Towards Perceiving Teaching As A Joint Task In An Individualized Teaching Qualification Program For Mid-Level Academics At A German University Of Technology

Empowering teachers for facilitating modern engineering education is essential. Thus, universities put much effort in qualifying teachers in didactic training programs. Especially individualized programs have been positively evaluated in the Covid-19- year 2020 by participated teachers. However, participants missed (informal) networking opportunities. Two questions arise: How do participants perceive their qualification program in the coming years? And second, how can we design a program that balances the participants’ thirst for an individual program compilation while establishing university-wide networking opportunities among teachers? This paper presents participants’ perceptions on a qualification program at a German University of Technology for the years 2021 – 2022. Also, it presents key practices of a revised program. After four groups completed their program, data was gathered through online questionnaires and descriptive analyses (48 responses of 106 participants). Also, four semi-structured interviews were conducted and content analysis was used as interpretation method. Results show that this qualification program is positively perceived in terms of acceptance, learning, future teaching activities and program characteristics. Specifically, participants define their training group as trustful, but only a part of them feel to share responsibility for teaching. Their personal teaching networks consists mainly of staff from the same school within the faculty and other mid-level academics. Interestingly, they encourage to tackle teaching challenges within the wider university community. Thus, both individual pathways and informal, cross-disciplinary opportunities for dialogue should be possible in a program that is flexible in terms of time and topics. Hence, qualification programs should be designed to address the challenges of contemporary higher education as a teaching community rather than as individual

Behaviour of the forward peak in hard diffractive leptoproduction of vector mesons

The measured forward slope in elastic and inelastic leptoproduction of vector mesons differ by a substantial amount. In an attempt to describe this phenomenon we construct a two radii model for the target proton, and estimate the effective parameters of the hard Pomeron obtained from a pQCD dipole model with eikonal shadowing corrections (SC). We show that the SC reduce the intercept of the hard Pomeron and generate an effective shrinkage of the forward peak and a diffractive dip at $|t| \approx 1 GeV^2$, which appears to affect the value of the experimentally measured slope.Comment: 18 pages, 7 figures, one table, everything in tar.gz fil

Economic Evaluation of a Problem Solving Intervention to Prevent Recurrent Sickness Absence in Workers with Common Mental Disorders

OBJECTIVES: Workers with common mental disorders (CMDs) frequently experience recurrent sickness absence but scientifically evaluated interventions to prevent recurrences are lacking. The objectives of this study are to evaluate the cost-effectiveness and cost-benefit of a problem solving intervention aimed at preventing recurrent sickness absence in workers with CMDs compared to care as usual. METHODS: An economic evaluation was conducted alongside a cluster-randomised controlled trial with 12 months follow-up. Treatment providers were randomised to either a 2-day training in the SHARP-at work intervention, i.e. a problem solving intervention, or care as usual. Effect outcomes were the incidence of recurrent sickness absence and time to recurrent sickness absence. Self-reported health care utilisation was measured by questionnaires. A cost-effectiveness analysis (CEA) from the societal perspective and a cost-benefit analysis (CBA) from the employer’s perspective were conducted. RESULTS: The CEA showed that the SHARP-at work intervention was more effective but also more expensive than care as usual. The CBA revealed that employer’s occupational health care costs were significantly higher in the intervention group compared to care as usual. Overall, the SHARP-at work intervention showed no economic benefit compared to care as usual. CONCLUSIONS: As implementation of the SHARP-at work intervention might require additional investments, health care policy makers need to decide if these investments are worthwhile considering the results that can be accomplished in reducing recurrent sickness absence

Didaktische Qualifizierung zum Forschenden Lernen als akademische Personalentwicklung : Fallbeispiel einer Technischen Universität und Implikationen für die Förderung des wissenschaftlichen Nachwuchs

Mit einem neuen Lehrgang bildet die Technische Universität Hamburg seit Mitte 2015 neue wissenschaftliche Mitarbeiter und Mitarbeiterinnen didaktisch für die Planung und Ausgestaltung forschungsbezogener Lehre aus. Dem obligatorischen Einjahresprogramm liegen eigens entwickelte Lernziele und Workshopformate zugrunde. Damit können die Teilnehmenden nachhaltig befähigt werden, allgemein nach modernen didaktischen Grundsätzen zu lehren und insbesondere studierendenzentrierte Lernszenarien zum Forschenden Lernen zu gestalten. Die Lehre im Format des Forschenden Lernens wird gefördert, indem Gelegenheiten zur Ausbildung eines miteinander verbundenen Lehrenden- und Forscherhabitus geschaffen werden. Dadurch sollen Tätigkeiten des Forschens und Lehrens zukünftig eher unmittelbar miteinander verbunden werden können. Um das Konzept und die Grundsätze des neuen Weiterbildungsprogramms theoretisch einordnen zu können werden seine Bezüge zu aktuellen, maßgeblichen Ansätzen der akademischen Personalentwicklung für den wissenschaftlichen Nachwuchs diskutiert.Since 2015, newly arrived research associates at Hamburg University of Technology (TUHH) are being educated to plan and design their teaching in a research-related manner. Guided by characteristic learning goals, an obligatory 1-year-program was set up enabling the participants to teach according to modern educational principles, in particular by use of student-centered scenarios of research-based learning. The program framework also provides opportunities to develop an integrative habitus of an academic teacher and researcher alike. To embed this new approach in a wider conceptual context, the poster presents a study to explore the relation between the guiding principles of the educational program of TUHH and modern, generally accepted standards for the development of young researchers