earth. Full text in Research Archive
• Malm, Rie Hjørnegaard; Lilleøren, Karianne Staalesen & Lundmark, Anders Mattias (2017). Linking students and lecturers – a first year student-staff interview project. Full text in Research Archive
• Remmen, Kari Beate; Lundmark, Anders Mattias & Frøyland, Merethe (2017). Smakebit på EVU for geofaglærere - what's in it for you? Full text in Research Archive
• Indrevær, Kjetil; Malm, Rie Hjørnegaard & Lundmark, Anders Mattias (2017). Nye karttjenester for mobil gjør det enklere å undervise geologi i skolens nærmiljø. Full text in Research Archive Show summary

  Talk at Vinterkonferansen 2017, Oslo, Norway.

• Malm, Rie Hjørnegaard; Lundmark, Anders Mattias & Lilleøren, Karianne Staalesen (2017). Interviewing researchers-­‐introducing first year bachelor students to their scientific discipline. Full text in Research Archive
• Frøyland, Merethe; Remmen, Kari Beate & Lundmark, Anders Mattias (2017). Etter- og videreutdanning for lærere – hva skal til for å lykkes? Full text in Research Archive
• Lundmark, Anders Mattias & Bue, Edina Pozer (2016). Med radioaktivitet som klokke. Naturfag. ISSN 1504-4564. 1, p. 38–41. Full text in Research Archive
• Austrheim, Gunhild Helene; Bech, Mia; Cutler, Ingrid; Gasparini, Andrea; Haraldsen, Kirsten Borse & Kavli, Fredrik Andersen [Show all 16 contributors for this article] (2015). PhD on Track – online library support for PhD students. Full text in Research Archive Show summary

  PhD on Track – online library support for PhD students Austrheim, Gunhild5; Bech, Mia 3; Cutler, Ingrid 2; Gasparini, Andrea Alessandro1; Haraldsen, Kirsten Borse 1; Kavli, Fredrik 4; Konestabo, Heidi Sjursen1; Lundmark, Anders Mattias1; Mikki, Susanne 2; Roos, Monica 5; Rullestad, Tove 2; Skagen, Therese1; Torras, Maria-Carme 5; Westbye, Hilde 1; Ødegaard, Marte 1; Gullbekk, Eystein1 Presenter: Kirsten Borse Haraldsen: k.b.haraldsen@ub.uio.no 1Oslo University Library, 2Bergen University Library, 3Aalborg University Library, 4Norwegian School of Economics, Library, 5Bergen University College, Library, In order to become skilled researchers within their specific field, PhD students must master a number of so-called generic or professional skills. These include to publish scientific results, efficiently navigate different sources of information and literature, and to understand how measurements of scientific impact may affect funding and career opportunities. The students may also encounter ethical dilemmas, such as handling different co-author practices, disagreements on publication channels, and open access publishing. In a collaborative effort five Scandinavian research and university libraries have developed the free online resource PhD on Track, to help address these skills and knowledge needs of PhD students. The resource is primarily aimed at inexperienced PhD students, but may also prove valuable to more experienced researchers. In our poster we present the different elements of PhD on Track, highlight some of its potential uses and point to discussions of libraries as legitimate actors in PhD students’ research and learning. We value input from the research communities in an effort to include more specific resources and topics targeted at the biochemical and biological researchers, e.g. about research data repositories, and funding in cross-disciplinary framework programs. The www.phdontrack.net site was launched in 2013 and is already used as a resource in 7 countries. It is built on the results of an empirical study of PhD candidates practices and experienced challenges (Gullbekk et al 2012), conceived as part of the collaborative project “Information Management for Knowledge Creation” funded by the Norwegian National Library. Reference: Gullbekk, E., Rullestad, T., & Torras i Calvo, M.-C. (ed.) (2012). PhD candidates and the research process: The library's contribution. (Vol. 8). Oslo: Universitetsbiblioteket i Oslo.

