Grundlagenmodul

This seminar is designed for faculty and Ph.D. students who are interested in revising a draft for publication in a peer-reviewed journal or edited book. In just twelve weeks, you will strengthen your argument, clarify its structure, and streamline your prose. Based on the popular method developed by Prof. Wendy Belcher at Princeton University, the seminar is ideal for those who would like to see “stubborn” article in print. The seminar doubles to build community and accountability around the writing process, while also introducing exercises you can use in teaching writing to your own students.

Facilitator: Professor Andrea Scott (University of Chicago, Ph.D.) is a research associate at the Center for Teaching and Learning at the European University Viadrina. She serves as Associate Professor of Academic Writing and Director of College Writing at Pitzer College, a member of The Claremont Colleges in Los Angeles County, California. She has twenty years of experience teaching academic writing in the U.S. at the University of Chicago, the New School, New York University, and Princeton University.

Small intervention, big impact—so goes the motto of small teaching (Lang, 2019; Flower and Lang, 2021). Instead of turning your seminar upside down, it’s much more effective to take small, incremental steps. In this seminar, participants will learn essential principles of active and writing-intensive teaching, testing ideas and approaches that can be implemented immediately in their own teaching. The seminar is directed at experienced university teachers looking to revitalize their approach, new university teachers curious about the latest research, students interested in teaching in their communities or working as academic coaches at the university, and anyone else who is curious about teaching and learning. Themes will include backwards course design, transparent teaching, meaningful assignments, time-saving feedback, equitable grading, writing to learn, and teaching with (or without) generative artificial intelligence technologies.

Facilitator: Professor Andrea Scott (University of Chicago, Ph.D.) is a research associate at the Center for Teaching and Learning at the European University Viadrina. She serves as Associate Professor of Academic Writing and Director of College Writing at Pitzer College, a member of The Claremont Colleges in Los Angeles County, California. She has twenty years of experience teaching academic writing in the U.S. at the University of Chicago, the New School, New York University, and Princeton University.

Welche Rolle wird das wissenschaftliche Schreiben an der Hochschule zukünftig spielen? Wie können die Fertigkeiten und Fähigkeiten des wissenschaftlichen Arbeitens, Denkens, Recherchierens, die Fähigkeit kritisch zu reflektieren, wissenschaftlich (Forschungs)Diskurse einzuordnen trotzdem bei Studierenden ausgebildet werden? Brauchen wir das überhaupt noch? Können wir mit textgenerierende Programmen sinnvoll und wissenschaftlich arbeiten? 

Mit diesen Fragen werden wir uns im Grundlagenmodul beschäftigen und uns dabei Schreibprozesse und die Theorie der Schreibwissenschaft anschauen, um zu verstehen, wie wir die Lern- und Schreibumgebung in unseren Fächern optimal gestalten und verändern müssen, damit weiterhin Studierende ausgebildet werden, kompetent wissenschaftliche Texte zu verfassen und zu bewerten. Wir werden dabei konkrete Scheibinterventionen in den jeweiligen Fächern erarbeiten.