Successful Teaching and Learning - Diversity and International Studies
At 看片软件, central units and support structures (you can read more about the project participants here) work together with the faculties in 16 ELLVIS sub-projects to promote successful teaching and learning during studies. The university-wide project focuses on academic success and thus on issues affecting students in a variety of life situations and study phases.
ELLVIS is financed by successfully acquired funds from the ““ funding program under the “ (“Future contract to strengthen studies and teaching“) of the state of Hessen (2022-2025). The project enables both the continuation of already established measures as well as the development of new measures to improve the study situation. An insight into the variety of topics can be attained from the titles of the sub-projects listed below.
The sub-projects in ELLVIS
Successful teaching and learning: Diversity
The concepts are aimed at students, teaching staff, advisors and administrative staff who have a lot of contact with students.
Development of hybrid, digital teaching/learning settings in specialist teaching
Designing accessible learning and working media in hybrid teaching and learning settings
A technical and didactic service center for accessible teaching and work media will be set up. In addition to raising awareness of the requirements of accessible teaching, it will be focused on providing direct advice and training for teaching staff and other employees, as well as concrete support in the accessible design of materials.
Additional study-related hybrid and digital learning opportunities
The sub-project includes the development and implementation of digital and hybrid teaching/learning settings as well as heterogeneity-sensitive and barrier-free digital self-learning materials, which are accompanied by online peer tutors. This is intended to make the well-established interdisciplinary extracurricular support services accessible to students from all faculties who are unable to attend the course for various reasons (family care, distance from home, overlap with courses, etc.). Timed compact offers with an event character will be introduced in a hybrid format. The event character increases the visibility of the offers and makes them accessible at a low threshold.
“Flexibilization" of studies in the social and natural sciences
Academic staff in pilot faculties will be developing concepts for a course of study at adapted speeds and pool the efforts of the faculties. The focus here is, for example, on the development of flexible graduation phases, including additional practical semesters and an expansion of advisory services for students with a focus on the duration of studies. By enabling students in the social and natural sciences with different backgrounds to choose an individual study period that suits them, the success of their studies is increased.
In teacher training: Flexibilization of practical phases (at school)
Practical phases should be enriched in line with the special requirements of the student target group (students in special circumstances/with special restrictions) with digital processing and advisory formats adapted to individual skills, including in the context of the design of compensation for disadvantages.
A digitally supported, interdisciplinary contact point with coordination tasks for student advice and support for all student teachers, taking into account their different educational paths and environments, will be established - LeOn (LehramtOnline). Due to the shortage of teaching staff, there is currently an acute need for corresponding formats for advising and supporting the group of lateral entrants and student teachers working in schools. In addition to student teachers, the aim is to reach teachers and advisors in the teaching profession.
Increasing academic success through practical and career-oriented courses
Practical and career-oriented courses, which are a motivating factor for many students during their studies, involve a great deal more preparation and supervision work for lecturers. Funds for the development of such formats can be applied for via an established procedure. In order to support the implementation of these courses, funding can also be provided for teaching assistants.
Increasing academic success through practical orientation via mentoring program and practical representatives
A mentoring program will be established centrally in the SLI Career Service to support students in their career orientation. In addition, an employer platform will be set up for students to make it easier to get to know potential employers and find internships.
Promoting practical elements in teaching
This sub-project aims to provide didactic training and advice for lecturers and deans' offices on integrating service learning or work-integrated learning into courses.
The aim of this sub-project is a multi-semester collaboration between the Equal Opportunities Office and faculties on specific problems and issues relating to diversity in teaching and learning settings and the supervision of students. Up to 10-15 workshops are held each year, supported by lectures, personal and peer counselling, public relations work and the development of standards for diversity- and discrimination-sensitive teaching, learning and working in the faculties. One training course is also organised each semester in cooperation with the Interdisciplinary College of University Didactics.
(Subject-related) higher education didactic qualification and support program
The continuation of the “Zeit für Lehre" (“Time for Teaching") professorial program, the kick-off workshops as part of the (re-)accreditation of degree programs and the support of the faculties in the creation of teaching profiles are realized through this program.
Online-based and hybrid e-learning qualification programs for lecturers
Continuation and further development of the e-learning workshop series “Digitale Medien in Bildungsprozessen" (“Digital media in educational processes") through online-based and hybrid qualification offers for lecturers on design-oriented media didactics including media production for teaching.
E-learning coordinators in the faculties
The work capacity of the e-learning coordinators at the interface to the faculties and the central support structures (located at the subject centers and studiumdigitale) will be expanded. They support lecturers in the design of digital teaching/learning formats and the development of subject-specific additional barrier-free teaching/learning materials, which enable time- and location-independent forms of work and thus take into account the specific life situations of students. In addition, they should promote the networking of lecturers on e-learning.
Frankfurt tutor certificate in hybrid formats with integration of digital skills
In the continuation and further development of the interdisciplinary tutor qualification of studiumdigitale, the focus is on the one hand on the expansion of digitally-supported qualification offers in the flipped classroom format, with partial virtualization in blended learning and virtual teaching/learning formats, and on the other hand on the targeted promotion of the digital media competence of tutors.
Continuation and further development of the content of tutoring and mentoring programs
Diversity-sensitive tutor training with a subject-specific focus has proven to be beneficial for successful tutoring. Subject-specific qualification programs are already established in the subject centers and will be continued. The established peer learning should also be continued with the subject-specific qualified tutors, as it has proven to be a suitable building block for supporting the acquisition of skills, balancing out heterogeneous levels of prior knowledge and promoting the enculturation of students into the university.
Extracurricular offers to strengthen the academic success of all students
Established and highly sought-after extracurricular subject-related support services for students will be continued: the Writing Center provides support with various formats in relation to literary skills. Three learning centers offer advice, support and learning spaces in the subjects of mathematics, physics and computer science. The specifics of legal didactics are addressed and individual advice on methodological issues in the social sciences and the preliminary mathematics course will be continued.
ZLB: Advice and support structures (extracurricular)
Established and successful advisory and support structures will be continued, expanded and further developed. These include the student advisory service Info-Cafe MainLehramt (formerly Goethe-Lehrerzimmer) for all student teachers (peer mentoring). The consultation is monitored: expansion of online tutorials and digital forms of advice (e.g. lateral entry, school teaching activities during studies). MainLehramt (online advisory platform for all student teachers and interested parties), the learning bars and other teaching and learning tools (in particular to strengthen basic skills) as well as the further development of the subject rooms for the faculties and the e-learning coordination of the ZLB will also be expanded. The range of Pro-L/Pro:digital workshops will be expanded, also with regard to the diversity of topics and a better connection to the reflection and testing of content in relation to a heterogeneous student body.
