More than theory: How Faculty 10 makes teaching visible
In the morning, the focus was on Faculty 10 itself. In an open discussion, lecturers and members of the dean's office exchanged views on the faculty's current positions. The discussion covered issues such as the visibility of research, existing and potential collaborations with the Literaturhaus Bremen, and the importance of media-related networking. It became clear that the department sees its role not only as a place of academic work, but also as an active participant in cultural and social discourse.
How does multilingualism unfold?
A central topic of the discussions was multilingualism in teaching. Dr Anne Gadow emphasised the academic added value of foreign-language texts, which enable a change of perspective and facilitate access to international research. At the same time, structural conditions were pointed out, such as the fact that, with the exception of programmes taught entirely in English, examinations and theses must continue to be written in German. This requirement creates formal clarity, but limits the implementation of multilingual teaching concepts in seminars. The use of original English-language texts was discussed particularly intensively. Several voices emphasised that although translations are helpful, they do not always reflect the terminological precision and argumentative depth of the originals. Working with original texts deepens students' analytical accuracy and allows for more direct access to theoretical subtleties.
Dr. Jana Jürgs' contribution on the significance of Low German brought a regional perspective to the discussion. Although this language is hardly present in public discourse in Bremen today, it was a central element of German-speaking culture until the Reformation. As a regional language, it continues to have the potential to create identity and, precisely because it is hardly understood by younger generations, can serve as a common starting point. In this sense, Low German was also discussed as a possible, non-discriminatory factor of integration that can make regional identity tangible again.
Diversity as a lived reality
Another focus of the morning was on the topic of diversity, presented by Dr Anna Mattfeldt and Lara Herford. Their contributions made it clear that diversity is a lived reality in Department 10 and shapes both studying and teaching. Linguistic, cultural, social and biographical differences are not the exception, but part of everyday university life. Diversity was not understood as a mere state of affairs, but as an ongoing task that requires sensitivity and structural measures. Transparent seminar organisation, accessible teaching materials and information on counselling services were cited as important building blocks for promoting equal opportunities and counteracting discrimination.
Teacher training from Lego to laptops
The discussion then turned to teacher training. In a keynote speech, Dr Joanna Pfingsthorn and Chiara Gauer addressed the close connection between subject-specific knowledge and subject-specific teaching skills. Subject knowledge forms the content basis of teaching, while subject-specific teaching skills describe how content can be conveyed, learning paths designed and typical misunderstandings addressed. Both areas were described as distinct but inextricably intertwined. Without a solid subject-specific foundation, it is not possible to develop differentiated teaching skills, and at the same time, subject knowledge only becomes effective when taught using appropriate methods.
This connection was clearly illustrated by a model made of coloured building blocks, symbolising subject knowledge, practice and teaching skills. As soon as one element was removed, the model lost its stability. The presentation made it clear that sustainable training of future teachers can only succeed through the interaction of all areas. In addition, research-based learning, micro-teaching, school research projects and digital skills were highlighted as central components of modern teacher training.
“Teaching Day fills a gap”
Dr. Jana Jürgs emphasised the central importance of Teaching Day for university life. While there are numerous formats for exchanging ideas about research, there has often been a lack of comparable spaces for discussions about teaching. Teaching Day aims to fill this gap and bring colleagues together to talk about teaching practice and didactic approaches. On the morning of Dies Academicus, Dr. Jürgs explained that she deliberately went into the event without any fixed expectations. With open formats, she said, it was important to her to let developments unfold and to respond to emerging dynamics. The result met her expectations. She particularly emphasised the potential of Low German. Since the language is hardly understood by younger generations, all participants are on the same footing, regardless of their background.
Good teaching pays off
The day concluded with the university-wide presentation of the Berninghausen Prize. The event was opened by a lecture by Prof. Dr Felicitas Macgilchrist from the University of Oldenburg, who outlined current transformation processes in university teaching. She spoke about the increasing importance of distance learning formats, digital teaching opportunities and the need for flexible study structures that cater to the different realities of students' lives. Prof. Dr. Jutta Berninghausen, representative of the founding family, was also among the guests. In her speech, she reminded the audience that good teaching requires commitment, creativity and perseverance, and that teachers who embody these qualities contribute significantly to the success of the university. The prize, which has been awarded since 1991, recognises precisely this special commitment to teaching. Professor Maren Petersen, Vice-Rector for Teaching and Studies, warmly congratulated the award winners and emphasised that good teaching has a lasting effect, shapes students and enriches academic life at the University of Bremen.
In the category ‘Good Teaching’, linguist Dr. Barbara Aehnlich from Faculty 10 was honoured. The jury praised her clearly structured and practical teaching concept, which goes beyond individual courses and is designed for the long term. The laudatory speech was given by Dr. Hauke Kuhlmann. Students emphasised that she ‘constantly develops her seminars and examinations and creates a pleasant seminar atmosphere in which collaborative learning is central’. In addition, she devotes herself to historical linguistics, a subject area that is often underrepresented in the school context, and develops teaching sequences for school practice together with students. The student prize was awarded to Prof. Dr Julia Stern and Dr Ulrike Flader. A special tribute was given to Prof. Dr Mihail Vrekousis. The laudatory speeches highlighted the diversity of excellent teaching at the University of Bremen and the lasting influence that committed teachers have on students' academic careers and learning processes. The evening ended in an open and festive atmosphere. With music, conversations, and personal congratulations, Teaching Day 2025 became what it was meant to be: a place for exchange, recognition, and the joint development of teaching.
