Courses & Certification in Higher Education Pedagogy & Media Literacy
Our Competency Model for Higher Education helps you evaluate your teaching ability and to think about ways to further and deepen your knowledge and skills. You can document your progress bolster your career outlook by keeping a teaching portfolio and acquiring a certificate. If you are interested, we recommend you contact your department liaison, who will gladly advise you concerning our various programs and services. If you have wishes or ideas for specific courses or online-seminars, please contact out Higher Education Teaching team.
Registration for courses in the Winter Semester 2022/23 will open on Thursday, September 15 at 09:00 AM.
Basic Level Courses
These courses provide the essential tools for good teaching. You will understand the mechanisms of teaching and learning, discover the factors that make university teaching successful, and learn to apply these to your specific teaching contexts. You will develop your presentation skills and learn how to guide your students’ learning through thoughtfully constructed evaluations. You will get to know a range of possible roles you might adopt as a teacher in addition to techniques to motivate and support your students’ learning outside the classroom.
The course will start on 29 August, 2022. The synchronous sessions will be held (either in person or via synchronous Zoom-sessions, depending on the current Covid-19 situation) on the dates listed below from 9:00 to 12:00.
Upon completion of the Foundation Course, you will acquire the “Certificate for Teaching in Higher Education of the Bavarian Universities” (basic level) within one semester. During a four-week period, eight workshop days will be held. Participants will also be expected to complete independent exercises within and following this period. During the course, participants will study the basics of good teaching and learning, and apply these concepts to their current teaching. The foundation course will additionally include classroom visits, peer feedback, and other pedagogical methods.
Ziele:
At the end of the course, participants will be able to:
explain the psychology underlying teaching and learning principles that are relevant to university education and derive strategies for teaching activities;
apply the concept of Constructive Alignment to the planning and implementation of their courses;
identify factors of successful presentations and apply them to their own presentations;
identify central aspects of competence-oriented examinations and optimize exams on the basis of quality criteria;
identify elements of goal-oriented advice and guidance for students and apply appropriate communication strategies appropriately;
reflect on their role as university lecturers and identify the potential for personal development.
Upon completion of the Foundation Course, you will acquire the “Certificate for Teaching in Higher Education of the Bavarian Universities” (basic level) within one semester. During a four-week period, eight workshop days will be held. Participants will also be expected to complete independent exercises within and following this period. During the course, participants will study the basics of good teaching and learning, and apply these concepts to their current teaching. The foundation course will additionally include classroom visits, peer feedback, and other pedagogical methods.
Please consider the following before your enroll in the course:
This course is designed for participants who do not speak German as a first language. Speakers of German are strongly encouraged to register for one of our “Grundkurs Hochschullehre Bayern” instead, which is the equivalent to this course.
Learning Outcomes:
At the end of the course, participants will be able to,
explain the psychology underlying teaching and learning principles that are relevant to university education and to derive strategies for teaching activities.
apply the concept of Constructive Alignment to the planning and implementation of their courses.
identify factors of successful presentations and apply them to presentations.
identify central aspects of competence-oriented examinations and optimize exams on the basis of quality criteria.
identify elements of goal-oriented advice and guidance for students and to apply select communication strategies appropriately.
reflect on their own self-image as university lecturers and identify the potential for self-development.
Methods:
expert instruction
Individual work/reflection
small group work
large group discussion/exchange
peer feedback and observation
Prerequisits:
This course is designed for participants who do not speak German as a first language. Speakers of German are strongly encouraged to register for one of our “Grundkurs Hochschullehre Bayern” instead, which is the equivalent to this course.
The advanced level lets you deepen the knowledge and skills gained in the basic level. Here you will find a wide variety of more specific courses.
We recommend completing the basic level before taking advanced level courses, but this is not (yet) a requirement. You can earn the advanced level certificate by attending a total of 120 units (45 minutes each), including the units earned at the basic level.
Hybrid teaching has become a common term in higher education. Teaching to students online and in person simultaneously sounds simple enough, but can be challenging for teachers and students in practice. However, there are possibilities that can be implemented quickly and easily to overcome these challenges, on which this course will focus. In our crash course, we will support you in transforming your lecture into a hybrid format that suits you and your teaching style. We will look at the technical aspects that are essential for hybrid teaching, as well as how you can didactically adapt your teaching to a hybrid format. This workshop is aimed at all lecturers who want to convert their course into a hybrid format. In the workshop, you will acquire one Arbeitseinheit (AE, study unit) asynchronously in self-study and seven AEs in a synchronous live presentation event.
Ziele:
After the workshop, participants will be able to,
apply the basic principles for successful hybrid teaching.
adapt activities to their hybrid setting.
use necessary technical hardware.