Teachers qualified in higher education didactics should continue to act as multipliers of innovative teaching in their subjects, improve the supervision ratio and contribute to strengthening the introductory phase of studies by continuing/developing established course formats.
Through the “Studienerfolg im Dialog" (“Study Success in Dialogue") project, which has already been tested in many faculties, trained academic staff will be offering students proactive advice centrally and in the faculties and specifically address students whose academic success appears to be at risk. The aim is to establish a culture of addressing and supporting students who are at risk of dropping out. There is a particular focus on addressing diversity, first-generation students and different educational biographies.
Successful teaching and learning: Internationalization
This sub-project aims to provide teaching staff with didactic qualifications and advice on the planning and integration of international elements in teaching, e.g. in relation to bi-national teaching cooperation at course level (virtual cooperation between students from two universities), but also virtual exchange activities.
Measures include needs analysis, advice and support for the development of international degree programs and applications for third-party funding, the design and standardization of administrative processes, the removal of structural barriers in degree programs and the processing of degree program-related mobility funds.
Heterogeneity, diversity and mobility are to be promoted by placing international students in German shared flats, intercultural training, developing a housing exchange, creating information material, video clips and testimonials on the subject of housing.
Academic staff linked to the subject centers are to develop and implement courses, theses and GU summer schools in the faculties together with international partner universities. In addition, students who are unable to physically spend time abroad due to life-world hurdles will be advised on the possibilities of a virtual exchange program. These new measures will also be supported by means of peer learning.
Internationalization will be supported by academic staff and tutors through the Writing Centre's already established writing didactic support offer in the academic language English, which will be continued and developed.
Additional QuiS subproject: Go_Flex
In the QuiS funding programme, the “QuiS_Flex" funding line focuses on making studying and teaching more flexible. Based on ELLVIS, was developed with this line at 看片软件.
- Content-related (increase in options, open curriculum, recognition of previous experience)
- Methodological flexibilization (new teaching and supervision formats)
- Flexibility in terms of time (e.g. block courses, off-peak times)
- Spatial flexibilization (e.g. learning locations, mobility: stay abroad, change of study location)
Promotion of
- Individual advice and support for students
- individual study speeds (e.g. through slow track and fast track study plans)
- new (digital and asynchronous) teaching and learning formats
- additional offerings (events in off-peak times, digital offerings, support, additional tutorials for critical study phases)
- Advice and communication structures for flexibilization measures.
In addition
- Adaptation and revision of study and examination regulations (e.g. adaptation of framework regulations, “equal treatment" for deadlines, processing time for final theses)
- Promotion of the flexibilization of teacher training courses.
?Latest news
The ELLVIS measures also include additional (bookable) offers that can be accessed via the pages of the contributors.
Teachers can, for example, benefit from various offers from the IKH, the and/or the der or the .
The “Studienerfolg im Dialog" (“Study success in dialogue") project offers further for academic advisors.
Students are supported, for example, with the loan of the from the Center for Natural Sciences, as well as workshops on various topics of empirical social research methods () from the Center for Methods in Social Sciences or .
also offers a wide range of professionalisation workshops for student teachers throughout the semester.
Contributors
Academy for Education Research and Teacher Education (ABL)
The is the central interdisciplinary institution for educational research and teacher training at 看片软件 Frankfurt am Main. In cooperation with the 13 faculties involved in teacher education, it ensures coordinated structures and projects in educational and subject-specific research as well as in teacher education courses.
:
: School internships in special circumstances. School internships lasting several weeks can be a challenge for students in special circumstances and in some cases lead to them not completing this part of their studies. Taking their needs into account, student teachers should be enabled to participate successfully in the practical phases of teacher training at university level, by designing and adapting these phases more flexibly, e.g. with the help of digitalization.
: The aim of the LeOn project is to establish an overarching teaching-related digital contact point for student teachers, advisors at the faculties and the central units of the university. The focus is on making information and tools more easily available and promoting exchange and networking between students, teachers and advisors as well as all those involved in teacher education.
The ELLVIS sub-project “ (“Counteracting Discrimination: Structurally and Sustainably") aims to counteract structural discrimination and disadvantages, particularly in studying and teaching, and to establish sustainable structures and measures against discrimination. The project focuses on the areas of gender diversity, anti-racist university and first generation academics.
The ELLVIS sub-project “" (“Faculties: Competent for Diversity!") aims to make teaching and higher education more diversity-sensitive and to strengthen gender and diversity competencies within the faculty. The individual measures and instruments are closely oriented at the specific requirements of the faculties.
The IKH promotes the professionalization of teaching
at 看片软件 by offering higher education didactic qualifications for
teaching staff,
“Qualification and support for lecturers" is implemented through a workshop program as part of the , the program “" (“Time for Teaching") ") supporting faculty members holding full professorship positions with their teaching responsibilities; workshops for curricular development as part of the (re-)accreditation of degree programs; and the support for institutes and departments for creating Teaching Philosophy statements.
The integration of practical elements in teaching is promoted through higher education pedagogical training and advice for lecturers and dean's offices on implementing Service Learning or Work-integrated Learning into courses and curricula.
We provide specialized training and guidance for instructors in planning and integrating international components into their teaching to foster a more globally-oriented educational experience.
The
Inclusion Team supports the enhancement of accessible teaching in academia,
with a special focus on didactic and technical aspects of accessibility in
digital formats. Concerns of the teaching profession and inclusive schooling
are of particular importance in this context. To this end, our team offers
disability awareness formats, pertinent information and advice, and implements
particular support measures for individual projects.
studiumdigitale, the institution for innovations in digital teaching at Goethe
University supports the improvement of teaching quality by developing digital
teaching skills. To this end, studiumdigitale offers advice and support
in the planning and implementation of digital and hybrid teaching as well as
the e-learning qualification series “Digital Media in Educational Processes": The are open to all teaching staff at 看片软件. In the area of
tutor qualification, a varied, needs-oriented range of is coordinated each semester for prospective
and experienced tutors from all faculties.
As part of the various sub-projects of ELLVIS, which are implemented in the Methods Centre, students and lecturers benefit from the expansion of curricular and extracurricular courses, projects on internationalization and flexibilization of studies as well as support for e-learning. Additionally, the training in teacher methods will be improved by increasing the number of teaching staff. Workshops are offered in empirical social research methods as well as methodological advice from peers and research assistants. The , workshops on various topics of empirical social research methods, are aimed at beginners and advanced students.
