Das Seminar führt in aktuelle Debatten zur soziologischen Gesellschaftstheorie ein. Im Zentrum des Seminars steht die kritische Diskussion der Monographie The Ordinal Society von Marion Fourcade und Kieran Healy (HUP 2024). Zentrale Themen des Seminars sind die Ursprünge und die Entwicklung von Ideen sozialen Fortschritts; die Auswirkungen digitaler Technologien auf soziale Ordnungen, Individuen und soziale Ungleichheiten; die Nutzung digitaler Technologien in Verwaltung, Politik und Wirtschaft; die Auswirkungen digitaler Technologien auf das Verständnis gelungener Lebensführung; und die Versprechen von Effizienz, Gleichheit und Leistungsgerechtigkeit, die mit digitalen Technologien einhergehen.

Social scientists are typically interested in phenomena that are nested and span multiple levels of analysis: we investigate the political preferences of citizens who live in different countries, individuals who belong to families, pupils who are enrolled in different schools,…

This course teaches you how a variety of nested data structures that are common in social science research can be analyzed using multilevel models.
The course focuses on the estimation of multilevel models in practice as well as the interpretation of multilevel results. Several substantive applications in the area of cross-national comparative research, investigating how national context shapes public opinion.

Topics covered include:
• two-level linear models with random intercepts and/or random slopes;
• separating within from between effects;
• multilevel logistic models;
• more complex data structures (including multilevel models for longitudinal data).

The course combines interactive theoretical sessions and hands-on labs using software package R. Knowledge about the basics of linear regression analysis and hypothesis testing are a prerequisite for taking this course. Some previous experience with R is useful, but not mandatory.

For the evaluation of this course, students can work on a small multilevel research project of their choice.

Course dates: 23 & 24 Oct; 20 & 21 November

Social scientists are typically interested in phenomena that are nested and span multiple levels of analysis: we investigate the political preferences of citizens who live in different countries, individuals who belong to families, pupils who are enrolled in different schools,…

This course teaches you how a variety of nested data structures that are common in social science research can be analyzed using multilevel models.
The course focuses on the estimation of multilevel models in practice as well as the interpretation of multilevel results. Several substantive applications in the area of cross-national comparative research, investigating how national context shapes public opinion.

Topics covered include:
• two-level linear models with random intercepts and/or random slopes;
• separating within from between effects;
• multilevel logistic models;
• more complex data structures (including multilevel models for longitudinal data).

The course combines interactive theoretical sessions and hands-on labs using software package R. Knowledge about the basics of linear regression analysis and hypothesis testing are a prerequisite for taking this course. Some previous experience with R is useful, but not mandatory.

For the evaluation of this course, students can work on a small multilevel research project of their choice.

Course dates: 23 & 24 Oct; 20 & 21 November

In der Veranstaltung werden einschlägige Literatur, aktuelle Projekte und Qualifikationsarbeiten im Arbeitsbereich Qualitative Methoden, Mixed-Methods und Mikrosoziologie vorgestellt und diskutiert.

This course is a seminar that introduces students to the study of Sociology. Sociology is the study of the way institutions structure how individuals live as well as the way individuals structure those same institutions. It seeks to ask and examine questions like: What is a society? How have societies developed over time? How and why are different societies more or less equal? This course seeks to examine these questions in ways that provide an introduction to the field of sociology. It focuses on a broad range of theory and research showing how sociologists think about and study these questions.

We have four goals for this course. The first is to provide you with a general overview of the discipline of Sociology. We will explore various social phenomena and discuss the explanations and interpretations of these phenomena offered by sociologists. The second goal is to understand how to look at the social world with a sociological thinking. We will explore what makes sociology different from other types of sciences and how sociologists seek to understand the world. The third goal is to improve your ability to discuss scientific ideas in the common international language of modern scientific publication and discussion, which is English. Finally, the course will help you to navigate, prioritize and choose between different learning, divulgation and scientific materials.

What does it take to critically reflect on complex social and political issues – and to take a well-reasoned, responsible stance? This interactive seminar helps students to develop essential skills to do just that. We connect current sociological topics with hands-on activities designed to strengthen your ability to express complex ideas in English – through discussions, short presentations, and teamwork. Together, we’ll explore pressing social issues, practice critical thinking, and learn how to communicate sociological perspectives clearly and effectively – both within and beyond academia. The focus is not only on disciplinary knowledge, but also about reflecting on one’s own stance in relation to society and the environment.

Research about sustainability concerns macro-, meso- and micro-phenomena, and many of them are of interdisciplinary interest. While political sciences and sociology focus foremost on the macro- and meso-level, this seminar situated between sociology and psychology aims also for an understanding of issues concerning the meso- and micro level, and this term particularly those emerging in the wake of the digital transformation.

Subject matters of this training seminar are, after an introductory step, interdisciplinary issues in the context of the digital transformation, e.g.: Are there measurable changes of the brain in result of the use of the internet, and in which respect? How does the internet change childhood and adolescence, and how does that impact on developmental areas? Does digitalisation promote equality – more chances for all like? Which work places are currently foremost endangered by the digital transformation, and what kind of new work opportunities are emerging instead? Which laws protect against unwanted side effects of the digitalisation? What is meant by the TESCREAL philosophies which many Silicon Valley managers do promote? And what does “digital literacy” mean in light of the above? With up-to-date interdisciplinary findings, these questions will be explored and possibly answered.

In this training seminar, socially sustainably methods of participation and democratic interaction based on TCI (Cohn) are used while working on selected topics. In an introductory workshop, the modus operandi and basic knowledge is conveyed, and participants choose a topic they would like to work on in teams. Based on that, student’s teams develop a workshop about their topics, so that it can be understood and explored together with all participants. Theoretical as well as practical insights become tangible through the setting. Upfront reading, short inputs and guided activities in small groups interlock beneficially for participants and the group. The lecturer provides methods and literature, offers practice examples, gives counsel to student’s teams in their preparations, and a differentiated feedback.

Requirement: Willingness of active participation, reflection and interaction are important for participation in this training setting over 7 workshops of 3 hours each.

The Module W5 is studied as a stand-alone seminar. It can be complemented with other seminars of the training-format “Sociology meets Psychology”, e.g. with other modules by the lecturer.
Recommended for 3rd semester Bachelor students of Sociology before their internship and thesis, but explicitly open from the 1st semester. As far as capacity allows, open to Master and Erasmus students, and to students from other faculties. The training group is limited to 20 participants.

2 SWS: Fortnightly, starting in the 2nd week of the term, Tuesdays 4-7 pm; 3 hours (s.t.). Please register reliably via Stud.IP for your participation.

Introductory references
Carvalho, Maria da Graca 2020: Report on Closing the Digital Gender Gap: Women’s Participation in the Digital Economy (2019/2168(INI)). Committee on Women’s Rights and Gender Equality. European Parliament 2019-2024, plenary sitting 25.11.2020, A9-ß232/2020. https://www.europarl.europa.eu/doceo/document/A-9-2020-0232_EN.html
First, Joseph et al. (2019). The “online brain”: how the Internet may be changing our cognition. World Psychiatry 2019; 18:119–129. https://onlinelibrary.wiley.com/doi/full/10.1002/wps.20617
Haidt, J. 2024. The Anxious Generation. How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness. Penguin Books.

Requirements for credit points: 6 CP
Active participation, preparation of an interactive workshop part and written documentary in a small group.

Inhalt: This course is a special offer for international students who are interested in Regional and Urban Geography, and the local history of Bremen and Northwest Germany.

• Students understand the historical development of cities and the processes connecting historical events and urban development
• Students understand the basic ideas of (Regional) and Urban Geography and History as a university science
• Students understand the most important historical events that shaped today’s Germany
• Students are able to give presentations about topics that they researched on their own (about an excursion destination as well as a unique city quarter of Bremen

Das Seminar führt in aktuelle Debatten zur soziologischen Gesellschaftstheorie ein. Im Zentrum des Seminars steht die kritische Diskussion der Monographie The Ordinal Society von Marion Fourcade und Kieran Healy (HUP 2024). Zentrale Themen des Seminars sind die Ursprünge und die Entwicklung von Ideen sozialen Fortschritts; die Auswirkungen digitaler Technologien auf soziale Ordnungen, Individuen und soziale Ungleichheiten; die Nutzung digitaler Technologien in Verwaltung, Politik und Wirtschaft; die Auswirkungen digitaler Technologien auf das Verständnis gelungener Lebensführung; und die Versprechen von Effizienz, Gleichheit und Leistungsgerechtigkeit, die mit digitalen Technologien einhergehen.

Social scientists are typically interested in phenomena that are nested and span multiple levels of analysis: we investigate the political preferences of citizens who live in different countries, individuals who belong to families, pupils who are enrolled in different schools,…

This course teaches you how a variety of nested data structures that are common in social science research can be analyzed using multilevel models.
The course focuses on the estimation of multilevel models in practice as well as the interpretation of multilevel results. Several substantive applications in the area of cross-national comparative research, investigating how national context shapes public opinion.

Topics covered include:
• two-level linear models with random intercepts and/or random slopes;
• separating within from between effects;
• multilevel logistic models;
• more complex data structures (including multilevel models for longitudinal data).

The course combines interactive theoretical sessions and hands-on labs using software package R. Knowledge about the basics of linear regression analysis and hypothesis testing are a prerequisite for taking this course. Some previous experience with R is useful, but not mandatory.

For the evaluation of this course, students can work on a small multilevel research project of their choice.

Course dates: 23 & 24 Oct; 20 & 21 November

Social scientists are typically interested in phenomena that are nested and span multiple levels of analysis: we investigate the political preferences of citizens who live in different countries, individuals who belong to families, pupils who are enrolled in different schools,…

This course teaches you how a variety of nested data structures that are common in social science research can be analyzed using multilevel models.
The course focuses on the estimation of multilevel models in practice as well as the interpretation of multilevel results. Several substantive applications in the area of cross-national comparative research, investigating how national context shapes public opinion.

Topics covered include:
• two-level linear models with random intercepts and/or random slopes;
• separating within from between effects;
• multilevel logistic models;
• more complex data structures (including multilevel models for longitudinal data).

The course combines interactive theoretical sessions and hands-on labs using software package R. Knowledge about the basics of linear regression analysis and hypothesis testing are a prerequisite for taking this course. Some previous experience with R is useful, but not mandatory.

For the evaluation of this course, students can work on a small multilevel research project of their choice.

Course dates: 23 & 24 Oct; 20 & 21 November

In der Veranstaltung werden einschlägige Literatur, aktuelle Projekte und Qualifikationsarbeiten im Arbeitsbereich Qualitative Methoden, Mixed-Methods und Mikrosoziologie vorgestellt und diskutiert.

