Teaching Award

The teaching award in the category student suggestions was awarded to

           Dr. Camilla Cassidy

In recognition of Camilla Cassidy's outstanding commitment to the study of the individual and her innovative and research-oriented teaching in the sense of a self-responsible and self-directed but at the same time optimally accompanied education, she was awarded this year's teaching award. In her interdisciplinary method seminar "Ways of Knowing" for first semester students of the Studium Individuale, Camilla Cassidy emphasizes self-determined learning and independent experimentation with scientific methods. In her proposal for the Teaching Award 2020, the departmental representation of the Studium Individuale emphasized the advising offers developed and implemented by Camilla Cassidy. These went far beyond classic consultation hours. In her constant feedback Camilla Cassidy shows that she dedicates herself to the learning process of each individual with expertise and openness instead of following the simple path of 'one fits all' solutions.

Since the dies academicus 2020 could not take place due to corona, the ceremonial presentation of the teaching award took place at the virtual dies academicus on July 7, 2021 (impressions of this ceremony can be found here). The announcement of this teaching award, which is endowed with 2000 Euros, referred to excellent achievements including the winter semester 19/20.

Further information about this year's winner and the prizewinning teaching concept can be found in this article.

In this video Students of the Studium Individuale explain the award-winnig module "Ways of Knowing" and the reason why Camilla Cassidy deserved the teaching award 2020:

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As soon as the pandemic conditions allow holding another 'Leuphana Teaching Day,' the teaching prizes in the category 'Teaching Concepts' will also be announced with reference to the topic of the next 'Leuphana Teaching Day.'

•   Category "Student Proposals"
•   Category "Teaching Concepts"

Teaching Award in the category student proposals

The Teaching Award in the category "Student Proposals" has been awarded at theDies Academicus 2019 to:

• Prof. Dr. Vicky Temperton
• Prof. Dr. Berta Martín-López

Prof. Dr. Berta Martín-López and Prof. Dr. Vicky Temperton are implementing the educational concept of Leuphana in an exemplary way with the four-semester English-language course "Ecological Restoration for Sustainability" in the Minor Nachhaltigkeitswissenschaften: Students with different backgrounds are working in a project- and research-oriented manner on a real renaturalisation project on a meadow orchard in Wendisch-Evern in cooperation with the Lüneburg association of meadow orchards.

Their course concept is outstandingly holistic and pedagogically-didactically thought through. The innovative, competence-oriented examination formats (Pecha Kucha presentations, research diaries, scientific posters, brochures, conference organisation and participation, blog) promote creativity and collaborative cooperation in interdisciplinary groups. Students are intensively trained and coached in teamwork and project management.

One student said: "It was a great experience to research, learn and make an important contribution to the development of the region at the same time, which also ties in with the highly topical climate debates. Thus we were able to experience directly that science is not only important for research and our graduation, but also contributes to shaping society".

Teaching Awards 2019 in the Category "Teaching Concepts for Digitally Supported Teaching and Learning"

The teaching prizes in the category "Teaching concepts for digital teaching and learning" were awarded at the Leuphana Teaching Day on November 6, 2019 to

• Prof. Dr. Torben Schmidt and Dr. Carolyn Blume
• Katharina Alexi

Blended Learning Seminar: Teaching in Inclusive & Heterogeneous Settings
Prof. Dr. Torben Schmidt, Dr. Carolyn Blume

The seminar was designed for developing didactic competencies of prospective English teachers and for their future work in heterogeneous settings. Methodologically, the seminar realizes an innovative blended learning approach, which continuously links various digital teaching and learning scenarios such as an interactive Moodle course, the use of a video conferencing system and multi-perspective video-based learning modules with classroom teaching, thereby implementing the principles of inclusion orientation with regard to the provision of different approaches, complexity differentiation and inclination differentiation as well as the creation of a common basis or a common learning object as a 'pedagogical double-decker'.

The seminar concept is particularly characterized by the use of a wide range of digital teaching-learning scenarios and tools to support the acquisition of competencies. It shows innovative strength with regard to innovative technologies/tools, teaching-learning forms and accompanying research and promotes digital or media-related action competences as well as the reflection of the digital tools and methods used.

Enabling (Written) Encounters of Peers with Less Fears - in Classroom and Virtual Space:
After Cyberfeminism the Hashtag? From Sadie Plant to #metoo (and back)
Katharina Alexi, M. A.

In this seminar, digital media are both learning object and tool to support the learning process. Information and communication technologies will be critically reflected upon, especially with regard to digital interactions (hashtags, shitstorms, etc.) using appropriate analysis tools and against the background of scientific, artistic and activist theories and practices. At the same time, digital tools support collaborative work and peer learning (writing space with Etherpad).

The concept of this seminar is characterized by the targeted and motivating use of digital tools to support collaborative work and peer learning in heterogeneous learning groups. The easily accessible tool Etherpad is used specifically to support the scientific writing process. In this way, new, student-centered as well as space and time independent forms of collaborative work could be implemented, which promoted the acquisition of the core competence of academic writing in a special way, without being at the expense of technical content.