Within the framework of ELLVIS, projects at the Center for Humanities
contribute to a successful course of study. Through , teaching staff
support students in acquiring fundamental academic skills. The
internationalization of study programs and the development of eLearning
resources are a further focus. and support students and
faculty. The and the for tutors in the
humanities contribute to improving the study situation.
At the Center for Teacher Education, various services and measures are being continued and further developed via ELLVIS. These include the and the for teacher education students as the first point of contact for advisory matters. as an online advisory platform offers a transparent and flexible advisory service that students can use during their studies. The workshop program focuses on teaching/learning quality and offers extended teaching and study-related professionalization courses. The wide-ranging program offers digital and face-to-face workshops throughout the semester on the topics of “Digital and Creative, “Diverse and Heterogeneous" and “Communication and Organization". The provides student teachers with a comprehensive introduction to the digital teaching and learning environments at Goethe University. In addition to basic media usage skills, the first basics of media competence and digital literacy (media understanding) are taught.
Large parts of the ELLVIS projects, integral to a
successful academic start, are centered at the Natural Sciences Center. This
hub hosts learning centers for , and , offering preparatory courses, as well as individual student support by trained
subject tutors . The extends its offerings to cater specifically to the needs of natural
scientists. We also focus on enhancing flexibility and
digitalization in learning, enabling individualized and adaptable study
experiences. Our ongoing efforts also include the development of international
study programs.
厂肠丑濒ü蝉蝉别濒办辞尘辫别迟别苍锄别苍 (Study Skills)
The offer workshops and seminar-integrated training courses that support
students in key competencies relevant to their studies: Learning strategies,
self-organization and time management, communicating and presenting, mental
health, intercultural competence and digital (collaborative) working. They also
qualify students as peer trainers for study skills.
As part of the ELLVIS sub-project on study-related
courses, barrier-free are being created to expand the existing support services for study
skills and make them accessible to students who are unable to attend workshops
for various reasons.
Writing Center
The offers extracurricular and subject-related services to promote students' literary skills and to support teachers in writing didactics. Support is provided for academic writing and reading in German and English, and for professional and creative writing in German. In addition to face-to-face teaching, there are numerous hybrid and digital teaching options (e.g. individual writing consultation, workshops, seminar-integrated training, Writing Fellow program, writing events, online teaching material, online self-study material).
Studium Lehre Internationales (Global Affairs Study Teaching)
Division 1 of the SLI (Global Affairs Study Teaching) is responsible for the central management of ELLVIS.
The Division 2 “Student Advisory and Counselling
Services” is involved in ELLVIS through two sub-projects:
The project "wider inclusion@goethe
university" aims to create more flexible study structures in order to
facilitate the study process for students with special needs and to prevent
potential dropouts.
Study structures are developed for the largest
possible number of students without the need to make subsequent changes in the
form of Nachteilsausgleich
(“compensation for disadvantages”). Particular attention is paid to module and
examination regulations, which often present significant hurdles for students
with special needs. Some of the aspects addressed in this project include
examination formats, along with the timing and location of the academic
programs.
The project "Promoting Study Success" seeks
to promote the academic success of students. In cooperation with QUIKKS, selected
groups of students are supported through the active monitoring of their
academic progress, including the use of subject-specific indicators.
Participating faculties are strengthening their advising services and receiving
assistance in the professionalization of their academic advising programs. University-wide advising services
are also being expanded to further support students.
The Global Office is dedicated to provide advisory services for the internationalization of study programs and to create sustainable support structures to minimize obstacles in international study programs. This involves task such as identifying and arranging accommodation for internationally students. It is also involved in the development and implementation of flexible mobility formats. For instance, the new scholarship program ?“, focuses on enhancing research visits in the research profile areas of 看片软件 and thus strengthens the university's internationalization efforts.
"GROW@Goethe" is the interdisciplinary for students of
看片软件 from the third semester onwards. In this program, students
are matched with experienced and professional mentors, primarily alumni of
看片软件, based on shared characteristics and interests. The mentors'
role is to provide students with insights into professional practices and
enhance their professional orientation. Additionally, students gain access to
professional networks through the program. Mentoring can play a pivotal role in
the development of young talent. That's why we strive to offer students
valuable support through practical experience and career guidance.
The Career Service has devised a recruitment format
that facilitates one-on-one meetings between graduates, soon-to-graduate
students, and companies. This format provides students and graduates with a
secure environment to engage with companies. Currently, this format is
conducted digitally. for humanities, cultural, and social sciences primarily targets
students and graduates from these fields.
Academy for Education Research and Teacher Education (ABL)
The is the central interdisciplinary institution for educational research and teacher training at 看片软件 Frankfurt am Main. In cooperation with the 13 faculties involved in teacher education, it ensures coordinated structures and projects in educational and subject-specific research as well as in teacher education courses.
:
: School internships in special circumstances. School internships lasting several weeks can be a challenge for students in special circumstances and in some cases lead to them not completing this part of their studies. Taking their needs into account, student teachers should be enabled to participate successfully in the practical phases of teacher training at university level, by designing and adapting these phases more flexibly, e.g. with the help of digitalization.
: The aim of the LeOn project is to establish an overarching teaching-related digital contact point for student teachers, advisors at the faculties and the central units of the university. The focus is on making information and tools more easily available and promoting exchange and networking between students, teachers and advisors as well as all those involved in teacher education.
The ELLVIS sub-project “ (“Counteracting Discrimination: Structurally and Sustainably") aims to counteract structural discrimination and disadvantages, particularly in studying and teaching, and to establish sustainable structures and measures against discrimination. The project focuses on the areas of gender diversity, anti-racist university and first generation academics.
The ELLVIS sub-project “" (“Faculties: Competent for Diversity!") aims to make teaching and higher education more diversity-sensitive and to strengthen gender and diversity competencies within the faculty. The individual measures and instruments are closely oriented at the specific requirements of the faculties.
The IKH promotes the professionalization of teaching
at 看片软件 by offering higher education didactic qualifications for
teaching staff,
“Qualification and support for lecturers" is implemented through a workshop program as part of the , the program “" (“Time for Teaching") ") supporting faculty members holding full professorship positions with their teaching responsibilities; workshops for curricular development as part of the (re-)accreditation of degree programs; and the support for institutes and departments for creating Teaching Philosophy statements.
The integration of practical elements in teaching is promoted through higher education pedagogical training and advice for lecturers and dean's offices on implementing Service Learning or Work-integrated Learning into courses and curricula.