Methoden:
Expert input
Individual and group work
Moderated discussion
Voraussetzung:
keine
Teilnehmende:
Wissenschaftliche Mitarbeiter:innen
Habilitand:innen
Dozent:innen
Professor:innen
Doktorand:innen
Kostenbeitrag:
Mitarbeiter:innen einer Hochschule aus dem PLP-Verbund: € 40.-
In university teaching, lecturers are required to convey a lot of information in each lecture. In doing so, it is often difficult to convey the relevance of the topics and motivate students to learn. Storytelling, broadly speaking, deals with the question of how to arrange information in a compelling manner. That is why in this workshop, we use storytelling techniques as a guide to making our university lectures more meaningful to our students. We will get to know classic stylistic devices of storytelling and adapt them to the requirements of the lecture hall. While doing so, we repeatedly build bridges to established concepts of higher education didactics. 3 units of work (AE) will be acquired in self-study (asynchronously) (e.g. through explanatory videos, texts, assignments) and 5 AE will be acquired synchronously through 2 video conferences.
Ziele:
After attending the course, the participants will be able to,
name structural elements of storytelling and explain how these enable an exciting lecture.
explain the relevance of storytelling structures for student learning.
use the tools of storytelling to develop or adapt their own teaching lectures.
Methoden:
Expert input
Group work
Reading on your own
Practical exercise
Voraussetzung:
English language skills
Teilnehmende:
Wissenschaftliche MitarbeiterInnen
HabilitandInnen
Doktorand:innen
Dozent:innen
Student:innen
Kostenbeitrag:
Mitarbeiter:innen einer Hochschule aus dem PLP-Verbund: € 40.-
Online-Seminar & On site-seminar at Barer Straße 21
Inhalt:
In our courses, we repeatedly encounter difficult situations that demand a great deal of professionalism. From time to time, we come across constellations where we feel stressed, irritated or overwhelmed by what is happening in the lecture hall or beyond. Sometimes we surprise ourselves how well we can deal with these situations - other times we are rather struggling with them. In this workshop we will discuss different types of challenging situations, analyze them deeply and develop ideas of how to deal with them professionally. In doing so, we work with psychological models from motivation and personality research and apply them to your specific situations. In addition to these intervention ideas we will also generate ideas of prevention, so that these disturbances become less likely as well as escalation levels for more acute scenarios.
Ziele:
The participants are able to,
identify typical interpersonal difficulties that occur in university teaching and interpret them in a differentiated manner.
recognize difficulties at an early stage and apply preventive measures adequately.
effectively apply tools for dealing with difficult participants/situations.
Methoden:
Expert input
Individual and group work
Exchange of experiences
Individual reflection work
Concrete case work
Voraussetzung:
English language skills
Teilnehmende:
Wissenschaftliche Mitarbeiter:innen
Habilitand:innen
Dozent:innen
Professor:innen
Doktorand:innen
Studienfachberater:innen
Kostenbeitrag:
Mitarbeiter:innen einer Hochschule aus dem PLP-Verbund: € 40.-
This course focuses on how to examine in English. Participants will consider how to formulate clear and unambiguous exam questions and will be given practice in assessing written and oral responses. They will be shown marking schemes that facilitate student assessment and be given the chance to apply a marking scheme to real student examination responses. The second half of the course will give participants language for conducting oral examinations. Aside from acquiring the linguistic tools to paraphrase, simplify, or ask for greater detail, participants will also practice the language necessary for warming-up nervous students, and giving clear feedback on students‘ performances. Intercultural issues that may impact students‘ exam performances, and how to adapt to them, will also be discussed. To finish, we will look at how to give accurate and effective feedback to students. By the end of the course, participants will be more confident when examining in English and be equipped with the linguistic and practical skills necessary to hold oral and written exams effectively.
Participants must have at least B2 level of English reading and speaking competence.
Ziele:
Formulate clear and precise written exam questions
Develop a repertoire of phrases for use in oral exams
Develop and use assessment schemes
Have a greater awareness of intercultural issues in examinations
Learn strategies and language for handling challenging situations
Be able to give clear and tactful feedback on performance
Methoden:
Presentations from the course instructor
Group discussions
Individual, pair, and group work
Videos
Worksheets
Kostenbeitrag:
Mitarbeiter:innen einer Hochschule aus dem PLP-Verbund: € 40.-
Formative and summative assessment are central components of university teaching that is effective for learning. However, in order for assessment methods to unfold their potential to promote learning, they must be meaningfully integrated into the didactic design of the course and also be utilized by the teachers and students. For teachers, this raises questions such as: What does "assessment conducive to learning" mean? When, how often, how and why should which assessment methods be used? How can assessment be used constructively by teachers and students?