Research about sustainability concerns macro-, meso- and micro-phenomena, and many of them are of interdisciplinary interest. While political sciences and sociology focus foremost on the macro- and meso-level, this seminar situated between sociology and psychology aims also for an understanding of issues concerning the meso- and micro level, and this term particularly those emerging in the wake of the digital transformation.

Subject matters of this training seminar are, after an introductory step, interdisciplinary issues in the context of the digital transformation, e.g.: Are there measurable changes of the brain in result of the use of the internet, and in which respect? How does the internet change childhood and adolescence, and how does that impact on developmental areas? Does digitalisation promote equality – more chances for all like? Which work places are currently foremost endangered by the digital transformation, and what kind of new work opportunities are emerging instead? Which laws protect against unwanted side effects of the digitalisation? What is meant by the TESCREAL philosophies which many Silicon Valley managers do promote? And what does “digital literacy” mean in light of the above? With up-to-date interdisciplinary findings, these questions will be explored and possibly answered.

In this training seminar, socially sustainably methods of participation and democratic interaction based on TCI (Cohn) are used while working on selected topics. In an introductory workshop, the modus operandi and basic knowledge is conveyed, and participants choose a topic they would like to work on in teams. Based on that, student’s teams develop a workshop about their topics, so that it can be understood and explored together with all participants. Theoretical as well as practical insights become tangible through the setting. Upfront reading, short inputs and guided activities in small groups interlock beneficially for participants and the group. The lecturer provides methods and literature, offers practice examples, gives counsel to student’s teams in their preparations, and a differentiated feedback.

Requirement: Willingness of active participation, reflection and interaction are important for participation in this training setting over 7 workshops of 3 hours each.

The Module W5 is studied as a stand-alone seminar. It can be complemented with other seminars of the training-format “Sociology meets Psychology”, e.g. with other modules by the lecturer.
Recommended for 3rd semester Bachelor students of Sociology before their internship and thesis, but explicitly open from the 1st semester. As far as capacity allows, open to Master and Erasmus students, and to students from other faculties. The training group is limited to 20 participants.

2 SWS: Fortnightly, starting in the 2nd week of the term, Tuesdays 4-7 pm; 3 hours (s.t.). Please register reliably via Stud.IP for your participation.

Introductory references
Carvalho, Maria da Graca 2020: Report on Closing the Digital Gender Gap: Women’s Participation in the Digital Economy (2019/2168(INI)). Committee on Women’s Rights and Gender Equality. European Parliament 2019-2024, plenary sitting 25.11.2020, A9-ß232/2020. https://www.europarl.europa.eu/doceo/document/A-9-2020-0232_EN.html
First, Joseph et al. (2019). The “online brain”: how the Internet may be changing our cognition. World Psychiatry 2019; 18:119–129. https://onlinelibrary.wiley.com/doi/full/10.1002/wps.20617
Haidt, J. 2024. The Anxious Generation. How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness. Penguin Books.

Requirements for credit points: 6 CP
Active participation, preparation of an interactive workshop part and written documentary in a small group.

This course is a seminar that introduces students to the study of Sociology. Sociology is the study of the way institutions structure how individuals live as well as the way individuals structure those same institutions. It seeks to ask and examine questions like: What is a society? How have societies developed over time? How and why are different societies more or less equal? This course seeks to examine these questions in ways that provide an introduction to the field of sociology. It focuses on a broad range of theory and research showing how sociologists think about and study these questions.

We have four goals for this course. The first is to provide you with a general overview of the discipline of Sociology. We will explore various social phenomena and discuss the explanations and interpretations of these phenomena offered by sociologists. The second goal is to understand how to look at the social world with a sociological thinking. We will explore what makes sociology different from other types of sciences and how sociologists seek to understand the world. The third goal is to improve your ability to discuss scientific ideas in the common international language of modern scientific publication and discussion, which is English. Finally, the course will help you to navigate, prioritize and choose between different learning, divulgation and scientific materials.

What does it take to critically reflect on complex social and political issues – and to take a well-reasoned, responsible stance? This interactive seminar helps students to develop essential skills to do just that. We connect current sociological topics with hands-on activities designed to strengthen your ability to express complex ideas in English – through discussions, short presentations, and teamwork. Together, we’ll explore pressing social issues, practice critical thinking, and learn how to communicate sociological perspectives clearly and effectively – both within and beyond academia. The focus is not only on disciplinary knowledge, but also about reflecting on one’s own stance in relation to society and the environment.

This seminar starts as an online workshop on the announced date. You will receive additional details on the event in advance by email via StudIP.
After signing up for the seminar on Stud.IP, please confirm your attendance by sending an email to stwkprotect me ?!uni-bremenprotect me ?!.de (please mention your name, matriculation number and the name/number of this seminar in your mail).
In this three-part online workshop, students will learn basic strategies and techniques for time- and self-management. While the workshop is open to anyone interested, it will be particularly useful for students currently working on larger projects (like a bachelor- or masterthesis). In the first section of our workshop, I will explain the importance of goal setting and I will introduce you to different planning tools (milestones, personal Kanban) and working techniques (timeblocking/timeboxing, Pomodoro technique). Afterwards, students will have the opportunity to first assess their present time management strategies and then they will create their own to-do lists and schedules during the workshop. There will be plenty of room for students’ questions throughout the whole workshop.
Until the second part of the workshop, students will have the chance to experiment with the techniques they learned during the first session and find out what works best for them. In our second meeting, we will talk about our experiences with time management in the previous week before I present strategies for avoiding distractions and procrastination. Our third meeting is all about maintaining a productive working attitude in the long term. After the workshop, those students who want to receive 1 CP/ECTS for participation must write an additional piece of work, a weekly plan with comments, and a self-reflection on the entire seminar (1-2 pages).

Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions about a current writing project and/or their struggles with time management.

Wie kann ich meine deutschen Bandwurmsätze in einen knackigen, englischsprachigen Fachtext verwandeln? Wie kann ich typisch „denglische“ Formulierungen vermeiden? Und was war nochmal der Unterschied zwischen „affect“ und „effect“?
Solche (und ähnliche) Fragen werden in diesem online Workshop geklärt, bei dem Studierende sich grundlegende Kenntnisse über wissenschaftliches Schreiben in englischer Sprache verschaffen. Der Schwerpunkt liegt dabei auf dem Verfassen von Hausarbeiten, je nach Wunsch der Teilnehmenden kann jedoch zusätzlich auch auf andere Textsorten wie beispielsweise Versuchsprotokolle, Fallberichte o.ä. eingegangen werden. Obwohl der Workshop grundsätzlich allen Interessierten offensteht, ist er speziell auf die Bedürfnisse Studierender mit Deutsch als Muttersprache abgestimmt. Alle Teilnehmenden haben die Möglichkeit, an ihren eigenen Themen zu arbeiten. Für Studierende, die noch kein konkretes Schreibprojekt in Angriff nehmen wollen, werde ich allgemeine Übungen zur Verfügung stellen. Im Workshop wechseln sich Inputs von Seiten der Dozentin mit interaktiven Schreibübungen in Einzelarbeit ab, deren individuelle Ergebnisse im Austausch zu zweit reflektiert werden. Am Ende jeder Arbeitsphase werden in der Gesamtgruppe die Ergebnisse formuliert sowie noch offene Fragen geklärt.
Im Anschluss an das Webinar müssen diejenigen Studierenden, die 1 CP/ECTS für die Teilnahme erhalten wollen, eine zusätzliche schriftliche Arbeit verfassen, entweder ein Exposé (für eine Hausarbeit) oder einen Essay (eine kurze, argumentative Auseinandersetzung mit einer selbstgewählten, wissenschaftlichen Fragestellung) (ca. 3 Seiten) sowie eine Selbstreflexion zum gesamten Seminar (1-2 Seiten).
Zudem biete ich nach Ende der Veranstaltung für alle Teilnehmenden die Möglichkeit einer online Einzelberatung entweder telefonisch, per Mail oder ebenfalls als Zoom Meeting, um offene Fragen zu einem aktuellen Schreibprojekt zu klären.

In this 2 part online workshop, students will gain a basic understanding of how to engage with secondary literature productively. This workshop is designed for students who are new to doing research – no previous experience is needed. In the first section of our workshop, I will explain what secondary literature is, why it is an essential component of academic writing and where to find it. Students will then have the opportunity to get started with their research activities during the workshop and there will be plenty of room for students’ questions.
For the second part of the workshop, students will bring along the secondary texts they found, as this section will teach them how to assess secondary texts concerning their credibility and usefulness for a specific research topic. Students will also learn how to write excerpts for secondary texts that will help them to get an overview of the state of research on their research topic. Eventually, I will introduce students to different ways of referencing secondary literature in their own texts (without resorting to plagiarism), followed by several interactive writing exercises.
After the workshop, those students who want to receive 1 CP/ECTS for participation must write an additional piece of work, either an outline for a term paper (3 pages) or an annotated bibliography on a research topic of your choice (approx. 3 pages) and a self-reflection on the entire seminar (1-2 pages).

Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions about a current writing project.

In this two-part in-person workshop, students will gain a basic understanding of how to engage with secondary literature productively. This workshop is designed for students who are new to doing research – no previous experience is needed. In the first section of our workshop, I will explain what secondary literature is, why it is an essential component of academic writing, and where to find it. Students will then have the opportunity to get started with their research activities during the workshop and there will be plenty of room for students’ questions. For the second part of the workshop, students will bring along the secondary texts they found, as this section will teach them how to assess secondary texts concerning their credibility and usefulness for a specific research topic. Students will also learn how to write excerpts for secondary texts that will help them get an overview of the state of research on their research topic. Eventually, I will introduce students to different ways of referencing secondary literature in their own texts (without resorting to plagiarism), followed by several interactive writing exercises.
After the workshop, those students who want to receive 1 CP/ECTS for participation must write an additional piece of work, an annotated bibliography on a research topic of your choice (approx. 3 pages), and a self-reflection on the entire seminar (1-2 pages).

The aim of this two part online workshop, is to prepare students to write their first own articles for publication in academic journals. While the workshop is open to anyone who is interested, it will be particularly useful for (master’s degree) students who are working on getting their research published. In the first section of our workshop, I will provide students with an overview of the academic publishing process: we will discuss how to find potential publication platforms, how to avoid predatory journals and gain an overview of the different kinds of academic journals that are out there. You will also learn more about the first steps of deciding on a journal and approaching editors.
Until the second part of the workshop, students have time to start writing their own article: together we will work on finding the most effective title for your article, writing a convincing abstract and creating a clear structure for your article. I will further provide advice on editing and proofreading and we will learn more about the peer review process.
After the workshop, those students who want to receive 1 CP/ECTS for participation must hand in an additional piece of work, either an outline for a journal article (3 pages) or a scholarly essay on a research topic of your choice (approx. 3 pages) and a self-reflection on the entire seminar (1-2 pages).
Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions about a current writing project.