We provide specialized training and guidance for instructors in planning and integrating international components into their teaching to foster a more globally-oriented educational experience.
The
Inclusion Team supports the enhancement of accessible teaching in academia,
with a special focus on didactic and technical aspects of accessibility in
digital formats. Concerns of the teaching profession and inclusive schooling
are of particular importance in this context. To this end, our team offers
disability awareness formats, pertinent information and advice, and implements
particular support measures for individual projects.
studiumdigitale, the institution for innovations in digital teaching at Goethe
University supports the improvement of teaching quality by developing digital
teaching skills. To this end, studiumdigitale offers advice and support
in the planning and implementation of digital and hybrid teaching as well as
the e-learning qualification series “Digital Media in Educational Processes": The are open to all teaching staff at 看片软件. In the area of
tutor qualification, a varied, needs-oriented range of is coordinated each semester for prospective
and experienced tutors from all faculties.
As part of the various sub-projects of ELLVIS, which are implemented in the Methods Centre, students and lecturers benefit from the expansion of curricular and extracurricular courses, projects on internationalization and flexibilization of studies as well as support for e-learning. Additionally, the training in teacher methods will be improved by increasing the number of teaching staff. Workshops are offered in empirical social research methods as well as methodological advice from peers and research assistants. The , workshops on various topics of empirical social research methods, are aimed at beginners and advanced students.
Within the framework of ELLVIS, projects at the Center for Humanities
contribute to a successful course of study. Through , teaching staff
support students in acquiring fundamental academic skills. The
internationalization of study programs and the development of eLearning
resources are a further focus. and support students and
faculty. The and the for tutors in the
humanities contribute to improving the study situation.
At the Center for Teacher Education, various services and measures are being continued and further developed via ELLVIS. These include the and the for teacher education students as the first point of contact for advisory matters. as an online advisory platform offers a transparent and flexible advisory service that students can use during their studies. The workshop program focuses on teaching/learning quality and offers extended teaching and study-related professionalization courses. The wide-ranging program offers digital and face-to-face workshops throughout the semester on the topics of “Digital and Creative, “Diverse and Heterogeneous" and “Communication and Organization". The provides student teachers with a comprehensive introduction to the digital teaching and learning environments at Goethe University. In addition to basic media usage skills, the first basics of media competence and digital literacy (media understanding) are taught.
Large parts of the ELLVIS projects, integral to a
successful academic start, are centered at the Natural Sciences Center. This
hub hosts learning centers for , and , offering preparatory courses, as well as individual student support by trained
subject tutors . The extends its offerings to cater specifically to the needs of natural
scientists. We also focus on enhancing flexibility and
digitalization in learning, enabling individualized and adaptable study
experiences. Our ongoing efforts also include the development of international
study programs.
厂肠丑濒ü蝉蝉别濒办辞尘辫别迟别苍锄别苍 (Study Skills)
The offer workshops and seminar-integrated training courses that support
students in key competencies relevant to their studies: Learning strategies,
self-organization and time management, communicating and presenting, mental
health, intercultural competence and digital (collaborative) working. They also
qualify students as peer trainers for study skills.
As part of the ELLVIS sub-project on study-related
courses, barrier-free are being created to expand the existing support services for study
skills and make them accessible to students who are unable to attend workshops
for various reasons.
Writing Center
The offers extracurricular and subject-related services to promote students' literary skills and to support teachers in writing didactics. Support is provided for academic writing and reading in German and English, and for professional and creative writing in German. In addition to face-to-face teaching, there are numerous hybrid and digital teaching options (e.g. individual writing consultation, workshops, seminar-integrated training, Writing Fellow program, writing events, online teaching material, online self-study material).
Studium Lehre Internationales (Global Affairs Study Teaching)
Division 1 of the SLI (Global Affairs Study Teaching) is responsible for the central management of ELLVIS.
The Division 2 “Student Advisory and Counselling
Services” is involved in ELLVIS through two sub-projects:
The project "wider inclusion@goethe
university" aims to create more flexible study structures in order to
facilitate the study process for students with special needs and to prevent
potential dropouts.
Study structures are developed for the largest
possible number of students without the need to make subsequent changes in the
form of Nachteilsausgleich
(“compensation for disadvantages”). Particular attention is paid to module and
examination regulations, which often present significant hurdles for students
with special needs. Some of the aspects addressed in this project include
examination formats, along with the timing and location of the academic
programs.
The project "Promoting Study Success" seeks
to promote the academic success of students. In cooperation with QUIKKS, selected
groups of students are supported through the active monitoring of their
academic progress, including the use of subject-specific indicators.
Participating faculties are strengthening their advising services and receiving
assistance in the professionalization of their academic advising programs. University-wide advising services
are also being expanded to further support students.
The Global Office is dedicated to provide advisory services for the internationalization of study programs and to create sustainable support structures to minimize obstacles in international study programs. This involves task such as identifying and arranging accommodation for internationally students. It is also involved in the development and implementation of flexible mobility formats. For instance, the new scholarship program ?“, focuses on enhancing research visits in the research profile areas of 看片软件 and thus strengthens the university's internationalization efforts.
"GROW@Goethe" is the interdisciplinary for students of
看片软件 from the third semester onwards. In this program, students
are matched with experienced and professional mentors, primarily alumni of
看片软件, based on shared characteristics and interests. The mentors'
role is to provide students with insights into professional practices and
enhance their professional orientation. Additionally, students gain access to
professional networks through the program. Mentoring can play a pivotal role in
the development of young talent. That's why we strive to offer students
valuable support through practical experience and career guidance.
The Career Service has devised a recruitment format
that facilitates one-on-one meetings between graduates, soon-to-graduate
students, and companies. This format provides students and graduates with a
secure environment to engage with companies. Currently, this format is
conducted digitally. for humanities, cultural, and social sciences primarily targets
students and graduates from these fields.
Dr. Anna Bitzer
Project Coordinator ELLVIS
Westend Campus
PEG builiding, 1.G061
Phone: 069/789-18990
E-Mail: bitzer@em.uni-frankfurt.de
Felix Fischer
Project Administration
Westend Campus
PEG builiding, 1. G038
Phone: 069/789-12456
E-Mail: f.fischer@em.uni-frankfurt.de
Dr. Corina F?rber
Go_Flex Project Coordinator
Westend Campus,
PEG building, 1.G043
Phone: 069/798-17929
E-Mail: c.faerber@sli.uni-frankfurt.de
Contributions
Press 2025
UniReport (2025): Kamera und Scanner statt Zeichnung und Gipsabguss. Studierende der Arch?ologie tauchen praxisnah ein in die Welt der 3D-Digitalisierung. 06.02.2025 Nr. 1, S. 14. URL: https://www.unireport.info/166614705/UniReport_Ausgabe_1_2025_vom_06__Februar_2025.pdf?
