Promoting Civic Commitment through University Teaching
Thanks to the support of the Lehrlabor Universitätskolleg (Universitätskolleg teaching laboratory) (Quality Pact for Teaching/QPL), the Faculty of Humanities will begin the project Promoting Involvement through University Teaching in Summer Semester 2017.
The pilot program Refugees Welcome—But How? began qualifying students for volunteer work in the Winter Semester 2015/16. Building on this pilot program, the Faculty of Humanities will establish a permanent model for Promoting Involvement through University Teaching in the Studium generale of the Faculty’s degree programs. A small team has been working on the project for a whole year.
With this teaching project, the Faculty will enter new territory for Universität Hamburg, namely promoting volunteer participation in civic organizations. The project is a significant contribution to fulfilling “Third Mission” objectives for higher education institutions, going beyond research and teaching.
The teaching project is open to students from all faculties. Students from a wide range of degree programs encourages the exchange of interdisciplinary skills. The goal of the project is to optimize the transfer of knowledge between the University and civic society, thus contributing to finding solutions for key problems of modern urban society.
Professional Teachers’ Activities to Promote Subject-Based Learning Under Changing Social Conditions (ProfaLe)
The ProfaLe project is funded by the Federal Ministry of Education and Research (BMBF) as a part of the national and state Qualitätsoffensive Lehrerbildung (teacher education quality campaign).
The Faculty of Humanities, along with the Faculty of Education and the Faculty of Mathematics, Informatics and Natural Sciences, has participated in the ProfaLe project since 2015 for its teacher training.
The project is designed to improve teacher education through coordination of the subject-based, subject-specific didactic, educational, and practical school-related components of curricular-based training and aims to scientifically examine the efficacy of these measures with regards to the development of professional teaching skills.
Curriculum development is structured in four key action areas:
Area 1: cooperation between subjects and subject-specific didactics
Area 2: linguistic-cultural heterogeneity
Area 3: inclusion
Area 4: cross-phase cooperation
In each of these areas, the project examines how to successfully develop networked professional knowledge, including cognitive, situation-specific, and affective-motivational components of teaching competence in regard to selected teaching subjects (or professional learning areas).
The newly developed curricula will be permanently anchored in teacher training degrees in Hamburg. You can find more information about these programs here.
Contact: Cornelia Springer, MA(cornelia.springer"AT"uni-hamburg.de), is the program coordinator for ProfaLe courses and the contact person for questions about the ProfaLe project at the Faculty of Humanities.