Many seminars at German universities require their students to write term papers. However, what your lecturer here in Germany expects from you might be very different from what is common elsewhere.
In this online workshop, students will gain a basic understanding of academic writing for German universities. At the center of this seminar is the format of the Hausarbeit (term paper). After I have introduced you to the formal criteria of German term papers, all participants will learn how to develop own research questions, how to create an outline for your term paper and how to kick off the writing process. All participants have the opportunity to work on their own topics. For students who do not yet want to tackle a specific writing project, I will provide exercises that are more general. While the workshop is open to anyone who is interested, it is specifically tailored to the needs of international students. In the workshop, inputs from the lecturer alternate with interactive writing exercises and there will be plenty of room for individual questions.
After the workshop, those students who want to receive 1 CP/ECTS for participation must write an additional piece of work, either an exposé (for a term paper) or an essay (a short, argumentative discussion of a scholarly research question) (approx. 3 pages) and a self-reflection on the entire seminar (1-2 pages).
Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions about a current writing project.

Many seminars at German universities require their students to write term papers. However, what your lecturer here in Germany expects from you might be very different from what is common elsewhere.
In this online workshop, students will gain a basic understanding of academic writing for German universities. At the center of this seminar is the format of the Hausarbeit (term paper). After I have introduced you to the formal criteria of German term papers, all participants will learn how to develop own research questions, how to create an outline for your term paper and how to kick off the writing process. All participants have the opportunity to work on their own topics. For students who do not yet want to tackle a specific writing project, I will provide exercises that are more general. While the workshop is open to anyone who is interested, it is specifically tailored to the needs of international students. In the workshop, inputs from the lecturer alternate with interactive writing exercises and there will be plenty of room for individual questions.
After the workshop, those students who want to receive 1 CP/ECTS for participation must write an additional piece of work, either an exposé (for a term paper) or an essay (a short, argumentative discussion of a scholarly research question) (approx. 3 pages) and a self-reflection on the entire seminar (1-2 pages).
Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions about a current writing project.

Agile teamwork is used in many product developments today, initially in software development, but can also be used for any other incrementally buildable product.
It is the particular kind of non-hierarchical cooperation that participants can try out in a small project. We will use it to create a complex product with a storymap.
To get to know agile teamwork Scrum is the most detailed approach.
By applying Scrum roles, you can gain a first insight into agile teamwork.

Course content:

• Definition of agile teamwork
• Ambidexterity
• Scrum roles: Product Owner, Scrum master, Developer
• Interaction in non-hierarchical teamwork

Meetings:
Friday, 24.05.2024: 4.00 p.m. to 6.30 p.m. (lecture)
Saturday, 25.04.2024: 10.00 am to 1.00 pm and 2.00 pm to 4.30 pm (lecture and teamwork)
Friday, 31.05.2024: 4.00 p.m. to 6.30 p.m. (lecture)
Saturday, 01.06.2024: 10.00 a.m. to 1.00 p.m. and 2.00 p.m. to 4.30 p.m. (lecture and teamwork)

Register via Stud.IP.

Kursinformationen und Onlineanmeldung: https://kurse.sprachenzentrum-bremen.de/course/winter-2025/a1ef8140-7dde-4a40-9975-1c33bcbc0c3d

Kursinformationen und Onlineanmeldung: https://kurse.sprachenzentrum-bremen.de/course/winter-2025/df73a75b-9b2c-42ca-bcad-2263b9286ae3

Kursinformationen und Onlineanmeldung: https://kurse.sprachenzentrum-bremen.de/course/winter-2025/ed7a19dd-d6c4-4b0f-ad92-20732750ad4a

Kursinformationen und Onlineanmeldung: https://kurse.sprachenzentrum-bremen.de/course/winter-2025/cde9602c-2f96-4442-b467-e99b40b13650

Kursinformationen und Onlineanmeldung: https://kurse.sprachenzentrum-bremen.de/course/winter-2025/baf360ca-3c15-4ae6-a133-65c5b2f294ac

Kursinformationen und Onlineanmeldung: https://kurse.sprachenzentrum-bremen.de/course/winter-2025/d18fb9bf-6d0a-4d41-90d2-3256e27569c4

Kursinformationen und Onlineanmeldung: https://kurse.sprachenzentrum-bremen.de/course/winter-2025/dc32a80a-a1d2-4ba9-9be9-ec1cae2e99a8

Kursinformationen und Onlineanmeldung: https://kurse.sprachenzentrum-bremen.de/course/winter-2025/b5a6ca0d-8749-453b-b5e3-b6605eb986c0

Kursinformationen und Onlineanmeldung: https://kurse.sprachenzentrum-bremen.de/course/winter-2025/12ebdbe0-a257-420b-815e-425724491f0d

Kursinformationen und Onlineanmeldung: https://kurse.sprachenzentrum-bremen.de/course/winter-2025/e169ef52-1f3a-4ba1-afbd-9bdce512701e

Kursinformationen und Onlineanmeldung: https://kurse.sprachenzentrum-bremen.de/course/winter-2025/3b6af0fe-094b-41e8-a2c2-7cce98437444

Kursinformationen und Onlineanmeldung:https://kurse.sprachenzentrum-bremen.de/course/winter-2025/d870ea4c-c899-441d-aff4-f09bf2958c39

Kursinformationen und Onlineanmeldung: https://kurse.sprachenzentrum-bremen.de/course/winter-2025/ed4647a4-a05f-4ac9-b8fe-2e4e30b1085e

Kursinformationen und Onlineanmeldung: https://kurse.sprachenzentrum-bremen.de/course/winter-2025/1c58b541-6450-4ba2-937d-5908a84c865d

Kursinformationen und Onlineanmeldung: https://kurse.sprachenzentrum-bremen.de/course/winter-2025/9cdec8dd-f4c8-431d-8752-94640161a0fb

Kursinformationen und Onlineanmeldung: https://kurse.sprachenzentrum-bremen.de/course/winter-2025/7059babb-700d-4c0d-90e5-ffe93f4bef37

Kursinformationen und Onlineanmeldung: https://kurse.sprachenzentrum-bremen.de/course/winter-2025/28c03be0-b81e-4882-a300-54c90bc7b907

Climate change and the policies adopted in response to it raise many normative questions. Climate ethics attempts to give answers to these questions. The text-centered seminar provides an introduction to this (unsurprisingly) comparatively novel sub-field of applied ethics by way of a close reading of some of the most widely discussed contributions (articles and book chapters).

Preparatory Reading

Moellendorf, Darrel (2015): Climate Change Justice. In: Philosophy Compass, 10 (3), 173-186.

Assignments and Credits

6 CP (TP 1, GS): term paper (15-20 pp.) or oral exam (30 min.)

3 CP (TP 2, GS): presentation (15 min.) with written elaboration (5 pp.) or short term paper (8-10 pp.)

Our world is constantly faced with health-related threats and challenges which can have widespread impact on society and demand political and financial attention to address. In this seminar, we will explore the notion of health security and attempt to answer the underlying question of “security from what and security from whom”. We will unpack health security issues such as biosafety and biosecurity, emerging & resurgent diseases & Antimicrobial Resistance (AMR), conflict and health, pandemic prevention/ preparedness/ response, health security and a human-animal environmental interface, global health security partnership, and multisectoral partnership to address health security issues.

Tobacco use is the number one preventable cause of death in the world, and it is projected to kill one billion people in the 21st century unless effective tobacco control measures are implemented. We will cover a range of topics in this class, from health and human rights implication of tobacco farming and production, to selling and marketing, including specific marketing to children, LGBTQI+ communities, or women, to cessation. We will include a history of tobacco use in various contexts, public health policy, illicit trade and a discussion of today's tobacco industry. Students will learn about various methods of controlling tobacco use, evidence-based cessation options, the health ramifications of second-hand smoke, the dual burden of tobacco use and tuberculosis, and the marketing strategies used by tobacco companies particularly in the Global South.
Die Arbeitssprache in diesem Seminar ist Englisch/Deutsch bilingual. Sie können Deutsch sprechen im Seminar und Ihre Prüfungsleistung auf Deutsch oder Englisch ablegen.
Prüfungsleistungsoptionen sind Referat oder Hausarbeit.

This seminar tackles the urgency of climate action from a fresh perspective. Starting from recent response options released by the Intergovernmental Panel on Climate Change, it provides lessons learned from policy analysis and it invites you looking forward. Together, we will enable learning about evidence, analytical tools, principles, and perspectives for strategies. Integrating climate policy (SDG13) with a range of SDGs (e.g. SDG 2, 6, 7, 12, 14) is seen as pivotal to overcome narrow responses and engage actors. This is embedded in a global governance approach that seeks to balance the need for multilateral agreements with the opportunities of bottom-up multi-stakeholder approaches with regional clubs. A focus will be on the EU and its member states. It is thus system thinking and transformations driven by new alliances that are considered key to future skillsets for a next generation of leaders (i.e. You!).

Literatur zur Vorbereitung/Preparatory Reading:

1) What is climate change. A really simple guide provided by BBC here
2) IPCC WG III: Intergovernmental Panel on Climate Change, THE international scientific body dealing with the issue, has been providing tangible response options in 2022 for policy makers here
3) Chatham House, the No 1 world’s policy think tank, provides a range of analyses on the topic here
4) Youth in Action, voices from all over the world hosted by the UN here

Prüfungsleistungen und CP/Assignments and Credits:

The course offers two options: 3CP will be given for regular attendance and a presentation, preferably as part of a group presentation; 6CP will be given if an additional essay will be submitted.

This seminar explores the cultural and imaginative currents that shaped America in the long nineteenth century. Focusing on select cultural objects, such as nature writing, the slave narrative, and landscape paintings, we examine how land and bodies of water functioned as symbolic and material sites where questions of power, freedom, resistance, and national or cultural belonging were negotiated. Through a combination of textual analysis and cultural history, we will investigate how the American environment was represented, claimed, and contested in a century marked by expansion, conflict, and environmental and industrial transformation.

This class is open to BA E-SC students studying 3rd semester modules. It is also open to a limited number of international exchange students and students doing ‘Freiwillige Zusatzleistungen,’ ‘Ersatzleistungen,’ and General Studies, including the sustainability certificate BRENA.

Prior enrolment via Stud.IP is mandatory and admission is limited to a maximum of thirty-five students. Further information will be made available on Stud.IP. Please check Stud.IP regularly for updates.
Requirements
• active participation in weekly in-person meetings,
• in-depth study of the primary and secondary material in preparation for each session,
• graded or ungraded assignment in accordance with the respective module requirements.

