Retrospective - Teaching Day 2017
Teaching Day 2017
Retrospective - Teaching Day 2017
The first Teaching Day was held on 15th November 2017 under the moto
“Diversity in Teaching and Learning”
with a wide array of different event formats in the Auditorium Centre.
The patron was the Vice-Rector for Academic and International Affairs at TU Dresden.
Retrospective on Teaching Day in the Dresdner Universitätsjournal No. 19/2017
Documentation of Teaching Day 2017
The event was opened by Prof. Dr. Krauthäuser, Vice-Rector for Academic and International Affairs.
Since 1998, the Association of Friends and Sponsors of TU Dresden have provided money for the “TU Dresden Teaching Award”. This prize is awarded for outstanding teaching that generates motivation to improve teaching and develop new ideas and concepts. The prize was awarded at the Teaching Day for the first time on 15th November 2017.
This year’s winners were:
Teaching prize (€8000):
“Groundwater management using computer models” management learning system
Prof. Dr. Rudolf Liedl, Dr. Thomas Reimann, Institute of Groundwater Management
Dr. Andreas Franze, Faculty of Civil Engineering
Winners Dr.-Ing. Thomas Reimann (2. V. re.) and Prof. Rudolf Liedl (2. V. li.) at the award ceremony with Prof. Dr. Krauthäuser (Vice-Rector for Academic and International Affairs) and Prof. Dr. Kurt Rößner from the Association of Friends and Sponsors of TU Dresden.
Better performance in final exams and increased motivation among teachers and students - who wouldn’t want that? This is exactly what Dr. Thomas Reismann and Prof. Rudolf Liedl have achieved in the “Groundwater management using computer models” module in the Department of Hydrosciences.
The biggest change in the winter semester 2016/17 was the use of questions to increase awareness of learning goals and feedback to students. The questions were asked via OPAL for preparation and review as well as for exam preparation, but also via the Audience Response System ARSnova in the actual lectures. This was able to successfully improve student performance.
The prize money of €8000 will now be used to work on new question catalogues and integrate new examination scenarios so that students can better prepare themselves for tests.
further information in OPAL
Recognition (€5000):
“KNOWLEDGE FOR ALL - Working on presentation concepts and interdisciplinary learning” course concept
Prof. Dr. Christoph Neinhuis, Dr. Thea Lautenschläger, Institute of Botany
Anyone who set foot in the Biological Institute building last semester was not only able to enjoy the floral display in the foyer, but also had the chance to view a presentation near the entrance about the use of native plant species during the war.
This presentation is the result of a teaching format that is still not widely used in biology: a seminar with discussion instead of lectures where students simply listen to information, collaborations with fields outside of the natural sciences, and independent work instead of guided practical work.
Over the course of three semesters, students were able to gather content as well as experiences in didactic reduction, poster creation and acquire exhibits. The results were presented in an exhibition which took place in a location accessible for the intended target group.
In order to ensure this teaching form can continue, the prize money from the Association of Friends and Sponsors of TU Dresden is being used to put permanent infrastructure to exhibit these presentations in place.
More information about the project
Recognition (€2000):
“Inclusive Teaching in Practice” seminar series
Prof. Dr. Anke Langner, David Jugel, Jan Steffens and Matthias Ritter, Chair of Education with a focus on inclusive education
Teaching needn’t just reflect practice as closely as possible, it can be a part of it. This is exactly what Prof. Dr. Anke Langner, David Jugel, Jan Steffens and Matthias Ritter from the Chair of Education with a focus on inclusive education have done in their seminar series on inclusive teaching. Students learn the theoretical foundations and scientific methods and then apply these during analytical observations of lessons at a partner school. They then perform their own learning progress analyses that in turn serve as a foundation for developing inclusive learning environments. This results in students developing the necessary skills and reflexivity to implement inclusive teaching in lessons.
This innovative concept stands out not just for how it links together theory and practice, but also for its focus on research, interdisciplinary approach and didactic variety. The support provided by the Association of Friends and Sponsors of TU Dresden will be used to make teacher training even more practice-oriented.