• Lundmark, Anders Mattias & Lilleøren, Karianne Staalesen (2015). Back to the drawing Board - An example of sketching as a teaching tool in geoscience education. Full text in Research Archive
• Gullbekk, Eystein; Lundmark, Anders Mattias; Attinger, Gisela; Bech, Mia; Cutler, Ingrid & Folkestad, Hege [Show all 18 contributors for this article] (2014). Helping PhD-students succeed: PhD on Track. Full text in Research Archive
• Lundmark, Anders Mattias; Kristoffersen, Magnus; Thomsen, T; Gillhespy, Lewis & Gabrielsen, Roy H. (2014). Revealing hidden parts of the Caledonian orogen by provenance analysis of Mesozoic sandstones. Full text in Research Archive
• Gabrielsen, Roy H.; Jarsve, Erlend Morisbak; Lundmark, Anders Mattias; Nystuen, Johan Petter & Faleide, Jan Inge (2014). The evolution of the passive continental margin of Norway and its adjacent mainland – using the sub-Cambrian peneplain as a reference surface. Full text in Research Archive
• Lundmark, Anders Mattias & Lönn-Stensrud, Jessica (2014). Launching high school teaching support at the University of Oslo Science Library. Full text in Research Archive
• Lamminen, Jarkko Tapani & Lundmark, Anders Mattias (2013). Provenance of the Mesoproterozoic (Jotnian) Dala Sandstone Formation: implications for correlation of supracrustal units and origin of Archaean zircons in SW Norway. Full text in Research Archive
• Lundmark, Anders Mattias; Sæter, Tormod & Sørlie, Ronald (2013). New zircon U-Pb and Lu-Hf constraints from granitoids in the offshore Caledonides on the Utsira High, North Sea. Full text in Research Archive
• Bue, Edina Pozer; Andersen, Tom; Andresen, Arild & Lundmark, Anders Mattias (2012). New zircon U-Pb and Lu-Hf constraints on the evolution of the Lofoten-Vesterålen islands. 30th Nordic Geological Winter Meeting, Reykjavik 9-12 January, Iceland, Programme and Abstracts, pp 169. Full text in Research Archive
• Lundmark, Anders Mattias; Bue, Edina Pozer; Gabrielsen, Roy H.; Flaat, Kjersti; Strand, Tor & Ohm, Sverre Ekrene (2011). Provenance of Palaeozoic terrestrial sediments in the proto-Central Graben, Mid North Sea High: detrital zircon geochronology and rutile geochemical constraints. Full text in Research Archive
• Lamminen, Jarkko Tapani; Bue, Edina Pozer; Lundmark, Anders Mattias & Bergan, Morten (2011). The Greenlandic Hf signature of zircon: implications for Norwegian Sea sediment provenance and Mesoproterozoic-Neoproterozoic crustal evolution of the Baltic Shield. Full text in Research Archive
• Lundmark, Anders Mattias; Bue, Edina Pozer; Lamminen, Jarkko Tapani & Bergan, Morten (2011). Recognising the unique provenance signature of East Greenland Caledonides in the Middle Jurassic Garn Formation of the Norwegian Sea: heavy mineral geochemical and isotopic tools for provenance studies. Full text in Research Archive
• Andresen, Arild; Lundmark, Anders Mattias; Andersen, Tom & Boghdady, Gamal (2011). Constraining the Neoproterozoic East African orogen in the Eastern Desert, Egypt: combining U-Pb ID-TIMS ages, in situ LA-ICPMS Hf data and field observations. Full text in Research Archive
• Lundmark, Anders Mattias; Gabrielsen, Roy H.; brown, john & Ohm, Sverre Ekrene (2010). Palaeozoic felsic volcanism in the Orcadian Basin, Orkney. Full text in Research Archive
• Lundmark, Anders M.; Gabrielsen, Roy H.; Flett-Brown, John & Ohm, Sverre Ekrene (2010). Paleozoic felsic volcanism in the Orcadian Basin, Orkney. Abstracts and Proceedings of the Geological Society of Norway. p. 125–126. Full text in Research Archive
• Andresen, Arild; Lundmark, Anders Mattias & Augland, Lars Eivind (2010). The East African Orogen viewed from Egypt. Full text in Research Archive
• III, Gerald Decelles; Lundmark, Anders Mattias & Bovill, Catherine (2026). Exploring the features and impact of student-staff partnerships in learning and teaching. Universitetet i Oslo. Full text in Research Archive Show summary