• Einführung in Membrantrennprozesse (thermodynamische Triebkraft, Membranen)
• Stofftransport in Membranen
• Modulkonstruktion und Transportwiderstände in Modulen
• Kostenschätzung
• Anlagenentwurf und Optimierung am Beispiel von Produktaufbereitungen durch Nano-, Ultra- und Mikrofiltration
• Wassergewinnung durch Elektrodialyse
• Membranverfahren zur Wasserstoffproduktion

Ort: UFT 1790

This seminar introduces participants to anthropological approaches to materials. Matters that humans and more-than-humans use to build their worlds are generally considered to be materials. These materials can be perishable and results of a relatively low-investment production process, such as mud and straw. They may also result from industrial manufacturing processes, such as polymer-based plastics, concrete and aluminum. Recently, a new type of sustainable materials, such as for instance biomaterials, have been posited as experimental alternatives to often unsustainable materials that result from industrial production. These may be, for example, seashell-based concrete, agar agar based plastics or kombucha leather. What are the histories, expectations, disappointments, and futures that exist around these and other materials? And how can ethnography and applied work with materials help understand social ideas around them? The seminar will give participants the opportunity to read ethnography and theoretical approaches from the anthropology of materials while also making time for research-led teaching. After all, understanding materials and the material world requires direct tactile engagement!

The seminar is open to 6 external students.

3,5 SWS

Veranstaltungszeit von 10-13h!

Aims:
The lecture deals with various aspects of the mechanical, chemical and chemomechanical behaviour of materials for use in medical and biotechnological applications, with a strong focus on the chemical and physical foundations of hybrid interfaces. The fundamentals of biomaterial science are presented together with modern experimental and theoretical methods for investigating and modifying the properties of biomaterials. Students will gain knowledge and practical experience to understand material/biosystem interactions. The knowledge imparted should enable the targeted selection and precise design of materials for applications in medical technology, biosensor technology and bioprocess engineering.

Content outline:
1) Basic concepts of physics and chemistry of surfaces and interfaces
2) Basic concepts of cellular and extracellular environments
3) Adhesion of proteins and cells at bio-inorganic interfaces
4) Materials in the human body: biocompatibility, host response, tissue replacement
5) Metallic materials in biological environment: oxidation, corrosion, bio-corrosion
6) Polymeric materials in biological environment
7) Non mandatory: practical laboratory on AFM techniques

Recommended Readings (examples):
B. D. Ratner et al. (Eds.), Biomaterials Science, Elsevier Academic Press (2012)
D. Williams, Essential Biomaterials Science, Cambridge University Press (2014)
B. Basu, Biomaterials Science and Tissue Engineering, Cambridge University Press (2017)

Day 1: How to apply for jobs in Germany?
Content and Objectives: Job advertisements are only one part of the recruiting strategies of companies in Germany. On this seminar day, you will learn about different ways of applying for jobs, such as networking, initiative applications and visiting job fairs. A skills analysis and an active interview training exercise will deepen these application methods.

On this seminar day, we will also look at application documents such as CV, cover letter and the digital application process. Nowadays, companies want reflective applicants who know what skills they have. Especially in Germany, goal-oriented application documents are important. Learn in this seminar what is important in applications and optimise your CV and letter of motivation.

Preparation for the first day of the seminar: ideas and concepts for CV and cover letter.

This is on the programme:
How to apply:

Skills analysis:

Application documents:

Goal: At the end of the seminar, participants should be able to prepare well-founded application
documents for applications for the German job market.

Additional work for the second seminar day: Preparation for the self-presentation in the job interview will be the task for the second seminar day. A preparatory exercise on the first day of the seminar and a script serve as the basis for the preparation.


Day 2: Successful job interviews with German organisations
Finally, you have received an invitation to a job interview. And what will happen now? What can I expect? What is important? How do I prepare myself? How do I deal with stressful questions? Where can I get information on salary?

This seminar day provides answers to these and many other questions about the job interview in the presence of and via video conferencing systems. Career coach Angela Schütte explains what is important and tries to give the participants confidence with exercises and role-play. There is enough time for individual questions.

This is on the programme:
How to prepare for the job interview

Skills analysis:

Business Etiquette

Questions, tests and tasks in the job interview

Goal: At the end of the seminar, the participants should have gained confidence in the job interview
__

Day 3: Working environment in Germany
The third day of the seminar is all about passing the probationary period and the world of work in Germany. The core topics are the challenges facing companies as a result of digitalisation and communication, teamwork and leadership.

This is on the programme:
How do I manage the probationary period?

The working world:

Planning your own career

Goal: You get security for entering the German work and corporate culture. If interested, the aspects addressed could then be deepened in greater depth in further seminars organised by the Career Center.

Registrations for February run from 27 November 2025 to Sunday, 18 January 2026 via https://elearning.uni-bremen.de/ (Event search: Career Center | Events | Overview | Copy VAK number and search and register in StudIP)
As soon as the registration procedure is closed, you will receive an e-mail from us with the access data!

Further information is available at:
www.uni-bremen.de/en/career-center/workshops
www.uni-bremen.de/en/career-center/workshops/events-workshops
www.uni-bremen.de/career-center/veranstaltungen/uebersicht/detailbeschreibungen
www.uni-bremen.de/en/career-center/workshops/archive-of-events
www.uni-bremen.de/career-center/veranstaltungen/kalenderuebersicht

The lecture is switching between computer and lecture room, or the corhort is divided into two rooms for group work.
Lectureroom: Cog1030 / Computerroom: Cog0320

The lecture is switching between computer and lecture room, or the corhort is divided into two rooms for group work.
Lectureroom: Cog1030 / Computerroom: Cog0320

If writing an academic paper feels daunting and lonely and you struggle to motivate yourself to start writing alone at home, this workshop is for you! This class provides a supportive environment for working on your own writing projects. We will meet on four consecutive afternoons to motivate each other and write together. Each session will start with a short update on where we are right now and what we are planning to do this afternoon, followed by an hour of uninterrupted writing time, and end with a discussion on what we achieved during the independent working phase. During the whole session, the instructor is available for writing advice and feedback. After the workshop, those students who want to receive 1 CP/ECTS for participation must write an additional piece of work, either an exposé (for a term paper) or an essay (a short, argumentative discussion of a scholarly research question) (approx. 3 pages) and a self-reflection on the entire seminar (1-2 pages).
Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions about a current writing project.

Wie kann ich meine deutschen Bandwurmsätze in einen knackigen, englischsprachigen Fachtext verwandeln? Wie kann ich typisch „denglische“ Formulierungen vermeiden? Und was war nochmal der Unterschied zwischen „affect“ und „effect“?
Solche (und ähnliche) Fragen werden in diesem online Workshop geklärt, bei dem Studierende sich grundlegende Kenntnisse über wissenschaftliches Schreiben in englischer Sprache verschaffen. Der Schwerpunkt liegt dabei auf dem Verfassen von Hausarbeiten, je nach Wunsch der Teilnehmenden kann jedoch zusätzlich auch auf andere Textsorten wie beispielsweise Versuchsprotokolle, Fallberichte o.ä. eingegangen werden. Obwohl der Workshop grundsätzlich allen Interessierten offensteht, ist er speziell auf die Bedürfnisse Studierender mit Deutsch als Muttersprache abgestimmt. Alle Teilnehmenden haben die Möglichkeit, an ihren eigenen Themen zu arbeiten. Für Studierende, die noch kein konkretes Schreibprojekt in Angriff nehmen wollen, werde ich allgemeine Übungen zur Verfügung stellen. Im Workshop wechseln sich Inputs von Seiten der Dozentin mit interaktiven Schreibübungen in Einzelarbeit ab, deren individuelle Ergebnisse im Austausch zu zweit reflektiert werden. Am Ende jeder Arbeitsphase werden in der Gesamtgruppe die Ergebnisse formuliert sowie noch offene Fragen geklärt.
Im Anschluss an das Webinar müssen diejenigen Studierenden, die 1 CP/ECTS für die Teilnahme erhalten wollen, eine zusätzliche schriftliche Arbeit verfassen, entweder ein Exposé (für eine Hausarbeit) oder einen Essay (eine kurze, argumentative Auseinandersetzung mit einer selbstgewählten, wissenschaftlichen Fragestellung) (ca. 3 Seiten) sowie eine Selbstreflexion zum gesamten Seminar (1-2 Seiten).
Zudem biete ich nach Ende der Veranstaltung für alle Teilnehmenden die Möglichkeit einer online Einzelberatung entweder telefonisch, per Mail oder ebenfalls als Zoom Meeting, um offene Fragen zu einem aktuellen Schreibprojekt zu klären.

Many seminars at German universities require their students to write term papers. However, what your lecturer here in Germany expects from you might be very different from what is common elsewhere.
In this online workshop, students will gain a basic understanding of academic writing for German universities. At the center of this seminar is the format of the Hausarbeit (term paper). After I have introduced you to the formal criteria of German term papers, all participants will learn how to develop own research questions, how to create an outline for your term paper and how to kick off the writing process. All participants have the opportunity to work on their own topics. For students who do not yet want to tackle a specific writing project, I will provide exercises that are more general. While the workshop is open to anyone who is interested, it is specifically tailored to the needs of international students. In the workshop, inputs from the lecturer alternate with interactive writing exercises and there will be plenty of room for individual questions.
After the workshop, those students who want to receive 1 CP/ECTS for participation must write an additional piece of work, either an exposé (for a term paper) or an essay (a short, argumentative discussion of a scholarly research question) (approx. 3 pages) and a self-reflection on the entire seminar (1-2 pages).
Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions about a current writing project.

Many seminars at German universities require their students to write term papers. However, what your lecturer here in Germany expects from you might be very different from what is common elsewhere.
In this online workshop, students will gain a basic understanding of academic writing for German universities. At the center of this seminar is the format of the Hausarbeit (term paper). After I have introduced you to the formal criteria of German term papers, all participants will learn how to develop own research questions, how to create an outline for your term paper and how to kick off the writing process. All participants have the opportunity to work on their own topics. For students who do not yet want to tackle a specific writing project, I will provide exercises that are more general. While the workshop is open to anyone who is interested, it is specifically tailored to the needs of international students. In the workshop, inputs from the lecturer alternate with interactive writing exercises and there will be plenty of room for individual questions.
After the workshop, those students who want to receive 1 CP/ECTS for participation must write an additional piece of work, either an exposé (for a term paper) or an essay (a short, argumentative discussion of a scholarly research question) (approx. 3 pages) and a self-reflection on the entire seminar (1-2 pages).
Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions about a current writing project.