Recognition (€2000):
“BeING Inside interdisciplinary project week”
Prof. Gerald Gerlach (Faculty of Electrical and Computer Engineering, Institute of Solid State Electronics), Prof. Rainer Jordan (Faculty of Chemistry and Food Chemistry, Chair for Macromolecular Chemistry), Prof. Leon Urbas (Faculty of Mechanical Science and Engineering, Chair for Process Control Engineering), Daniel Knöfel, Lisa Holz (Research and Practice orientation platform) Anna Fejdasz (Career Service)
BeING Inside is a realistic simulation of an industrial project. Over the course of one week, new students in the Faculty of Chemistry and Food Chemistry and students of Electrical and Computer Engineering worked on a practical business problem in interdisciplinary teams. The groups competed to find the best solutions. Final presentations were made at the end of the week, after which a prize was awarded to the winning team.
Trained specialist and team coaches provided support to the interdisciplinary teams with the practical task. The groups received additional support from professors, doctoral candidates and business representatives.
The prize money is going into further developing the teaching-learning format, the qualification of coaches and putting together the final presentations.
Further information
Her keynote, The Teaching Trick – how to improve student learning without spending more time teaching, Kristina Edström from the KTH Royal Institute of Technology in Stockholm
gave an insight into her “teaching tricks”:
Abstract
When the improvement of student learning is discussed, a common reaction is to assume that any new teaching methods require a higher teaching effort. And surely, anyone can improve a course by spending 100 more hours teaching, but for apparent reasons this is not a sustainable strategy.
In moderated sessions, TU Dresden teachers and students of presented selected guiding principles of teaching good practice examples from different academic fields and discussed how these might be transferred to other fields.
Session 1: Teaching is built upon a trusting cooperation that focusses on student success.
Interactive teaching - an overview of the AMCS audience response system
Dr.-Ing. Iris Braun, Dr.-Ing. Tenshi Hara, M.Sc. Tommy Kubica, Institute of Systems Architecture
Slides (in German)
Lecture hall voting - experiences and possibilities of the AMCS Audience Response System
Dr. Felix Kapp, Dr.-Ing. Iris Braun, Dr.-Ing. Tenshi Hara, Prof. Dr. Susanne Narciss, Institute of Educational and Developmental Psychology
Slides (in German)
Session 2: Teaching is transfer-oriented.
LecturePlus - more than just a lecture
Dr. Andreas Albers, Institute of Water Chemistry
Slides (in German)
Bringing school based practices to a university setting
Prof. Dr. phil. Roswitha Ertl-Schmuck and Sandra Altmeppen, Institute of Vocational Education and Vocational Didactics
Brief description
Arithmetic exercises with a prelude - how to motivate students for preparation and follow-up work
Dr. Andreas Franze, Institute of Mechanics and Shell Structures
Slides (in German)
Guiding and supporting students with preparation for text-based seminars
Anne Katrin Stricker, Institute of Protestant Theology
Slides (in German)
Session 3: Teaching is research-based.
Papers, reviews, presentations - simulating a scientific conference
Dipl.-Medieninf. Gordon Lemme, Prof. Dr.-Ing. Steffen Ihlenfeldt, Institute of Machine Tools and Control Engineering
Slides (in German)
Research and learning within an interdisciplinary context -
The “Risk" and “Bionics" FLiK modules
Dr. Hans Jörg Schmidt, Centre for Interdisciplinary Learning and Teaching (ZiLL)
Slides (in German)
Session 4: Teaching accommodates the diversity of teachers and students.