Publications 2024
Bella, D. (2024): Vergessen als Kompetenz? ?berlegungen zur Anwendung von Exzerpierratgebern aus dem 17.Jahrhundert in der Schreibberatung. In: Schreibzentrum der TU Dresden (Hg.): Tagungsband Schreib-Peer-Tutor:innen-Konferenz 19. bis 21. September 2019. TU Dresden, Dresden. 14-21.
Fabriz, S., Hansen, M., Mendzheritskaya, J., Heckmann, C., & Horz, H. (2024). Begeistern statt Belehren: Strategien für eine engagierte Hochschullehre. Forschung & Lehre, 11, 828–830.
Fabriz, S., Stehle, S., Kienhues, D., Glathe, A., Guse, S. G. & Wei?, S. (2024). Bewertungen und Effekte hochschuldidaktischer Zertifikatsprogramme – Ergebnisse einer standortübergreifenden Absolvent*innenbefragung. ZeHf – Zeitschrift für empirische Hochschulforschung, 7(1), 169–190. https://doi.org/10.3224/zehf.v7i2.04
Freise, F. /Hoffmann, N. (i. Dr.) (2024): Rollen und Einflussm?glichkeiten von Schreibzentren an deutschen Hochschulen. Ergebnisse einer deutschlandweiten Umfrage zu Rahmenbedingungen und Aktivit?ten von Schreibzentren. Hermes – Journal of Language and Communication in Business.
Freise, F./Hoffmann, N. (i. Dr.) (2024): Statements on the Development Status of Writing Support Facilities. Results of a Germany-Wide Writing Center Survey from 2023. JoSch 29.
Heckmann, C., Machura, I. A., Horz, H., Lustig, N., Nünlist, Y., & Stein, C. (2024). Multilateral partnerships supporting community engagement among pre-service teachers: The TELLUS partnership. In Creating, sustaining, and enhancing purposeful school-university partnerships: Building connections across diverse educational systems (pp. 319-339). Springer.
Heckmann, C., Machura, I. A. & Horz, H. (2024). Mehrwert gesellschaftlichen Engagements in Lehr-Lernformaten im Hochschulstudium. In: Breetzke, J. & Bohndick, C. (Eds.), Relevanz, Nutzen und Wert des Studiums. Neue Perspektiven aus Forschung und Praxis. Münster: Waxmann.
Hoffmann, N. (2024): Qualit?t. Eine hochschulpolitische Perspektive. In: Karsten, A./Haacke-Werron, S./Brinkschulte, M. (Hg.): 40 Begriffe für eine Schreibwissenschaft – Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens. WBV, Bielefeld. 157-162.
Hoffmann, N./Fingerling, V. (2024): Textfeedback im Writing Fellow-Programm. Vom Kritik-Sandwich-Brief zum Textrandkommentar mit Kriterienraster. JoSch 27, 25-40.
Hoffmann, N. / Schmidt, S. / Grünebaum, H. (i. Dr.): Rollenver?nderungen bei der studentischen Textproduktion mit KI. Ergebnisse einer bundesweiten Studierendenbefragung. Hermes – Journal of Language and Communication in Business.
Paschke, P. & Pirker, V. (2024): Das Potenzial von OER für eine diversit?tssensible Hochschullehre: Modellprojekt TiRU. In T. Witt, C. Herrmann, L. Mrohs, H. Brodel, K. Lindner & I. Maidanjuk (Ed.), Diversit?t und Digitalit?t in der Hochschullehre: Innovative Formate in digitalen Bildungskulturen (pp. 217-226). Bielefeld: transcript Verlag.
Lectures and talks 2024
Bopp, S./Müller, S./Nielsen, M. (2024): Lesen und Schreiben mit KI: Erfahrungsaustausch. Vortrag beim BarCamp ?Generative KI", 11.10.2024, Frankfurt.
Bopp, S./Nielsen, M. (2024): Schreiben mit KI: Potentiale und Grenzen – Offener Austausch. Vortrag beim BarCamp ?Generative KI", 11.10.2024, Frankfurt.
Freise, F./Hoffmann. N. (2024): The Status of the Institutionalization of Writing Centers at German Universities and the Narratives Visible in Them: First Results of a Nationwide Survey in 2023. Vortrag bei der European Writing Centers Association (EWCA) Tagung ?The Future of Writing Centers", 11.-14.06.2024, Limerick.
Gies, A. et. al. (2024). Workshop 6: Lebensweltbezug und Flexibilisierung von Studium und Lehre am Beispiel des Lehramt-Studiums: Lehrkr?ftebildung – divers, flexibel und professionell; Ans?tze zum Umgang mit individuellen Lebenssituationen von Lehramtsstudierenden in Darmstadt, Marburg und Frankfurt. Vortrag auf der ?QuiS-Tagung 2024 – Perspektiven der Hochschullehre“, 01.10.2024, Wetzlar.
Harnischmacher, T. (2024): Einfacher Zugang zu mentaler St?rke: Niedrigschwellige Selbstlernangebote. Vortrag bei der eTeach-Jahrestagung ?Brücken bauen. Spannungsfelder digitaler Lehrinnovationen“, 05.11.2024, Jena.
Harnischmacher, T. (2024): 厂肠丑濒ü蝉蝉别濒办辞尘辫别迟别苍锄别苍 st?rken – von überall aus. Beitrag zum 17. eLearning Netzwerktag der Goethe Universit?t, 04.11.2024, Frankfurt am Main.
Heckmann, C. (2024, November). Promoting social engagement in Higher Education. Service Learning in Germany and concrete examples from Goethe-University Frankfurt. Invited online-talk at the certificate ceremony SanGo-Project. UDES, Colombia (online).
Heckmann, C. & Horz, H. (2024, September). Einstellungen von Studierenden zu sozialem Engagement in Service Learning-Lehrformaten. Vortrag pr?sentiert auf dem 53. DGPs Kongress, Wien, Austria.
Heckmann, C. & Horz, H. (2024, M?rz). Einstellungen von Studierenden zu sozialem Engagement in Service Learning-Lehrformaten. Vortrag pr?sentiert auf dem 53. DGPs Kongress, Halle, Germany.