2 units of work (AE) are acquired in self-study (asynchronous) (task for implementation in own teaching and preparation of a short presentation) and 6 AE are acquired online/synchronously.
Objectives:
At the end of the course, participants will be able to
understand current research findings on the effectiveness of assessment and feedback.
understand quality characteristics, forms and timing of assessment that promote learning (e.g. competence orientation, constructive alignment).
name different online and face-to-face assessment methods and reflectively weigh up their possible uses in (their own) teaching (e.g. classroom assessment techniques).
develop and present an "assessment strategy" for their own course(s), taking into account formative and summative elements.
Methods:
Keynote speeches,
short presentations by participants
Individual and small group work
Discussions and exchange of experiences in plenary
Use of digital tools (whiteboard, break-out groups, quizzes)
Prerequisites:
english speaking skills
Teilnehmende:
Wissenschaftliche Mitarbeiter:innen
Habilitand:innen
Dozent:innen
Professor:innen
Doktorand:innen
Kostenbeitrag:
Mitarbeiter:innen einer Hochschule aus dem PLP-Verbund: € 40.-
Are you at the beginning of your advanced level certificate (or have you already come a long way) and would like to reflect on what you have heard and worked on in the workshops? Are you interested in a further transfer of our offers into teaching practice? Or are you simply missing 4 work units (AE) in area D of the advanced level? Then we can recommend this module to you, in which you will be encouraged to learn sustainably and transfer the contents into practice with the help of reflection questions.
After registration, you will be added to a Moodle course and can complete the asynchronous course at your own pace and in the language (German/English) you prefer.
Ziele:
At the end of the course, participants will be able to,
describe what goals they set for themselves and their teaching and justify them.
increase the transfer/learning success from the courses into teaching practice - in the sense of sustainable learning.
describe the ideas they take away from the courses and how they can be implemented.
Methoden:
Asynchronous course
Reflection questions
Individual feedback
Voraussetzung:
Keine
Teilnehmende:
Wissenschaftliche MitarbeiterInnen
HabilitandInnen
Doktorand:innen
Dozent:innen
Tutor:innen
Student:innen
Kostenbeitrag:
Mitarbeiter:innen einer Hochschule aus dem PLP-Verbund: tbd
Resilience - a much-used buzzword in recent years. In particular, professional groups that are at high risk of burnout are increasingly asking themselves how they can "resiliently" face the stresses and strains of their everyday professional and private lives. But what exactly does resilience mean? What components are involved, and how can they be trained for themselves and with others? The resilience training addresses these questions on the basis of scientific studies and practical exercises. There will also be enough time to get to know your own resilience and to explore possibilities for further development.
Ziele:
At the end of the course the participants are able
to recognize that they belong to the risk group (and that this alone is no reason to panic ;-))
to distinguish between time and energy management
to know and name resilience and resilience components.
be able to relate mindfulness and resilience.
get a first idea of how you can integrate what you have heard into your own everyday life and in your different roles.
Methoden:
Expert input
Small group/individual work phase
Voraussetzung:
English language skills
Teilnehmende:
Wissenschaftliche Mitarbeiter:innen
Habilitand:innen
Dozent:innen
Professor:innen
Doktorand:innen
Studienfachberater:innen
Kostenbeitrag:
Mitarbeiter:innen einer Hochschule aus dem PLP-Verbund: € 60.-
Lecturers and professors are regularly frustrated by the low quality of writing they receive from students. However, they are often unsure of what advice to give—apart from recommending a writing course. This seminar gives basic tools to better support your students in developing their writing skills in English. It will not turn you into a writing instructor overnight, but it will orient you to some foundational techniques and resources to pass on to your students. The seminar covers three areas:
Fundamentals of strong academic writing in English
Using writing as a tool in the classroom (even in science & engineering)
Navigating writing resources: in print, online, and at TUM
Ziele:
Upon completing the workshop, participants will be able to
recognize and articulate core elements of strong academic writing in the English-speaking world,
implement classroom techniques that use writing as a tool for learning and that sharpen students’ ability to articulate their ideas, and
navigate and recommend the ample writing resources available to TUM students.
Methoden:
Short presentations
Group discussions
Practical and transferable exercises
Voraussetzung:
Keine
Teilnehmende:
Wissenschaftliche Mitarbeiter:innen
Habilitand:innen
Dozent:innen
Professor:innen
Doktorand:innen
Kostenbeitrag:
Mitarbeiter:innen einer Hochschule aus dem PLP-Verbund: € 40.-
Formative and summative assessment are central components of university teaching that is effective for learning. However, in order for assessment methods to unfold their potential to promote learning, they must be meaningfully integrated into the didactic design of the course and also be utilized by the teachers and students. For teachers, this raises questions such as: What does "assessment conducive to learning" mean? When, how often, how and why should which assessment methods be used? How can assessment be used constructively by teachers and students?
