A person in a teaching role is confronted with a diverse scope of responsibilities: their own preferred teaching style and the wide range of prior experiences among students offer great potential, but present challenges as well. This subject area is therefore dedicated to the characteristics of good university teaching, in the form of keynote speeches and colloquial formats. 

Different learning models and key methods are explored together. We cover a diverse range of fields – in addition to university didactics and adult education, we also address neuroscientific topics, legal aspects, and international education systems. Subsequently, participants can reflect on and further develop their own teaching.

Specific examples of skills and knowledge acquired in this field:

• Combining your own teaching and examination goals with the learning goals of your students and designing meaningful examinations using the Constructive Alignment approach
• Activating “Inert Knowledge” and presenting content in a practical context
• Integrating one's own teaching into the university context and research
• Creating awareness for the specific conditions and challenges of university teaching and shaping teaching/learning processes accordingly
• Using discipline-specific learning culture, self perception in your teaching role, recent learning theories and didactic teaching concepts as a foundation for your own methodical teaching approach
• Promoting and maintaining students' learning motivation
• Using your own personality and resources to find and strengthen your personal teaching style

Building on learning theories and reflections from the field of “university didactics and adult education,” this topic cluster focuses on the specific methodology and implementation of courses in practice. This subject area invites experimentation, risk-taking and taking joy in the expansion of your personal methodological repertoire: From creative approaches to enhance existing formats through the appropriate use of media input to lecture and presentation methods such as voice training and body language and innovative teaching formats such as escape rooms or learning portfolios.

Specific examples of skills and knowledge acquired in this field:

• Efficiently visualizing contents with clean presentations and meaningful use of media
• Knowing various learning techniques (mindmaps, portfolios, assignments…) und diversifying your own teaching
• Acquisition of a broad methodological repertoire of facilitation methods, group methods, individual methods, and methods for large groups (lecture halls) and seminars in order to activate and promote individual learning processes and key competencies among students
• Designing courses in a skills- and experience-oriented manner
• Formulating specific learning objectives and planning courses as well as teaching processes in a structured manner (horizontally, vertically, and in terms of content)
• Encouraging students to think critically using a method-based approach

Teachers and students at our university are diverse: (non-)linear life and career paths, physical and psychological circumstances, care responsibilities, as well as the internationalization of the university open up a wide range of perspectives and thus also challenges and opportunities. In this topic area, we focus precisely on this heterogeneity and the reflection of your own self-perception and external perception.

Specific examples of skills and knowledge acquired in this field:

• Becoming familiar with different dimensions of heterogeneity and their intersectional interconnections (age, gender, origin, religion, social resources, care responsibilities, etc.) and recognizing potentials and challenges in relation to your own teaching
• Recognizing and reflecting on power dynamics
• Learning to address and prevent discrimination
• Building consciousness for diversity in learning approaches und strategies and diversifying your own learning material
• Reflecting the characteristics and accessibility of the higher education system as well as your own teaching
• Reflecting on your choice of teaching materials and media and promoting diversity of perspectives in university courses
• Encouraging interdisciplinary collegial exchange and empathetic interaction and joint reflection

Lecturers and students are constantly exchanging feedback with each other– systemetically recording subject-specific and general assessments and skills is essential for self-reflection and the further development of teaching formats. In this subject area, we explore various methods for examination and evaluation: written, oral, or electronic; structured or partially structured; focused on entire groups or subgroups – a variety of procedures and methods are developed together in these courses.

Specific examples of skills and knowledge acquired in this field:

• Being familiar with different types of examinations and adapting them to the learning objectives formulated in accordance with Constructive Alignment
• Applying collegial and student evaluation methods in a goal-oriented manner
• Knowing functions and quality criteria of examinations and integrating them into your own formats
• Designing transparent and formally appropriate exam questions
• Encouraging learning through feedback (e.g., through project work, internships, role-playing) and communicating constructively with students
• Assessing examinations objectively and fairly, taking into account personal factors that could cause bias and reflecting on them

Our new subject area for Media didactics, AI systems and innovation deals with topics related to the ongoing digitalization of universities. In workshops organized by the Center of Competence for Teaching and Learning– for example, in cooperation with FabricaDigitalis and the i2L – or as part of the TeachHybrid (biat) module series , as well as through courses offered by Flensburg University of Applied Sciences and other universities in Schleswig-Holstein, you will acquire knowledge in the use of modern digital tools. At the same time you will develop practical skills using said tools and innovative concepts to shape your teaching.

• Providing teaching materials digitally,  promoting and supporting self-study periods based on the Inverted Classroom principle
• Getting to know digital teaching and evaluation methods and using them purposefully
• Using new AI tools effectively and reflecting on their ethics
• Implementing hybrid and digital teaching formats (e.g., gamification, blended learning, self-study courses) in an accessible and engaging manner
• Being familiar with digital tools for creating materials, communicating, collaborating, and organizing events and adapting them to your own learning goals
• Actively promoting digital literacy and creative media use through innovative teaching
• Protecting personal data and privacy
• Knowing the legal basis for the creation of teaching materials and their use in courses, and use this as a decision framework

The tasks of a person in a teaching role are not limited to conducting classes – teaching involves responsibilty and requires a high level of social competence. In this subject area, topics related to  professional and personal interaction, such as counseling, leadership skills, conflict resolution and mentoring of students and tutors are reflected upon and explored together.

Specific examples of skills and knowledge acquired in this field:

• Recognizing, addressing, and structurally resolving learning resistance and irritation
• Providing students with individualized, competency-based advice and support
• Recognizing your leadership role in university teaching and reflecting on the associated skills and any power dynamics that may arise
• Communicating and guiding in an empathetic, solution-oriented and constructive manner
• Dealing with internal and external demands, coping with stress, and acting appropriately even in conflict situations
• Acting confidently and in a manner appropriate to your target audience, finding your own communication style, and conveying even complex content in a professional and didactically appropriate way
• Expanding and applying your methodological repertoire for effective counseling and support
• Critically reflecting on your own role in teaching and leadership and consider other perspectives