In contrast to other classes that invite you to pay attention to what you learn, this seven-week-long course encourages you to focus on how you learn. Inspired by agile methods of project work, this class emphasizes self-directed learning, interdisciplinary collaboration, and self-reflection. You will set your own goals that can either be connected to specific study content (e.g., preparing for an upcoming exam) or more general goals related to your personal development (e.g., feeling more confident when contributing to classroom discussions in seminars). While there are three sessions with the whole course where the instructor will share some advice, you will spend most of your time in a small learning group of 3 to 4 people. Due to this format, the workshop requires a high degree of reliability, an openness to trying out interdisciplinary working strategies, and a willingness to engage in teamwork with other students. Together with your group, you will acquire learning strategies to help you achieve your goals and have the opportunity to share your experiences and gain insights from your fellow students. These group sessions, along with your individual work, will help you to practice self-reflection, by tracking your learning progress, identifying areas for improvement, and trying out different learning approaches. Additionally, the instructor is available for individual counseling sessions upon request. After the workshop, those students who want to receive 3 CP/ECTS for participation must hand in additional pieces of work: a learning diary and a self-reflection paper.

This online workshop is designed to support students with editing and revising their term papers and/or bachelor/mastertheses. Students will get a concise overview of editing techniques that they can immediately apply to their current writing projects. We will talk about the common structures for term papers and practice streamlining your line of argumentation. You will also learn more about how to avoid plagiarism in their paper and get some practice in proofreading. At the center of this workshop are the students’ own writing projects that will be discussed in small groups. There will be plenty of room for individual questions throughout the whole workshop.

After the workshop, those students who want to receive 1 CP/ECTS for participation must hand in additional pieces of work: an outline for a term paper (approx. 3 pages) and a self-reflection on the entire seminar (1-2 pages).
Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions.

Ihr seid nervös wegen eines anstehenden Referats auf Englisch? Ihr traut euch manchmal nicht, euch an englischsprachigen Seminar-Diskussionen zu beteiligen? Ihr wollt in eurer mündlichen Prüfung mit einer korrekten Aussprache des Englischen überzeugen?
Dieser online Workshop ist für alle Studierenden, die noch etwas unsicher sind, was ihre mündlichen Englischkenntnisse betrifft. Hier soll ein sicherer Raum geschaffen werden, um sich selbst auszuprobieren und mithilfe von Feedback der Dozentin die eigenen Fähigkeiten zu verbessern, mit dem Ziel, schließlich selbstbewusst in englischer Sprache zu kommunizieren. Obwohl der Workshop grundsätzlich allen Interessierten offensteht, ist er speziell auf die Bedürfnisse Studierender mit Deutsch als Muttersprache abgestimmt. Im Workshop wechseln sich Inputs von Seiten der Dozentin mit vielen interaktiven Sprechübungen in Kleingruppen ab. Die konkreten Fragen und Wünsche der Teilnehmenden stehen hierbei im Mittelpunkt und beeinflussen auch die letztendliche Ausgestaltung des Workshops.

This online workshop is designed to support students with their communication and presentation skills. Students will get a concise overview of the basics of rhetoric; afterwards, they can immediately apply what they learned to their current projects. We will talk about the common structures for speeches and presentations and practice organizing your content efficiently. You will also learn more about how to handle stage fright and nervousness and you will practice managing discussions with the audience. During the workshop, participants are expected to do a short presentation on a research topic of their choice. This workshop is particularly useful for students who are preparing for their first presentation at the university and/or who are preparing for an oral exam. There will be plenty of room for individual questions throughout the whole workshop.

After the workshop, those students who want to receive 3 CP/ECTS for participation must hand in additional pieces of work: a written outline for a research presentation and a self-reflection on the entire seminar.

This in person workshop is designed to support students with their communication and presentation skills. Students will get a concise overview of the basics of rhetoric; afterwards, they can immediately apply what they learned to their current projects. We will talk about the common structures for speeches and presentations and practice organizing your content efficiently. You will also learn more about how to handle stage fright and nervousness and you will practice managing discussions with the audience. During the workshop, participants are expected to do a short presentation on a research topic of their choice. This workshop is particularly useful for students who are preparing for their first presentation at the university and/or who are preparing for an oral exam. There will be plenty of room for individual questions throughout the whole workshop.

After the workshop, those students who want to receive 3 CP/ECTS for participation must hand in additional pieces of work: a written outline for a research presentation and a self-reflection on the entire seminar.

This seminar starts as an online workshop on the announced date. You will receive additional details on the event in advance by email via StudIP.
After signing up for the seminar on Stud.IP, please confirm your attendance by sending an email to stwkprotect me ?!uni-bremenprotect me ?!.de (please mention your name, matriculation number and the name/number of this seminar in your mail).
In this three-part online workshop, students will learn basic strategies and techniques for time- and self-management. While the workshop is open to anyone interested, it will be particularly useful for students currently working on larger projects (like a bachelor- or masterthesis). In the first section of our workshop, I will explain the importance of goal setting and I will introduce you to different planning tools (milestones, personal Kanban) and working techniques (timeblocking/timeboxing, Pomodoro technique). Afterwards, students will have the opportunity to first assess their present time management strategies and then they will create their own to-do lists and schedules during the workshop. There will be plenty of room for students’ questions throughout the whole workshop.
Until the second part of the workshop, students will have the chance to experiment with the techniques they learned during the first session and find out what works best for them. In our second meeting, we will talk about our experiences with time management in the previous week before I present strategies for avoiding distractions and procrastination. Our third meeting is all about maintaining a productive working attitude in the long term. After the workshop, those students who want to receive 1 CP/ECTS for participation must write an additional piece of work, a weekly plan with comments, and a self-reflection on the entire seminar (1-2 pages).

Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions about a current writing project and/or their struggles with time management.

In this two-part in-person workshop, students will gain a basic understanding of how to engage with secondary literature productively. This workshop is designed for students who are new to doing research – no previous experience is needed. In the first section of our workshop, I will explain what secondary literature is, why it is an essential component of academic writing, and where to find it. Students will then have the opportunity to get started with their research activities during the workshop and there will be plenty of room for students’ questions. For the second part of the workshop, students will bring along the secondary texts they found, as this section will teach them how to assess secondary texts concerning their credibility and usefulness for a specific research topic. Students will also learn how to write excerpts for secondary texts that will help them get an overview of the state of research on their research topic. Eventually, I will introduce students to different ways of referencing secondary literature in their own texts (without resorting to plagiarism), followed by several interactive writing exercises.
After the workshop, those students who want to receive 1 CP/ECTS for participation must write an additional piece of work, an annotated bibliography on a research topic of your choice (approx. 3 pages), and a self-reflection on the entire seminar (1-2 pages).

In this 2 part online workshop, students will gain a basic understanding of how to engage with secondary literature productively. This workshop is designed for students who are new to doing research – no previous experience is needed. In the first section of our workshop, I will explain what secondary literature is, why it is an essential component of academic writing and where to find it. Students will then have the opportunity to get started with their research activities during the workshop and there will be plenty of room for students’ questions.
For the second part of the workshop, students will bring along the secondary texts they found, as this section will teach them how to assess secondary texts concerning their credibility and usefulness for a specific research topic. Students will also learn how to write excerpts for secondary texts that will help them to get an overview of the state of research on their research topic. Eventually, I will introduce students to different ways of referencing secondary literature in their own texts (without resorting to plagiarism), followed by several interactive writing exercises.
After the workshop, those students who want to receive 1 CP/ECTS for participation must write an additional piece of work, either an outline for a term paper (3 pages) or an annotated bibliography on a research topic of your choice (approx. 3 pages) and a self-reflection on the entire seminar (1-2 pages).

Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions about a current writing project.

The aim of this two part online workshop, is to prepare students to write their first own articles for publication in academic journals. While the workshop is open to anyone who is interested, it will be particularly useful for (master’s degree) students who are working on getting their research published. In the first section of our workshop, I will provide students with an overview of the academic publishing process: we will discuss how to find potential publication platforms, how to avoid predatory journals and gain an overview of the different kinds of academic journals that are out there. You will also learn more about the first steps of deciding on a journal and approaching editors.
Until the second part of the workshop, students have time to start writing their own article: together we will work on finding the most effective title for your article, writing a convincing abstract and creating a clear structure for your article. I will further provide advice on editing and proofreading and we will learn more about the peer review process.
After the workshop, those students who want to receive 1 CP/ECTS for participation must hand in an additional piece of work, either an outline for a journal article (3 pages) or a scholarly essay on a research topic of your choice (approx. 3 pages) and a self-reflection on the entire seminar (1-2 pages).
Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions about a current writing project.

Agile teamwork is used in many product developments today, initially in software development, but can also be used for any other incrementally buildable product.
It is the particular kind of non-hierarchical cooperation that participants can try out in a small project. We will use it to create a complex product with a storymap.
To get to know agile teamwork Scrum is the most detailed approach.
By applying Scrum roles, you can gain a first insight into agile teamwork.

Course content:

• Definition of agile teamwork
• Ambidexterity
• Scrum roles: Product Owner, Scrum master, Developer
• Interaction in non-hierarchical teamwork

Meetings:
Friday, 24.05.2024: 4.00 p.m. to 6.30 p.m. (lecture)
Saturday, 25.04.2024: 10.00 am to 1.00 pm and 2.00 pm to 4.30 pm (lecture and teamwork)
Friday, 31.05.2024: 4.00 p.m. to 6.30 p.m. (lecture)
Saturday, 01.06.2024: 10.00 a.m. to 1.00 p.m. and 2.00 p.m. to 4.30 p.m. (lecture and teamwork)

Register via Stud.IP.

Ihr seid nervös wegen eines anstehenden Referats auf Englisch? Ihr traut euch manchmal nicht, euch an englischsprachigen Seminar-Diskussionen zu beteiligen? Ihr wollt in eurer mündlichen Prüfung mit einer korrekten Aussprache des Englischen überzeugen?
Dieser online Workshop ist für alle Studierenden, die noch etwas unsicher sind, was ihre mündlichen Englischkenntnisse betrifft. Hier soll ein sicherer Raum geschaffen werden, um sich selbst auszuprobieren und mithilfe von Feedback der Dozentin die eigenen Fähigkeiten zu verbessern, mit dem Ziel, schließlich selbstbewusst in englischer Sprache zu kommunizieren. Obwohl der Workshop grundsätzlich allen Interessierten offensteht, ist er speziell auf die Bedürfnisse Studierender mit Deutsch als Muttersprache abgestimmt. Im Workshop wechseln sich Inputs von Seiten der Dozentin mit vielen interaktiven Sprechübungen in Kleingruppen ab. Die konkreten Fragen und Wünsche der Teilnehmenden stehen hierbei im Mittelpunkt und beeinflussen auch die letztendliche Ausgestaltung des Workshops.