Hoffmann, N. (2024): Wie nutzen Studierende generative KI zur Produktion und Rezeption wissenschaftlicher Texte? Ergebnisse einer bundesweiten Studierendenbefragung. Vortrag bei der internationalen Tagung, ?Wissenschaftliche Textkommunikation im Zeichen Künstlicher Intelligenz am Beispiel der Linguistik in Deutschland, Frankreich und Italien", 09.-11.10.2024, Frankfurt.
Hoffmann, N. (2024): ?Inspiration für Texte holen“. Einsch?tzungen Studierender zur Auswirkung von KI auf ihre Kreativit?t beim akademischen und literarischen Schreiben. Vortrag bei der Tagung ?Artifizielle Kreativit?t? Zu künstlicher Intelligenz und Kreativit?t in der Literaturwissenschaft und Didaktik im Verh?ltnis von Schreibprozessen, 12.-13.12.2024, Frankfurt.
Lang, J./ Kawall, K. (2024): Nicht-Direktivit?t und Theorie. Eine Betrachtung der Schnittstellen. Vortrag bei der Schreib-Peer-Tutor*innenkonferenz (SPTK) ?Diversit?t im Schreibzentrumskontext“, 25.-27.09.2024, Frankfurt.
Müller, S. (2024): Lesen mit KI: Potentiale und Grenzen – Offener Austausch. Vortrag beim BarCamp ?Generative KI", 11.10.2024, Frankfurt.
Nielsen, M. (2024): […] oh, undichhabeadhs, […]. Vortrag bei der Schreib-Peer-Tutor*innenkonferenz (SPTK). Diversit?t im Schreibzentrumskontext, 25.-27.09.2024, Frankfurt.
Schmidt, T. (2024): Ohne uns l?uft hier nix! Vortrag bei der Schreib-Peer-Tutor*innenkonferenz (SPTK) ?Diversit?t im Schreibzentrumskontext“, 25.-27.09.2024, Frankfurt.
Schnidrig, R. (2024): Austausch zu Beratungsmethoden. Moderation eines Austauschforums bei der Schreib-Peer-Tutor*innenkonferenz (SPTK) ?Diversit?t im Schreibzentrumskontext“, 25.-27.09.2024, Frankfurt.
Schumacher, N.T. (2024): LRS im Schreibprozess. Vortrag bei der Schreib-Peer-Tutor*innenkonferenz (SPTK) ?Diversit?t im Schreibzentrumskontext“, 25.-27.09.2024, Frankfurt.
Sperzel, Z.-R. (2024): Kreatives Schreiben im akademischen Kontext. Vortrag bei der Schreib-Peer-Tutor*innenkonferenz (SPTK) ?Diversit?t im Schreibzentrumskontext“, 25.-27.09.2024, Frankfurt.
Press 2024
Radio Dauerwelle auf Radio x (2024): ?Beitrag zum Schreibzentrum“. 17.10.2024.
Online Magazin Goethe-Universit?t (2024): Veranstaltungsreihe ?Diskursr?ume gestalten:?Nicht zu verletzen geht nicht“, 11.11.2024, https://aktuelles.uni-frankfurt.de/gesellschaft/nicht-zu-verletzen-geht-nicht/
Online Magazin Goethe-Universit?t (2024): Universit?tsweite Wochen ?Diskursr?ume gestalten“: ?Sie müssen erkennen k?nnen, dass ihre Lebensrealit?ten nicht ignoriert werden“, 13.11.2024, https://aktuelles.uni-frankfurt.de/gesellschaft/universitaetsweite-wochen-diskursraeume-gestalten-sie-muessen-erkennen-koennen-dass-ihre-lebensrealitaeten-nicht-ignoriert-werden/
Online-Redaktion Aktuelles (2024): ?GROW@Goethe“ Mentoring geht in die dritte Runde, 16.05.2024, URL: https://aktuelles.uni-frankfurt.de/studium/growgoethe-mentoring-geht-in-die-dritte-runde/
UniReport (2024): ?Wir beraten Menschen, keine Texte“. Konferenz ?Diversit?t im Schreibzentrumskontext“ an der Goethe-Universit?t besch?ftigte sich mit Neurodivergenz, Mehrsprachigkeit und kreativem Schreiben. 05.12.2024 Nr. 6, S. 15, URL: https://www.unireport.info/162733402/unireport-ausgabe-6-2024-vom-05-dezember-2024.pdf
UniReport (2024): Chancen für die universit?re Lernkultur. Erfahrungen vom ersten Barcamp zum Thema KI. 05.12.2024 Nr. 6, S. 15, URL: https://www.unireport.info/162733402/unireport-ausgabe-6-2024-vom-05-dezember-2024.pdf
UniReport (2024): Ins Arbeitsleben hineinwachsen. Mentoring-Programm GROW@Goethe geht mit fast doppelt so vielen Studierenden in die zweite Runde. 8. Februar 2024 Nr. 1, 16, URL: https://www.uni-frankfurt.de/149128159.pdf
Publications 2023
Bertulat, B./Dietzel, L. (2023): Laborbuch-Schreiben: analog und digital. Laborbuch führen im Studium und akademischen Umfeld. In: Herfurth, S./Kaufholz-Soldat, E. (Hg.): Wissenschaftliches Schreiben in den MINT-F?chern. UTB, Tübingen. 234-249.
Crane, C. (2023): Writing Well in English.In: Herfurth, S./Kaufholz-Soldat, E. (Hg.): Wissenschaftliches Schreiben in den MINT-F?chern. Tübingen: expert, 208-224.
Düffel, R. (2023): Algorithmen und Programme. In: Herfurth, S./Kaufholz-Soldat, E. (Hg.): Wissenschaftliches Schreiben in den MINT-F?chern. UTB, Tübingen. 286-295.
Fabriz, S., Glathe, A., Stehle, S. & Wei?, S. (2023). Absolvent*innenbefragungen als Chance zur Qualit?tsentwicklung hochschuldidaktischer Weiterbildungsprogramme. In B. Berendt, A. Fleischmann, G. Salmhofer, N. Schaper, B. Szczyrba, M. Wiemer & J. Wildt (Hrsg.), Neues Handbuch Hochschullehre (Rn F 1.12, S. 65–84). Raabe.
Hoffmann, N./Kaufholz-Soldat, E. (2023): Lesen und Literatur gezielt ausw?hlen. In: Herfurth, S./Kaufholz-Soldat, E. (Hg.): Wissenschaftliches Schreiben in den MINT-F?chern. Tübingen: expert, 67-76.