Brexit in the Saxony State Chancellery – a planning game and its effects
Dr. Daniel Lukas, International Economics and Dr. Martin Gerner, International Law, School of International Studies (ZIS)
Slides (in German)
The affinity between physics and philosophy - an interdisciplinary seminar
Dr. Irena Doicescu, Faculty of Physics and Dr. Uwe Scheffler, Institute of Philosophy
Slides (in German)
Export mathematics - 10 suggestions for science and engineering exercises
Dr. Ute Feldmann und Dr. Sebastian Franz, Institute of Scientific Computing, Simon Puteanus, Regenerative Energy Systems
Slides (in German)
Cooperative learning - learning groups, bonus system and task differentiation within exercises
Prof. Dr. Stefan Odenbach, Institute of Fluid Mechanics
Slides (in German)
The gallery of teaching and learning diversity displays subject-specific and interdisciplinary teaching examples that follow the principles of teachings at TU Dresden. The insight provided here into the various teaching and learning concepts promotes a dialogue between teaching staff in order to develop teaching ideas and approaches and exchange experiences.
An overview of the contributions:
Title |
Contributor |
Materials |
AquaVid - Teaching videos on independently preparing for practical hydrochemistry lab work |
Dr.-Ing. Andreas Albers |
|
Experience meets innovation. Info-Scout Project. A collaboration of the university, library and schools |
Dr. Sabine Al-Diban |
|
Teacher training research workshops - learning environments for developing a demeanour and professional reflexivity |
Dr. Melanie Wohlfahrt, Prof. Dr. Jeanette Hoffmann, Ms. Franziska Herrmann, Mr. Martin Schweda |
|
Research and learning within an interdisciplinary context - The “Risk" and “Bionics” FLiK modules |
Dr. Hans-Jörg Schmidt |
|
Bringing school based practices to a university setting |
Prof. Dr. Roswitha Ertl-Schmuck |
|
Methodology in the teaching of Latin as part of teacher training - Linking theory, practice and reflection |
Dr. Matthias Korn |
Poster |
Relationship-oriented didactics in the context of increasing internationalisation |
Dr. Stefanie Seifert |
Poster |
AMCS - Interactive teaching using an Audience Response System |
Dr. Iris Braun |
|
Interlinking classes at extra-curricular places of learning |
Dr. Barbara Kranz, Dr. Claudia Blei-Hoch |
|
Designing and evaluating an exercise using the “flipped classroom” concept in the subject of materials science at TU Dresden |
Ms. Anja Appel |
|
Can collaboration be taught? |
Dr. Julia Koinova-Zöllner |
|
Mathematics for engineers - 10 suggestions |
Dr. Ute Feldmann |
|
Learning to teach with the peer concept as part of the teaching and research teacher training workshop (ELF). |
Ms. Julia Nowak |
Poster |
Teaching training in dialogue with universities and schools |
Ms. Peggy Germer and others |
|
Redesigning a traditional hydrosciences teaching session to include digital methods |
Dr. Thomas Reimann |
|
Actively shaping practical transfer - the example of ecosystem services |
Dr. Nina Hagemann |
|
Visual evaluation of examination results |
Dr. Andreas Franze |
|
Colloquium on Production Technology |
Mr. Gordon Lemme |
|
Testing smell, taste and texture in-depth |
Dr.-Ing. Susann Zahn |
|
Writing peer tutors |
Ms. Tina Fartak and others |
Poster |
The experimental physics bridging course as video contributions for an online preparatory course |
Mr. Jonas Golde |
Poster |
Using digital tools in the seminar “Digitalisation and schools: Why it’s about more than ‘just’ digital media” |
Mr. Christian Hochmuth |
Poster |
Student orientation in the seminar “Digitalisation and schools: Why it’s about more than ‘just’ digital media” |
Mr. Christian Hochmuth |
Poster |
Promoting manual and communication skills in future doctors |
Mr. Tobias Esper |
|
Creating accessible literature for teaching |
Ms. Anja Winkler |
|
Guided experimentation in teacher training |
Dr. Marie Lippmann |
Poster |
The AMCS Audience Response System: Experiences from its use in a psychology lecture |
Dr. Felix Kapp |
|
A micro-teaching-based seminar design for linking theory and practice in teacher training programmes |
Ms. Christin Höppner |
Poster |
Learners-as-Designers - Teaching by learning with digital media in teacher training programmes |
Mr. Gregor Damnik |
|
Teaching - Research - Doing Good |
Dr. Alexander Kästner |
|
BeING Inside - An interdisciplinary project week |
Mr. Daniel Knöfel |
|
Reforming degree programmes in International Relations |
Prof. Dr. Ulrich Fastenrath |
Poster |
Inclusive teaching in practice |
David Jugel, Jan Steffens, Matthias Ritter, Prof. Dr. Anke Langner |
|
“European Languages” Master’s programme |
Prof. Dr. Holger Kuße, Prof. Dr. Maria Lieber |
|
Creating teaching videos for STEM subjects |
Mr. Adrian Ehrenhofer |
The Stakeholders Fair acted as a platform for central institutions and projects at TU Dresden as well as a provider of further training in university didactics with information stands for the fields of teaching and university didactics.