This online workshop is designed to support students with their communication and presentation skills. Students will get a concise overview of the basics of rhetoric; afterwards, they can immediately apply what they learned to their current projects. We will talk about the common structures for speeches and presentations and practice organizing your content efficiently. You will also learn more about how to handle stage fright and nervousness and you will practice managing discussions with the audience. During the workshop, participants are expected to do a short presentation on a research topic of their choice. This workshop is particularly useful for students who are preparing for their first presentation at the university and/or who are preparing for an oral exam. There will be plenty of room for individual questions throughout the whole workshop.

After the workshop, those students who want to receive 3 CP/ECTS for participation must hand in additional pieces of work: a written outline for a research presentation and a self-reflection on the entire seminar.

This in person workshop is designed to support students with their communication and presentation skills. Students will get a concise overview of the basics of rhetoric; afterwards, they can immediately apply what they learned to their current projects. We will talk about the common structures for speeches and presentations and practice organizing your content efficiently. You will also learn more about how to handle stage fright and nervousness and you will practice managing discussions with the audience. During the workshop, participants are expected to do a short presentation on a research topic of their choice. This workshop is particularly useful for students who are preparing for their first presentation at the university and/or who are preparing for an oral exam. There will be plenty of room for individual questions throughout the whole workshop.

After the workshop, those students who want to receive 3 CP/ECTS for participation must hand in additional pieces of work: a written outline for a research presentation and a self-reflection on the entire seminar.

Welcome to the English-Speaking Cultures Animeclub! Get ready to dive into the colorful and captivating world of anime with us this semester. We're all about exploring the fantastic realms of Japanese animation and sharing our love for all things anime.
In this club, we'll be doing what we love the most: watching a handpicked selection of diverse and exciting anime. But it's not just about watching! Our gatherings will be buzzing with lively discussions, where we'll unravel the layers of the shows we're watching, analyze the multifaceted characters, and dissect those jaw-dropping plot twists that keep us glued to the screen.
Whether you're a die-hard fan of shonen, slice of life, or just dipping your toes into the world of anime, this club welcomes everyone with open arms.
Participate actively in our group discussions and present an anime-related topic of your choice, and you could earn up to two credit points!
Our meetings are scheduled for Fridays, from 2 to 4 p.m. If you want to join, please register for the club on Stud.IP, and don't hesitate to contact the tutors ( mahsa2protect me ?!uni-bremenprotect me ?!.de , sotoudehprotect me ?!uni-bremenprotect me ?!.de , sevyilprotect me ?!uni-bremenprotect me ?!.de ). if you have any questions or need more information.

* For questions please reach out to the tutors ( mahsa2protect me ?!uni-bremenprotect me ?!.de , busaslanprotect me ?!uni-bremenprotect me ?!.de . samira4protect me ?!uni-bremenprotect me ?!.de , senginprotect me ?!uni-bremenprotect me ?!.de ). *
Ever wanted to just talk about your favourite movies? E-SC presents to you our filmclub! Be it critically acclaimed prize-contenders, trashy B-movies, or superhero flicks - we want to offer you a place to critically discuss pictures. The course does, however, come with a tiny prerequisite: you need to be able to watch movies on either Netflix, Prime, etc.
The Filmclub meetings will take place on campus every second week.

Ihr seid nervös wegen eines anstehenden Referats auf Englisch? Ihr traut euch manchmal nicht, euch an englischsprachigen Seminar-Diskussionen zu beteiligen? Ihr wollt in eurer mündlichen Prüfung mit einer korrekten Aussprache des Englischen überzeugen?
Dieser online Workshop ist für alle Studierenden, die noch etwas unsicher sind, was ihre mündlichen Englischkenntnisse betrifft. Hier soll ein sicherer Raum geschaffen werden, um sich selbst auszuprobieren und mithilfe von Feedback der Dozentin die eigenen Fähigkeiten zu verbessern, mit dem Ziel, schließlich selbstbewusst in englischer Sprache zu kommunizieren. Obwohl der Workshop grundsätzlich allen Interessierten offensteht, ist er speziell auf die Bedürfnisse Studierender mit Deutsch als Muttersprache abgestimmt. Im Workshop wechseln sich Inputs von Seiten der Dozentin mit vielen interaktiven Sprechübungen in Kleingruppen ab. Die konkreten Fragen und Wünsche der Teilnehmenden stehen hierbei im Mittelpunkt und beeinflussen auch die letztendliche Ausgestaltung des Workshops.

This online workshop is designed to support students with their communication and presentation skills. Students will get a concise overview of the basics of rhetoric; afterwards, they can immediately apply what they learned to their current projects. We will talk about the common structures for speeches and presentations and practice organizing your content efficiently. You will also learn more about how to handle stage fright and nervousness and you will practice managing discussions with the audience. During the workshop, participants are expected to do a short presentation on a research topic of their choice. This workshop is particularly useful for students who are preparing for their first presentation at the university and/or who are preparing for an oral exam. There will be plenty of room for individual questions throughout the whole workshop.

After the workshop, those students who want to receive 3 CP/ECTS for participation must hand in additional pieces of work: a written outline for a research presentation and a self-reflection on the entire seminar.

This in person workshop is designed to support students with their communication and presentation skills. Students will get a concise overview of the basics of rhetoric; afterwards, they can immediately apply what they learned to their current projects. We will talk about the common structures for speeches and presentations and practice organizing your content efficiently. You will also learn more about how to handle stage fright and nervousness and you will practice managing discussions with the audience. During the workshop, participants are expected to do a short presentation on a research topic of their choice. This workshop is particularly useful for students who are preparing for their first presentation at the university and/or who are preparing for an oral exam. There will be plenty of room for individual questions throughout the whole workshop.

After the workshop, those students who want to receive 3 CP/ECTS for participation must hand in additional pieces of work: a written outline for a research presentation and a self-reflection on the entire seminar.

The kick-off meeting will take place on October 15h, 16:00 in room 2.43 of the Cartesium building. Time slots and locations of further sessions will be announced in the kick-off meeting.

In this course, you will take part in a large-scale data collection of biosignals, getting to hands-on experience scientific data collection, different sensors, and Virtual Reality scenarios. In the second half of the semester, you will be able to process and analyze your own data and reflect on your experience. You will learn about how dataset properties and experiment design decisions influence Machine Learning models.

Homepage des KKSB und Uni-Lageplan

Die Veranstaltuing findet im KKSB statt.

Inhalt: This course is a special offer for international students who are interested in Regional and Urban Geography, and the local history of Bremen and Northwest Germany.

• Students understand the historical development of cities and the processes connecting historical events and urban development
• Students understand the basic ideas of (Regional) and Urban Geography and History as a university science
• Students understand the most important historical events that shaped today’s Germany
• Students are able to give presentations about topics that they researched on their own (about an excursion destination as well as a unique city quarter of Bremen

The standard economic approach to model human decision-making rest on the assumptions of rationality and selfishness. Behavioral economics investigates departures from these assumptions and develops alternative models. In this course, we will first study the standard economic model and then take a look at empirical evidence which reveals systematic deviations from the theoretical predictions, for example, in risky and inter-temporal decision-making. Finally, we will analyze models that aim at a better description of actual human behavior. More detailed information will be made available on Stud.IP.

Anmeldemodus
Die Auswahl der Teilnehmenden wird nach der Eintragung manuell vorgenommen.
Nutzer/-innen, die sich für diese Veranstaltung eintragen möchten, erhalten nähere Hinweise und können sich dann noch gegen eine Teilnahme entscheiden.

Day 1: How to apply for jobs in Germany?
Content and Objectives: Job advertisements are only one part of the recruiting strategies of companies in Germany. On this seminar day, you will learn about different ways of applying for jobs, such as networking, initiative applications and visiting job fairs. A skills analysis and an active interview training exercise will deepen these application methods.

On this seminar day, we will also look at application documents such as CV, cover letter and the digital application process. Nowadays, companies want reflective applicants who know what skills they have. Especially in Germany, goal-oriented application documents are important. Learn in this seminar what is important in applications and optimise your CV and letter of motivation.

Preparation for the first day of the seminar: ideas and concepts for CV and cover letter.

This is on the programme:
How to apply:

Skills analysis:

Application documents:

Goal: At the end of the seminar, participants should be able to prepare well-founded application
documents for applications for the German job market.

Additional work for the second seminar day: Preparation for the self-presentation in the job interview will be the task for the second seminar day. A preparatory exercise on the first day of the seminar and a script serve as the basis for the preparation.


Day 2: Successful job interviews with German organisations
Finally, you have received an invitation to a job interview. And what will happen now? What can I expect? What is important? How do I prepare myself? How do I deal with stressful questions? Where can I get information on salary?

This seminar day provides answers to these and many other questions about the job interview in the presence of and via video conferencing systems. Career coach Angela Schütte explains what is important and tries to give the participants confidence with exercises and role-play. There is enough time for individual questions.

This is on the programme:
How to prepare for the job interview

Skills analysis:

Business Etiquette

Questions, tests and tasks in the job interview

Goal: At the end of the seminar, the participants should have gained confidence in the job interview
__

Day 3: Working environment in Germany
The third day of the seminar is all about passing the probationary period and the world of work in Germany. The core topics are the challenges facing companies as a result of digitalisation and communication, teamwork and leadership.

This is on the programme:
How do I manage the probationary period?

The working world:

Planning your own career

Goal: You get security for entering the German work and corporate culture. If interested, the aspects addressed could then be deepened in greater depth in further seminars organised by the Career Center.

Registrations for February run from 27 November 2025 to Sunday, 18 January 2026 via https://elearning.uni-bremen.de/ (Event search: Career Center | Events | Overview | Copy VAK number and search and register in StudIP)
As soon as the registration procedure is closed, you will receive an e-mail from us with the access data!

Further information is available at:
www.uni-bremen.de/en/career-center/workshops
www.uni-bremen.de/en/career-center/workshops/events-workshops
www.uni-bremen.de/career-center/veranstaltungen/uebersicht/detailbeschreibungen
www.uni-bremen.de/en/career-center/workshops/archive-of-events
www.uni-bremen.de/career-center/veranstaltungen/kalenderuebersicht

Ihr seid nervös wegen eines anstehenden Referats auf Englisch? Ihr traut euch manchmal nicht, euch an englischsprachigen Seminar-Diskussionen zu beteiligen? Ihr wollt in eurer mündlichen Prüfung mit einer korrekten Aussprache des Englischen überzeugen?
Dieser online Workshop ist für alle Studierenden, die noch etwas unsicher sind, was ihre mündlichen Englischkenntnisse betrifft. Hier soll ein sicherer Raum geschaffen werden, um sich selbst auszuprobieren und mithilfe von Feedback der Dozentin die eigenen Fähigkeiten zu verbessern, mit dem Ziel, schließlich selbstbewusst in englischer Sprache zu kommunizieren. Obwohl der Workshop grundsätzlich allen Interessierten offensteht, ist er speziell auf die Bedürfnisse Studierender mit Deutsch als Muttersprache abgestimmt. Im Workshop wechseln sich Inputs von Seiten der Dozentin mit vielen interaktiven Sprechübungen in Kleingruppen ab. Die konkreten Fragen und Wünsche der Teilnehmenden stehen hierbei im Mittelpunkt und beeinflussen auch die letztendliche Ausgestaltung des Workshops.