Hoffmann, N. (2023): Rohtexten im Schreibprozess – warum und wie. In: Herfurth, S./ Kaufholz-Soldat, E. (Hg.): Wissenschaftliches Schreiben in den MINT-F?chern. Tübingen: expert, 141-153.
Hoffmann, N. (2023): ?berarbeiten – mehr als Korrigieren. In: Herfurth, S./Kaufholz-Soldat, E. (Hg.): Wissenschaftliches Schreiben in den MINT-F?chern. Tübingen: expert, 167-181.
Kaib, A. (2023): Argumentation in wissenschaftlichen Texten. In: Herfurth, S./Kaufholz-Soldat, E. (Hg.): Wissenschaftliches Schreiben in den MINT-F?chern. Tübingen: expert, 250-263.
Krian, L. (2023): Writing Clear and Concise Sentences in English. In: Herfurth, S./Kaufholz-Soldat, E. (Hg.): Wissenschaftliches Schreiben in den MINT-F?chern. Tübingen: expert, 225-233.
Müller, S./Wenz, R. (2023): Partizipation in der digitalen Schreibdidaktik. Online-Tools zur Partizipationssteigerung. Journal für Schreibwissenschaft 23, 33-43.
Rienties,
B./Divjak, B./Eichhorn, M. et al.
(2023): Online professional development across institutions and borders. Int J
Educ Technol High Educ 20 (30), 1-16.
Uhl, F. (2023): Internetquellen. In: Herfurth, S./Kaufholz-Soldat, E. (Hg.): Wissenschaftliches Schreiben in den MINT-F?chern. Tübingen: expert, 77-87.
Sommer, J. (2023): Exkursionsprotokolle in den Biowissenschaften. In: Herfurth, S./Kaufholz-Soldat, E. (Hg.): Wissenschaftliches Schreiben in den MINT-F?chern. UTB, Tübingen. 380-391.
Vo?-Nakkour,
S./Rustemeier, L./M?hring, M. M./Deitmer, A./Grimminger, S. (Hg.) (2023): Digitale Barrierefreiheit in der Bildung
weiter denken. Innovative Impulse aus Praxis, Technik und Didaktik.
Universit?tsbibliothek Johann Christian Senckenberg.
Lectures and talks 2023
Fingerling, F./ Grünebaum, H./Hoffmann, N. (2023): Der Wandel des Textfeedbacks im Writing Fellow-Programms. Vom Kritik-Sandwich zu textspezifischen Kriterienrastern mit Randkommentaren. Vortrag bei der online-Tagung ?Textfeedback in Praxis und Forschung“, 07.-09.09.2023.
G?bel, H./Schultheis, I. (2023): Re-Pr?sentation: Vortr?ge barrierefrei gestalten. Workshop bei der Schreib-Peer-Tutor*innenkonferenz (SPTK), 28.-29.09.2023, Bochum.
Hoffmann, N. (2023): Podiumsdiskussion (geladene Diskutandin) bei der online-Tagung ?Textfeedback in Praxis und Forschung“, 07.-09.09.2023.
Hoffmann, N./Grünebaum, H. (2023): KI als Herausforderung und Chance für Schreibzentren. Posterpr?sentation bei der Tagung ?Friend or foe? 敌か味方か? (Teki ka Mikata ka?) Freund oder Feind? Yst?v? vai viholli? KI-Anwendungen beim Lehren und Lernen von Fremdsprachen und im wissenschaftlichen Schreiben“, 02.06.2023, Bochum.
Hoffmann, N./Grünebaum, H./Kamps, S. (2023): Rollenver?nderungen in der akademischen Textproduktion. Explorative Erhebung unter Studierenden zur Chatbot-Nutzung. Vortrag bei der Jahrestagung der Gesellschaft für Angewandte Linguistik, 20.-22.09.2023, Mainz.
Hoffmann, N./Schmidt, S. (2023): Ver?nderungen studentischen Schreibens durch generative KI-Schreib-Tools: Ergebnisse einer bundesweiten Studierendenbefragung. Geladener Vortrag bei der online-Tagung ?KI in der Hochschullehre – Chancen und Grenzen des KI-gestützten Lernens und Lehrens“, 24.11.2023.
Hoffmann, N./Tilmans, A./Freise, F. (2023): Die Rolle von Schreibzentren an deutschen Hochschulen: Erste Ergebnisse einer deutschlandweiten Umfrage mit Blick auf Ver?nderungen durch KI-Schreibtools. Vortrag bei der Jahrestagung der Gesellschaft für Angewandte Linguistik, 20.-22.09.2023, Mainz.
Kaib, A. (2023): Organizing, reflecting and evaluating writing conferences with an open-source, web-based application. Poster bei der EATAW Konferenz (European Association of the Teaching of Academic Writing), 06.06.2023, Winterthur.
Kaib, A. (2023): Argumentation und Genrewissen st?rken. Die Rhetorical Structure Theory als Feedback-Methode. Vortrag bei der online-Tagung ?Textfeedback in Praxis und Forschung“, 07.-09.09.2023.
Kaib, A. (2023): KI in der Lehre: Wie ver?ndert generative KI das akademische Schreiben? Ergebnisse einer bundesweiten Studierendenbefragung. Postervortrag beim eLearning Netzwerktag, 21.11.2023, Frankfurt.
Scheunemann, L./Ehimwenma Usiohnen, C. (2023): KI und Schreibmethoden: Wie passt das zusammen? Workshop bei der Schreib-Peer-Tutor*innenkonferenz (SPTK), 28.-29.09.2023, Bochum.
Tillmann, A./Vo?-Nakkour, S./Eichhorn, M., & Kühn, F. (2023): The Tension Field of Digital Teaching From the Perspective of Higher Education Teachers. SMART ACCESSIBILITY 2023, The Eighth International Conference on Universal Accessibility in the Internet of Things and Smart Environments, 24.-28.10.2023, Venedig.