The following stakeholders were represented:
Centre for Continuing Education
https://tu-dresden.de/zfw
Centre for Quality Analysis
Supports the university and its study programmes in ensuring and developing teaching quality.
https://tu-dresden.de/zqa
Quality Management
Developing methods and instruments for quality analysis and assurance, holistic quality management system, quality management for study and teaching
https://tu-dresden.de/tu-dresden/qualitaetsmanagement/studium-und-lehre
Career Service
Supports students and graduates in becoming qualified and finding a job in their chosen field.
https://tu-dresden.de/karriere/berufseinstieg
Media Centre
Offers research and services for teaching and learning, e.g. development and introduction of multimedia teaching and learning options for training and further education.
https://tu-dresden.de/mz
BPS GmbH
Develops professional e-learning services for educational organisations, businesses and public institutions.
https://www.bps-system.de/cms/willkommen/
University Didactics Centre Saxony
Offers support to teachers in Saxony with the professionalisation of their teaching activities and promotes the shaping and improvement of teaching and learning cultures at universities in Saxony.
https://www.hd-sachsen.de
SLUB / Writing Network
Network of all writing coaches at TU Dresden and support with academic writing.
https://www.slub-dresden.de/service/netzwerk-schreiben/
Diversity Management Unit
Coordination and networking for activities related to improving diversity and equal opportunities.
https://tu-dresden.de/tu-dresden/organisation/rektorat/stabsstelle-diversity-management
Working group on studying as blind or visually impaired
Advice and study support for blind and visually impaired persons, technical aids and accessible study materials https://tu-dresden.de/tu-dresden/organisation/gremien-und-beauftragte/beauftragte/bfsb/ag_sbs
Study success projects
14 individual projects that support success both before and during degree programmes.
https://tu-dresden.de/studium/im-studium/studienerfolg
The event finished off with a podium discussion. Together we looked at the question of “excellent research = excellent teaching?” and discussed the challenges and successes in making excellent teaching become a reality.
Discussion panel members were:
- Prof. Dr. Hans Georg Krauthäuser (Vice-Rector for Academic and International Affairs)
- Prof. Dr. Karl Lenz (Faculty of Arts, Humanities and Social Science, Sociology, and Head of the Centre for Quality Analysis (ZQA))
- Prof. Dr. Stefan Odenbach (Faculty of Mechanical Science and Engineering, Dean of Studies for Mechanical Engineering and the postgraduate programme in textiles and production technology)
- Dr. Jannette Wober (Faculty of Biology)
- Dr. Alexander Kästner (Faculty of Arts, Humanities and Social Science, History)
- Janna Rückert (Student, TU Environment Initiative).
Moderation: Tobias Blank, Head of the Center for Educational Development and Technology at TU Darmstadt
Together with their colleague Claudia Neumann (LiT+ colleague at IHI Zittau), Henriette Greulich, Anja Weller and Susann Beyer (LiT+ team at the TU Dresden) look back to the Teaching Day on 15 November 2017 at TU Dresden.
Henriette Greulich: Claudia, you interviewed participants during the Teaching Day to find out about their expectations, impressions and desires. Who did you speak to?