This in person workshop is designed to support students with their communication and presentation skills. Students will get a concise overview of the basics of rhetoric; afterwards, they can immediately apply what they learned to their current projects. We will talk about the common structures for speeches and presentations and practice organizing your content efficiently. You will also learn more about how to handle stage fright and nervousness and you will practice managing discussions with the audience. During the workshop, participants are expected to do a short presentation on a research topic of their choice. This workshop is particularly useful for students who are preparing for their first presentation at the university and/or who are preparing for an oral exam. There will be plenty of room for individual questions throughout the whole workshop.

After the workshop, those students who want to receive 3 CP/ECTS for participation must hand in additional pieces of work: a written outline for a research presentation and a self-reflection on the entire seminar.

This online workshop is designed to support students with their communication and presentation skills. Students will get a concise overview of the basics of rhetoric; afterwards, they can immediately apply what they learned to their current projects. We will talk about the common structures for speeches and presentations and practice organizing your content efficiently. You will also learn more about how to handle stage fright and nervousness and you will practice managing discussions with the audience. During the workshop, participants are expected to do a short presentation on a research topic of their choice. This workshop is particularly useful for students who are preparing for their first presentation at the university and/or who are preparing for an oral exam. There will be plenty of room for individual questions throughout the whole workshop.

After the workshop, those students who want to receive 3 CP/ECTS for participation must hand in additional pieces of work: a written outline for a research presentation and a self-reflection on the entire seminar.

If writing an academic paper feels daunting and lonely and you struggle to motivate yourself to start writing alone at home, this workshop is for you! This class provides a supportive environment for working on your own writing projects. We will meet on four consecutive afternoons to motivate each other and write together. Each session will start with a short update on where we are right now and what we are planning to do this afternoon, followed by an hour of uninterrupted writing time, and end with a discussion on what we achieved during the independent working phase. During the whole session, the instructor is available for writing advice and feedback. After the workshop, those students who want to receive 1 CP/ECTS for participation must write an additional piece of work, either an exposé (for a term paper) or an essay (a short, argumentative discussion of a scholarly research question) (approx. 3 pages) and a self-reflection on the entire seminar (1-2 pages).
Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions about a current writing project.

Wie kann ich meine deutschen Bandwurmsätze in einen knackigen, englischsprachigen Fachtext verwandeln? Wie kann ich typisch „denglische“ Formulierungen vermeiden? Und was war nochmal der Unterschied zwischen „affect“ und „effect“?
Solche (und ähnliche) Fragen werden in diesem online Workshop geklärt, bei dem Studierende sich grundlegende Kenntnisse über wissenschaftliches Schreiben in englischer Sprache verschaffen. Der Schwerpunkt liegt dabei auf dem Verfassen von Hausarbeiten, je nach Wunsch der Teilnehmenden kann jedoch zusätzlich auch auf andere Textsorten wie beispielsweise Versuchsprotokolle, Fallberichte o.ä. eingegangen werden. Obwohl der Workshop grundsätzlich allen Interessierten offensteht, ist er speziell auf die Bedürfnisse Studierender mit Deutsch als Muttersprache abgestimmt. Alle Teilnehmenden haben die Möglichkeit, an ihren eigenen Themen zu arbeiten. Für Studierende, die noch kein konkretes Schreibprojekt in Angriff nehmen wollen, werde ich allgemeine Übungen zur Verfügung stellen. Im Workshop wechseln sich Inputs von Seiten der Dozentin mit interaktiven Schreibübungen in Einzelarbeit ab, deren individuelle Ergebnisse im Austausch zu zweit reflektiert werden. Am Ende jeder Arbeitsphase werden in der Gesamtgruppe die Ergebnisse formuliert sowie noch offene Fragen geklärt.
Im Anschluss an das Webinar müssen diejenigen Studierenden, die 1 CP/ECTS für die Teilnahme erhalten wollen, eine zusätzliche schriftliche Arbeit verfassen, entweder ein Exposé (für eine Hausarbeit) oder einen Essay (eine kurze, argumentative Auseinandersetzung mit einer selbstgewählten, wissenschaftlichen Fragestellung) (ca. 3 Seiten) sowie eine Selbstreflexion zum gesamten Seminar (1-2 Seiten).
Zudem biete ich nach Ende der Veranstaltung für alle Teilnehmenden die Möglichkeit einer online Einzelberatung entweder telefonisch, per Mail oder ebenfalls als Zoom Meeting, um offene Fragen zu einem aktuellen Schreibprojekt zu klären.

Many seminars at German universities require their students to write term papers. However, what your lecturer here in Germany expects from you might be very different from what is common elsewhere.
In this online workshop, students will gain a basic understanding of academic writing for German universities. At the center of this seminar is the format of the Hausarbeit (term paper). After I have introduced you to the formal criteria of German term papers, all participants will learn how to develop own research questions, how to create an outline for your term paper and how to kick off the writing process. All participants have the opportunity to work on their own topics. For students who do not yet want to tackle a specific writing project, I will provide exercises that are more general. While the workshop is open to anyone who is interested, it is specifically tailored to the needs of international students. In the workshop, inputs from the lecturer alternate with interactive writing exercises and there will be plenty of room for individual questions.
After the workshop, those students who want to receive 1 CP/ECTS for participation must write an additional piece of work, either an exposé (for a term paper) or an essay (a short, argumentative discussion of a scholarly research question) (approx. 3 pages) and a self-reflection on the entire seminar (1-2 pages).
Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions about a current writing project.

Many seminars at German universities require their students to write term papers. However, what your lecturer here in Germany expects from you might be very different from what is common elsewhere.
In this online workshop, students will gain a basic understanding of academic writing for German universities. At the center of this seminar is the format of the Hausarbeit (term paper). After I have introduced you to the formal criteria of German term papers, all participants will learn how to develop own research questions, how to create an outline for your term paper and how to kick off the writing process. All participants have the opportunity to work on their own topics. For students who do not yet want to tackle a specific writing project, I will provide exercises that are more general. While the workshop is open to anyone who is interested, it is specifically tailored to the needs of international students. In the workshop, inputs from the lecturer alternate with interactive writing exercises and there will be plenty of room for individual questions.
After the workshop, those students who want to receive 1 CP/ECTS for participation must write an additional piece of work, either an exposé (for a term paper) or an essay (a short, argumentative discussion of a scholarly research question) (approx. 3 pages) and a self-reflection on the entire seminar (1-2 pages).
Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions about a current writing project.

This online workshop is designed to support students with editing and revising their term papers and/or bachelor/mastertheses. Students will get a concise overview of editing techniques that they can immediately apply to their current writing projects. We will talk about the common structures for term papers and practice streamlining your line of argumentation. You will also learn more about how to avoid plagiarism in their paper and get some practice in proofreading. At the center of this workshop are the students’ own writing projects that will be discussed in small groups. There will be plenty of room for individual questions throughout the whole workshop.

After the workshop, those students who want to receive 1 CP/ECTS for participation must hand in additional pieces of work: an outline for a term paper (approx. 3 pages) and a self-reflection on the entire seminar (1-2 pages).
Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions.

In this two-part in-person workshop, students will gain a basic understanding of how to engage with secondary literature productively. This workshop is designed for students who are new to doing research – no previous experience is needed. In the first section of our workshop, I will explain what secondary literature is, why it is an essential component of academic writing, and where to find it. Students will then have the opportunity to get started with their research activities during the workshop and there will be plenty of room for students’ questions. For the second part of the workshop, students will bring along the secondary texts they found, as this section will teach them how to assess secondary texts concerning their credibility and usefulness for a specific research topic. Students will also learn how to write excerpts for secondary texts that will help them get an overview of the state of research on their research topic. Eventually, I will introduce students to different ways of referencing secondary literature in their own texts (without resorting to plagiarism), followed by several interactive writing exercises.
After the workshop, those students who want to receive 1 CP/ECTS for participation must write an additional piece of work, an annotated bibliography on a research topic of your choice (approx. 3 pages), and a self-reflection on the entire seminar (1-2 pages).

In this 2 part online workshop, students will gain a basic understanding of how to engage with secondary literature productively. This workshop is designed for students who are new to doing research – no previous experience is needed. In the first section of our workshop, I will explain what secondary literature is, why it is an essential component of academic writing and where to find it. Students will then have the opportunity to get started with their research activities during the workshop and there will be plenty of room for students’ questions.
For the second part of the workshop, students will bring along the secondary texts they found, as this section will teach them how to assess secondary texts concerning their credibility and usefulness for a specific research topic. Students will also learn how to write excerpts for secondary texts that will help them to get an overview of the state of research on their research topic. Eventually, I will introduce students to different ways of referencing secondary literature in their own texts (without resorting to plagiarism), followed by several interactive writing exercises.
After the workshop, those students who want to receive 1 CP/ECTS for participation must write an additional piece of work, either an outline for a term paper (3 pages) or an annotated bibliography on a research topic of your choice (approx. 3 pages) and a self-reflection on the entire seminar (1-2 pages).

Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions about a current writing project.

The aim of this two part online workshop, is to prepare students to write their first own articles for publication in academic journals. While the workshop is open to anyone who is interested, it will be particularly useful for (master’s degree) students who are working on getting their research published. In the first section of our workshop, I will provide students with an overview of the academic publishing process: we will discuss how to find potential publication platforms, how to avoid predatory journals and gain an overview of the different kinds of academic journals that are out there. You will also learn more about the first steps of deciding on a journal and approaching editors.
Until the second part of the workshop, students have time to start writing their own article: together we will work on finding the most effective title for your article, writing a convincing abstract and creating a clear structure for your article. I will further provide advice on editing and proofreading and we will learn more about the peer review process.
After the workshop, those students who want to receive 1 CP/ECTS for participation must hand in an additional piece of work, either an outline for a journal article (3 pages) or a scholarly essay on a research topic of your choice (approx. 3 pages) and a self-reflection on the entire seminar (1-2 pages).
Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions about a current writing project.