  Student-staff partnership is a pedagogical approach which has been demonstrated as having values and outcomes that are important for higher education. Characterized by mutual respect, reciprocity and responsibility, partnership is one approach to increase students’ participation in their own learning. In Norwegian higher education, partnership is embedded within the Centres for Teaching Excellence (SFU) initiative. Previous research into partnership has found many benefits for both students and teachers. The goal of this thesis is to build upon this body of knowledge by exploring new perspectives and incentives for partnership between students and staff. Three empirical studies were conducted and written up as three papers. Paper one is an investigation into whether or not students and staff share experiences of partnership and what this potential shared experience means to them. Results from this research indicate that staff and students often share common themes in partnership but experience them differently. Of the five themes developed, four have been discussed in the partnership literature previously and this research confirms their importance. The fifth theme, uncertainty, is particularly noteworthy as it has not been widely recorded, and this research shows that uncertainty is experienced differently for students and teachers. Uncertainty is an important concept in relation to partnership as it suggests that partnership could serve as a liminal space for pedagogic growth (teachers) and epistemological growth (students). Paper two explores how financial and other forms of compensation may impact motivation for partnership work. There has been limited discussion of compensation in the partnership literature as well as the factors that affect motivation for partnership. Results from this research contain three themes: the impact of students’ personal financial situation, time as an influential factor for students’ choices, and partnership itself as a motivator. This article sheds light on the factors that are important to students’ motivations for partnership as well as identifying aspects that may negatively impact motivation such as a lack of available time and money. Perhaps more importantly, this article highlights the key role of compensation as an enabler (as compared to a motivator) for students to access partnership opportunities. In other words, for some students, they have no choice to participate in partnership unless it is a paid opportunity, due to their financial circumstances. Paper three studies what role, if any, partnership/co-creation may have on students’ perceived assessment anxiety. Assessment anxiety appears to be on the rise and although seemingly ideally suited, there has been limited research on whether or not partnership can impact it. Results highlighted four themes; the type of assessment influences the level of assessment anxiety, knowing the assessor and the expectations of the assessment influences assessment anxiety, co-creation allows students to develop agency over assessments, and co-creation helps reduce assessment anxiety. This research suggests that cocreation of assessments by staff and students may be an under-recognized factor that can reduce students’ assessment anxiety by operationalizing students’ control factors that can prevent anxiety. Additionally, the relationship building between students and teachers, which is a feature of co-creation, may also reduce assessment anxiety. This research adds additional novel positive outcomes to the existing body of evidence for partnership as a pedagogical approach in higher education. It further begins to explore the role of compensation as a means to improve access and inclusion into partnership. This work highlights the role that partnership can have in improving student and teacher experiences and in developing professional and epistemological growth. Finally, the results highlight the value partnership may have to Norwegian higher education beyond the lifetime of Norwegian funded SFUs (Centres for Educational Excellence).

• Lundmark, Anders Mattias (2022). Report on paleomagnetic sampling, Orkney (Aug/Sep 2019). Scottish Natural Heritage (SNH). Full text in Research Archive
• Lundmark, Anders Mattias; Kristoffersen, Magnus & Gabrielsen, Roy H. (2013). Heavy mineral signatures of Lunde, Statfjord, Nansen and Cook Formation sands, northern North Sea – constraints on origins, mixing patterns and post-depositional alteration. Suncor Energy Norge AS. Full text in Research Archive
• Lundmark, Anders Mattias; Kristoffersen, Magnus & Gabrielsen, Roy H. (2011). Provenance and reservoir heterogeneity in the Banks Group, northern North Sea. Suncor Energy Norge AS. Full text in Research Archive
• Lundmark, Anders Mattias; Lamminen, Jarkko Tapani & Bue, Edina Pozer (2010). Provenance evaluation of mid Jurassic Garn Formation sands, the Norwegian Sea, from detrital heavy mineral isotope and geochemical data. RWE Dea Norge AS. Full text in Research Archive
• Lundmark, Anders Mattias (2010). Zircon U-Pb LA-ICPMS age determinations and Lu-Hf analyses of basement granitoids, Utsira High, the North Sea. Lundin Norge AS. Full text in Research Archive

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