Press 2023
Deutschlandfunk, Campus & Karriere (2023): Wider den inneren Schweinehund: Lange Nacht der aufgeschobenen Hausarbeiten, 03.03.2023, URL: https://www.deutschlandfunk.de/wider-den-inneren-schweinehund-lange-nacht-der-aufgeschobenen-hausarbeiten-dlf-6de14a35-100.html
FAZ (2023): Debatte über Muslimfeindlichkeit. 14.11.2023, https://www.faz.net/aktuell/rhein-main/frankfurt/konferenz-an-der-goethe-universitaet-debattiert-ueber-muslimfeindlichkeit-19314084.html
GoetheSpektrum (2023): Gelungener Auftakt. Diversity-Projekt jetzt in Umsetzungsphase. Ausgabe 1.23 M?rz I April I Mai, 11, URL: https://www.uni-frankfurt.de/134146086.pdf
GU-Jahrbuch 2022 Lehre & Studium (2023): Wie die Prof(i)s lesen und schreiben, URL: https://aktuelles.uni-frankfurt.de/jahrbuch-2022-lehre-studium/
Jüngst, H. (2023): GROW! – Neues Mentoring-Programm begleitet Universit?tsabsolventen, 28.06.2023, URL: https://aktuelles.uni-frankfurt.de/einblick/zwischen-uni-job/
Online-Redaktion Aktuelles (2023): GROW! Goethe-Universit?t startet berufliches Mentoring-Programm, 05.06.2023, URL: https://aktuelles.uni-frankfurt.de/studium/grow-goethe-universitaet-startet-berufliches-mentoring-programm
UniReport (2023): Gemeinsam den inneren Schweinehund besiegen! Erste hybride Lange Nacht der aufgeschobenen Hausarbeiten mit anschlie?ender digitaler Schreibwoche. 5. April 2023 Nr. 2, 14, URL: https://www.unireport.info/135186533/unireport-ausgabe-2-23-vom-5-april-2023.pdf
UniReport (2023): Künstliche Intelligenz hat Eingang ins studentische Schreiben gefunden. 7. Dezember 2023 Nr. 6, S. 9, URL: https://www.unireport.info/146580134/unireport-ausgabe-6-2023-vom-07-dezember-2023.pdf
UniReport (2023): Schreibt die Künstliche Intelligenz künftig meine Texte?. 5. April 2023 Nr. 2, 18, URL: https://www.unireport.info/135186533/unireport-ausgabe-2-23-vom-5-april-2023.pdf
UniReport (2023): Wissenschaftliches Schreiben will gelernt sein, 09.02.2023, 25, URL: https://www.unireport.info/132102324/unireport-ausgabe-1-2023-vom-09-februar-2023.pdf
Publications 2022
Buchem, I./Konert, J./Eichhorn, M./Wunderlich, J. (2022): Workshop Kompetenzen
Digital: Modellierung, Erfassung, Katalogisierung, Verarbeitung und
Zertifizierung. In: Mandausch, M./Henning, P. A. (Hg.): Proceedings of DELFI
Workshops 2022. Bonn: Gesellschaft für Informatik e.V.,135-136.
Elstermann, A. (2022): Peer group mediation sessions as assessment tool in teletandem. In: Czura, A./Dooly, M. (Hg.): Assessing virtual exchange in foreign language courses at tertiary level. Research-publishing.net. 79-92.
Hoffmann, N. (2022): Heuristik zur systematischen Lesef?rderung im (Fach)studium. JoSch 24/2, 38-49.
Hoffmann, N./Middelhoff, F./Thums, B. (2022): Blüten-Lese(n) schreiben. Publikationsorientierte Textproduktion im digitalen Blumenbeet. In: Sowa, F./Vode, D. (Hg.): Schreiben publikationsorientiert lehren – Lehrkonzepte aus den F?chern. Bielefeld: wbv, 119-135.
Hoffmann, N./Tilmans, A. (2022): Neues gefsus-Papier ?T?tigkeitsfelder an Schreibzentren“. gefsus Newsletter Februar 2022, 10.
Kaib, A. (2022): Bericht aus der SIG Ditgitalit?t. gefsus Newsletter Juli 2022, 4.
Holste, A./Hoksch, D./Kaib, A./Mundorf, M./Pohle, S. (Hg.): Journal für Schreibwissenschaft 1/2022: Schreibzentrumsarbeit und Schreibdidaktik im Zeitalter der Digitalit?t [Gastherausgabe & Vorwort]
Müller, S./Wenz, R. (2022): Partizipation in der digitalen Schreibdidaktik. Online-Tools zur Partizipationssteigerung. Journal für Schreibwissenschaft 23, 33-43.
Lectures and talks 2022
Binnig
C./Eichhorn M./Finster R./Heitz R./K?hler T./Markgraf D./Messemer H./Robra-Bissantz S./Schade C./Tillmann A.
(2022): KoKoN – Ein Expertenwalkthrough zu digitalen Lehr-Kooperationen im
Kontext der Nationalen Bildungsplattform. In: K?hler T./Schoop E./ Kahnwald N./Sonntag
R. (Hg.): Gemeinschaften in Neuen Medien. Digitalit?t und Diversit?t. Mit
digitaler Transformation Barrieren überwinden!? 25. Workshop GeNeMe'22
Gemeinschaften in Neuen Medien, 06.-07.10.2022, Dresden.
Crane, C. (2022): Genre Analysis: A tool for empowering student writers of all language and social backgrounds. Workshop bei der digitalen Konferenz der European Writing Centers Association ?Writing Centers as Spaces of Empowerment“, 06.-08.07.2022.
Elstermann, A./Berg, M. (2022): Mehrsprachigkeit als Herausforderung und Potenzial im Kontext DaF und DaZ in der Schreibberatung. 32. AKS Arbeitstagung, 02.-04.03.2022, TU Darmstadt.
Hoffmann, N./Fingerling, V. (2022): Reflexion als Teil des Qualit?tsmanagements. Qualit?tskultur am Schreibzentrum. Vortrag bei der Jahrestagung der Gesellschaft für Angewandte Linguistik, 28.-30.09.2022, Würzburg.
Kaib, A. (2022): Schreibmethoden anschaulich erkl?rt. Schreibdidaktische Videomaterialien zum Einsatz in fachspezifischen Blended-Learning-Formaten. eLearning-Netzwerktag der Goethe-Universit?t Frankfurt, 28.11.2022.
Press 2022
Frankfurt-live (2022): Schluss mit dem Vertagen: Zweite digitale Lange Nacht der aufgeschobenen Hausarbeiten. 18.2.2022, URL: https://www.frankfurt-live.com/schluss-mit-dem-vertagen-140285.html
Nachrichten Informationsdienst Wissenschaft (2022). 17.2.2022, URL: https://nachrichten.idw-online.de/2022/02/17/schluss-mit-dem-vertagen-3/
Zeit Campus (2022): So kommst du gut durch! 22 ? Tipps zum Semesterstart. Tipp 6: Mache die Nacht durch. Ausgabe 5/22, Beilageheft, URL: https://www.zeit.de/campus/angebote/howitworks/2022/19-booklet/tkk-how-it-works-booklet.pdf