I spoke to a wide variety of different people, reflecting the primary topic of the event “Diversity in Teaching and Learning”. I spoke with a newly qualified teacher as well as people with many years of experience in the profession, I met experts in university didactics and had conversations with students and exhibitors at the Stakeholders Fair.
Susann Beyer: This indeed shows a large degree of heterogeneity within the target group for this event. What were the expectations and interests of the participants who entered the Auditorium Centre and to what extent was it possible to meet the certainly wide array of different expectations?
Everyone was interested in an exchange, making contacts or maintaining networks - and everyone has been positive about how well this worked at the Teaching Day. At the time of the interview, everyone had already had exciting conversations with others.
Most of those interviewed also said that they attended the Teaching Day in order to find new motivation and discover new ideas. This definitely indicated to me that the Teaching Day offered a huge amount of potential and that everyone was able to get something from it.
Susann Beyer: We’re really happy about that. What did those interviewed say about things they had discovered or their “highlights” of the day?
Firstly, the keynote certainly stands out. A teacher new to the profession found it inspiring, an experienced teacher found it fascinating and a representative on one of the stands described it as entertaining. The experienced teachers even asked themselves during our interview how the ideas they got from the talk could be implemented within examination regulations. From another perspective, but just as positive, was the feedback received from two university didactics experts. The keynote was one of the main reasons they had decided to attend the Teaching Day and, as they say themselves, their expectations were thoroughly met.
Secondly, several of those I spoke to praised the Gallery of Diversity in Teaching and Learning which highlighted the diversity of teaching at TU Dresden and was “good to walk by and see what is already being done”.
It must of course be mentioned that I held most of these interviews parallel to the sessions. These certainly also offered a huge amount of inspiration, despite not being mentioned in the interviews.
Anja Weller: Before the event, we hoped that the Stakeholders Fair and examples presented in the Gallery of Variety in Teaching and Learning and the sessions would be able to inspire attendees to implement these ideas in their own teaching. Did anyone say whether this idea of transferring has worked out successfully in their daily teaching?
The teachers I spoke to have clearly taken a lot of inspiration from many areas of the Teaching Day. Alongside those that I’ve already mentioned, one experienced teacher has started making use of literature accessible to blind people in their teaching, another teacher was inspired by ways in which media could be used in lessons, and one teacher was able to speak with OPAL support to clear up a problem they were having. A student found a seminar they were interested in attending and will now receive an email next time this seminar takes place.
Many teachers also said that they knew where they could get support with any questions they had about transferring ideas or any other related issues: the university didactic advice service at the Centre for Continuing Education.
Henriette Greulich: We are certainly happy to have so much positive feedback. Did you receive any criticism or suggestions for improvement?
The two exhibitors I spoke to would have liked there to have been some sort of system in place within the foyer, clearly recognisable to themselves and visitors. One exhibitor specifically suggested integrating the stands into the themed routes that were created for the Gallery of Diversity in Teaching and Learning and which she enjoyed a lot.
Exhibitors and teachers were unanimous in wishing there had been more students in attendance at the event in order to have a dialogue with them about the topic of good teaching. One student I spoke to, who also felt the same way, suggested making greater use of social media and encouraging teaching staff to inform students about the Teaching Day in their lectures. She felt that it was not only trainee teachers such as herself who could benefit, but anyone.
Based on these constructive suggestions for improvement, however, one things seems clear: another Teaching Day should be held in 2018. A smaller auditorium, as suggested for the keynote, might not be necessary once news of these positive experiences has spread.
Anja Weller: Thank you for these interviews and summarising them for us! You’ve collected some really fascinating insights for us that will help us further develop our ideas alongside the many other short and longer conversations we’ve had and the results of the Teaching Day 2017 evaluation sheets.
The staff of the "Teaching Practice in Transferplus” collaborative project support the professionalisation of teaching at TU Dresden and the IHI Zittau with advice, workshops and networking opportunities in the field of university didactics.
Further information is available on the Centre for Continuing Education and IHI Zittau websites.