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TEACHING CONCEPT

Over many years since I was a young adult, I enjoyed leading children's and youth camps, youth groups and, during my studies, educational seminars for school classes on topics such as media competence, gender mainstreaming or experiential education. When teaching my first course at a university, I found that I can make use of my experiences in working with groups. Sustainable teaching-learning relationships are more likely where students can co-create their learning processes, where student diversity is lived practice, and where empowerment to advance scientific knowledge and its societal benefits is visible. Teaching in this sense has to contribute to the long-term interest in new knowledge, scientific skills and attitudes with constant self-reflection. This includes the application of different perspectives to what has hitherto been unquestioned and of looking beyond one's own disciplinary boundaries for the sake of inspiration and respectful cooperation. At this point, teaching, learning, research, and ultimately transfer begin to enter into direct connection, as they share complementary goals and are mutually dependent.

Of particular importance to me is the continuous development and (self-)reflection of my teaching competence. To this end, I work on the basis of the concept of the Scholarship of Teaching and Learning. The focus here is on research-based teaching and learning. Teachers systematically research their teaching on the basis of a combination of principles of their own scientific discipline on the one hand and well-founded didactic concepts on the other. Not only should student learning be improved in one’s own teaching, but the results of the self-research should also be made publicly accessible and thus be made available for exchange and peer feedback. A first result of my engagement in the sense of the Scholarship of Teaching and Learning is my article “Embeddedness as a Quality Assessment Tool for Teaching-Learning Processes” .

COURSES

My teaching is based on the idea of curiosity-driven learning about, for and through research. Thus, my employment at research institutes has so far allowed me most authentically to design courses that allowed students insight into the development of new knowledge. This includes my seminars offered at Heidelberg University on The Challenge of Democracy through Climate Change and Time, Democracy, and Global Change. At the same time, I was regularly involved in the overview seminar Sustainability and Democracy at the University of Potsdam. At the University of Giessen I developed the asynchronous seminar Foundations of Planetary Thinking as a prototype for a future Studium Generale (general courses of study). The asynchronous seminar aims at a diverse student body and is open to international students as well as interdisciplinary to all departments.

FOUNDATIONS OF PLANETARY THINKING

Interdisciplinary MA seminar at the Justus Liebig University Giessen

Image by The New York Public Library

NACHHALTIGKEIT UND DEMOKRATIE / SUSTAINABILITY AND DEMOCRACY

Political science MA seminar co-taught at the University of Potsdam

Image by Markus Spiske

ZEIT, DEMOKRATIE UND GLOBALER WANDEL / TIME, DEMOCRACY AND GLOBAL CHANGE

Political science MA seminar at the Ruprecht Karls University Heidelberg

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DIE HERAUSFORDERUNG DER DEMOKRATIE DURCH DEN KLIMAWANDEL / THE CLIMATE CHANGE CHALLENGE FOR DEMOCRACY

Political science MA seminar at the Ruprecht Karls University Heidelberg

Climate Change Banners