2 units of work (AE) are acquired in self-study (asynchronous) (task for implementation in own teaching and preparation of a short presentation) and 6 AE are acquired online/synchronously.
Objectives:
At the end of the course, participants will be able to
understand current research findings on the effectiveness of assessment and feedback.
understand quality characteristics, forms and timing of assessment that promote learning (e.g. competence orientation, constructive alignment).
name different online and face-to-face assessment methods and reflectively weigh up their possible uses in (their own) teaching (e.g. classroom assessment techniques).
develop and present an "assessment strategy" for their own course(s), taking into account formative and summative elements.
Methods:
Keynote speeches,
short presentations by participants
Individual and small group work
Discussions and exchange of experiences in plenary
Use of digital tools (whiteboard, break-out groups, quizzes)
Prerequisites:
english speaking skills
Teilnehmende:
Wissenschaftliche Mitarbeiter:innen
Habilitand:innen
Dozent:innen
Professor:innen
Doktorand:innen
Kostenbeitrag:
Mitarbeiter:innen einer Hochschule aus dem PLP-Verbund: € 40.-
Writing theses is a very complex and challenging task which is usually mastered over many years of practice. Supervising this process is nearly as complex and requires various competencies: besides expert knowledge in their field of study, supervisors need to support students during their writing processes without interfering insufficiently or too much. Relevant aspects are the definition of assessment criteria and an objective evaluation of students’ theses; the knowledge about the writing process, types of writers, writing strategies, and how to cope with writer’s block; knowing where and how a supervisor may or may not interfere with their students’ writing processes; the ability to clearly communicate requirements and expectations to students, as well as techniques to give constructive text feedback. In this course, we consider the challenges the role as a supervisor brings and discuss the necessary skills. We also think about efficient ways of coaching and advising students online. The participants’ own experience in supervising theses will serve as case studies for reflection.
*Please note*: This course focuses on how to supervise students in their project of writing their theses, and not how they work, for example, in the laboratory. Course participants require a stable internet connection (best by a LAN cable) via computer or laptop, as well as a microphone and webcam. Each participant should have one (anonymised) case of a thesis supervision which they have already done, are doing at the moment, or will do in the future to work on.
Course participants require a stable internet connection (best by a LAN cable) via computer or laptop, as well as a microphone and webcam. Each participant should have one (anonymised) case of a thesis supervision which they have already done, are doing at the moment, or will do in the future to work on.
Ziele:
After the course, participants will be able
to clearly formulate the requirements of academic writing and communicate their expectations to their students.
to efficiently support students in their writing, time management and motivation to write.
to apply feedback and communication techniques professionally.
to mark academic theses according to given assessment criteria.
Methoden:
2 synchronous units (2 x 3 AE) and 1 asynchronous unit in-between (2 AE)
Online-Seminar & On site-seminar at Barer Straße 21
Inhalt:
In our courses, we repeatedly encounter difficult situations that demand a great deal of professionalism. From time to time, we come across constellations where we feel stressed, irritated or overwhelmed by what is happening in the lecture hall or beyond. Sometimes we surprise ourselves how well we can deal with these situations - other times we are rather struggling with them. In this workshop we will discuss different types of challenging situations, analyze them deeply and develop ideas of how to deal with them professionally. In doing so, we work with psychological models from motivation and personality research and apply them to your specific situations. In addition to these intervention ideas we will also generate ideas of prevention, so that these disturbances become less likely as well as escalation levels for more acute scenarios.
Ziele:
The participants are able to,
identify typical interpersonal difficulties that occur in university teaching and interpret them in a differentiated manner.
recognize difficulties at an early stage and apply preventive measures adequately.
effectively apply tools for dealing with difficult participants/situations.
Methoden:
Expert input
Individual and group work
Exchange of experiences
Individual reflection work
Concrete case work
Voraussetzung:
English language skills
Teilnehmende:
Wissenschaftliche Mitarbeiter:innen
Habilitand:innen
Dozent:innen
Professor:innen
Doktorand:innen
Studienfachberater:innen
Kostenbeitrag:
Mitarbeiter:innen einer Hochschule aus dem PLP-Verbund: € 40.-
There are no specific courses for the specialization level. Rather, to complete this level, you must compile a teaching portfolio, carry out a teaching project, and receive teaching feedback. Any missing study units can be completed by attending more courses at the advanced level. Read more.