The lecture is switching between computer and lecture room, or the corhort is divided into two rooms for group work.
Lectureroom: Cog1030 / Computerroom: Cog0320

The lecture is switching between computer and lecture room, or the corhort is divided into two rooms for group work.
Lectureroom: Cog1030 / Computerroom: Cog0320

If writing an academic paper feels daunting and lonely and you struggle to motivate yourself to start writing alone at home, this workshop is for you! This class provides a supportive environment for working on your own writing projects. We will meet on four consecutive afternoons to motivate each other and write together. Each session will start with a short update on where we are right now and what we are planning to do this afternoon, followed by an hour of uninterrupted writing time, and end with a discussion on what we achieved during the independent working phase. During the whole session, the instructor is available for writing advice and feedback. After the workshop, those students who want to receive 1 CP/ECTS for participation must write an additional piece of work, either an exposé (for a term paper) or an essay (a short, argumentative discussion of a scholarly research question) (approx. 3 pages) and a self-reflection on the entire seminar (1-2 pages).
Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions about a current writing project.

In contrast to other classes that invite you to pay attention to what you learn, this seven-week-long course encourages you to focus on how you learn. Inspired by agile methods of project work, this class emphasizes self-directed learning, interdisciplinary collaboration, and self-reflection. You will set your own goals that can either be connected to specific study content (e.g., preparing for an upcoming exam) or more general goals related to your personal development (e.g., feeling more confident when contributing to classroom discussions in seminars). While there are three sessions with the whole course where the instructor will share some advice, you will spend most of your time in a small learning group of 3 to 4 people. Due to this format, the workshop requires a high degree of reliability, an openness to trying out interdisciplinary working strategies, and a willingness to engage in teamwork with other students. Together with your group, you will acquire learning strategies to help you achieve your goals and have the opportunity to share your experiences and gain insights from your fellow students. These group sessions, along with your individual work, will help you to practice self-reflection, by tracking your learning progress, identifying areas for improvement, and trying out different learning approaches. Additionally, the instructor is available for individual counseling sessions upon request. After the workshop, those students who want to receive 3 CP/ECTS for participation must hand in additional pieces of work: a learning diary and a self-reflection paper.

This seminar starts as an online workshop on the announced date. You will receive additional details on the event in advance by email via StudIP.
After signing up for the seminar on Stud.IP, please confirm your attendance by sending an email to stwkprotect me ?!uni-bremenprotect me ?!.de (please mention your name, matriculation number and the name/number of this seminar in your mail).
In this three-part online workshop, students will learn basic strategies and techniques for time- and self-management. While the workshop is open to anyone interested, it will be particularly useful for students currently working on larger projects (like a bachelor- or masterthesis). In the first section of our workshop, I will explain the importance of goal setting and I will introduce you to different planning tools (milestones, personal Kanban) and working techniques (timeblocking/timeboxing, Pomodoro technique). Afterwards, students will have the opportunity to first assess their present time management strategies and then they will create their own to-do lists and schedules during the workshop. There will be plenty of room for students’ questions throughout the whole workshop.
Until the second part of the workshop, students will have the chance to experiment with the techniques they learned during the first session and find out what works best for them. In our second meeting, we will talk about our experiences with time management in the previous week before I present strategies for avoiding distractions and procrastination. Our third meeting is all about maintaining a productive working attitude in the long term. After the workshop, those students who want to receive 1 CP/ECTS for participation must write an additional piece of work, a weekly plan with comments, and a self-reflection on the entire seminar (1-2 pages).

Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions about a current writing project and/or their struggles with time management.

If writing an academic paper feels daunting and lonely and you struggle to motivate yourself to start writing alone at home, this workshop is for you! This class provides a supportive environment for working on your own writing projects. We will meet on four consecutive afternoons to motivate each other and write together. Each session will start with a short update on where we are right now and what we are planning to do this afternoon, followed by an hour of uninterrupted writing time, and end with a discussion on what we achieved during the independent working phase. During the whole session, the instructor is available for writing advice and feedback. After the workshop, those students who want to receive 1 CP/ECTS for participation must write an additional piece of work, either an exposé (for a term paper) or an essay (a short, argumentative discussion of a scholarly research question) (approx. 3 pages) and a self-reflection on the entire seminar (1-2 pages).
Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions about a current writing project.

Wie kann ich meine deutschen Bandwurmsätze in einen knackigen, englischsprachigen Fachtext verwandeln? Wie kann ich typisch „denglische“ Formulierungen vermeiden? Und was war nochmal der Unterschied zwischen „affect“ und „effect“?
Solche (und ähnliche) Fragen werden in diesem online Workshop geklärt, bei dem Studierende sich grundlegende Kenntnisse über wissenschaftliches Schreiben in englischer Sprache verschaffen. Der Schwerpunkt liegt dabei auf dem Verfassen von Hausarbeiten, je nach Wunsch der Teilnehmenden kann jedoch zusätzlich auch auf andere Textsorten wie beispielsweise Versuchsprotokolle, Fallberichte o.ä. eingegangen werden. Obwohl der Workshop grundsätzlich allen Interessierten offensteht, ist er speziell auf die Bedürfnisse Studierender mit Deutsch als Muttersprache abgestimmt. Alle Teilnehmenden haben die Möglichkeit, an ihren eigenen Themen zu arbeiten. Für Studierende, die noch kein konkretes Schreibprojekt in Angriff nehmen wollen, werde ich allgemeine Übungen zur Verfügung stellen. Im Workshop wechseln sich Inputs von Seiten der Dozentin mit interaktiven Schreibübungen in Einzelarbeit ab, deren individuelle Ergebnisse im Austausch zu zweit reflektiert werden. Am Ende jeder Arbeitsphase werden in der Gesamtgruppe die Ergebnisse formuliert sowie noch offene Fragen geklärt.
Im Anschluss an das Webinar müssen diejenigen Studierenden, die 1 CP/ECTS für die Teilnahme erhalten wollen, eine zusätzliche schriftliche Arbeit verfassen, entweder ein Exposé (für eine Hausarbeit) oder einen Essay (eine kurze, argumentative Auseinandersetzung mit einer selbstgewählten, wissenschaftlichen Fragestellung) (ca. 3 Seiten) sowie eine Selbstreflexion zum gesamten Seminar (1-2 Seiten).
Zudem biete ich nach Ende der Veranstaltung für alle Teilnehmenden die Möglichkeit einer online Einzelberatung entweder telefonisch, per Mail oder ebenfalls als Zoom Meeting, um offene Fragen zu einem aktuellen Schreibprojekt zu klären.

Many seminars at German universities require their students to write term papers. However, what your lecturer here in Germany expects from you might be very different from what is common elsewhere.
In this online workshop, students will gain a basic understanding of academic writing for German universities. At the center of this seminar is the format of the Hausarbeit (term paper). After I have introduced you to the formal criteria of German term papers, all participants will learn how to develop own research questions, how to create an outline for your term paper and how to kick off the writing process. All participants have the opportunity to work on their own topics. For students who do not yet want to tackle a specific writing project, I will provide exercises that are more general. While the workshop is open to anyone who is interested, it is specifically tailored to the needs of international students. In the workshop, inputs from the lecturer alternate with interactive writing exercises and there will be plenty of room for individual questions.
After the workshop, those students who want to receive 1 CP/ECTS for participation must write an additional piece of work, either an exposé (for a term paper) or an essay (a short, argumentative discussion of a scholarly research question) (approx. 3 pages) and a self-reflection on the entire seminar (1-2 pages).
Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions about a current writing project.

Many seminars at German universities require their students to write term papers. However, what your lecturer here in Germany expects from you might be very different from what is common elsewhere.
In this online workshop, students will gain a basic understanding of academic writing for German universities. At the center of this seminar is the format of the Hausarbeit (term paper). After I have introduced you to the formal criteria of German term papers, all participants will learn how to develop own research questions, how to create an outline for your term paper and how to kick off the writing process. All participants have the opportunity to work on their own topics. For students who do not yet want to tackle a specific writing project, I will provide exercises that are more general. While the workshop is open to anyone who is interested, it is specifically tailored to the needs of international students. In the workshop, inputs from the lecturer alternate with interactive writing exercises and there will be plenty of room for individual questions.
After the workshop, those students who want to receive 1 CP/ECTS for participation must write an additional piece of work, either an exposé (for a term paper) or an essay (a short, argumentative discussion of a scholarly research question) (approx. 3 pages) and a self-reflection on the entire seminar (1-2 pages).
Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions about a current writing project.

In contrast to other classes that invite you to pay attention to what you learn, this seven-week-long course encourages you to focus on how you learn. Inspired by agile methods of project work, this class emphasizes self-directed learning, interdisciplinary collaboration, and self-reflection. You will set your own goals that can either be connected to specific study content (e.g., preparing for an upcoming exam) or more general goals related to your personal development (e.g., feeling more confident when contributing to classroom discussions in seminars). While there are three sessions with the whole course where the instructor will share some advice, you will spend most of your time in a small learning group of 3 to 4 people. Due to this format, the workshop requires a high degree of reliability, an openness to trying out interdisciplinary working strategies, and a willingness to engage in teamwork with other students. Together with your group, you will acquire learning strategies to help you achieve your goals and have the opportunity to share your experiences and gain insights from your fellow students. These group sessions, along with your individual work, will help you to practice self-reflection, by tracking your learning progress, identifying areas for improvement, and trying out different learning approaches. Additionally, the instructor is available for individual counseling sessions upon request. After the workshop, those students who want to receive 3 CP/ECTS for participation must hand in additional pieces of work: a learning diary and a self-reflection paper.

This online workshop is designed to support students with editing and revising their term papers and/or bachelor/mastertheses. Students will get a concise overview of editing techniques that they can immediately apply to their current writing projects. We will talk about the common structures for term papers and practice streamlining your line of argumentation. You will also learn more about how to avoid plagiarism in their paper and get some practice in proofreading. At the center of this workshop are the students’ own writing projects that will be discussed in small groups. There will be plenty of room for individual questions throughout the whole workshop.

After the workshop, those students who want to receive 1 CP/ECTS for participation must hand in additional pieces of work: an outline for a term paper (approx. 3 pages) and a self-reflection on the entire seminar (1-2 pages).
Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions.

In this two-part in-person workshop, students will gain a basic understanding of how to engage with secondary literature productively. This workshop is designed for students who are new to doing research – no previous experience is needed. In the first section of our workshop, I will explain what secondary literature is, why it is an essential component of academic writing, and where to find it. Students will then have the opportunity to get started with their research activities during the workshop and there will be plenty of room for students’ questions. For the second part of the workshop, students will bring along the secondary texts they found, as this section will teach them how to assess secondary texts concerning their credibility and usefulness for a specific research topic. Students will also learn how to write excerpts for secondary texts that will help them get an overview of the state of research on their research topic. Eventually, I will introduce students to different ways of referencing secondary literature in their own texts (without resorting to plagiarism), followed by several interactive writing exercises.
After the workshop, those students who want to receive 1 CP/ECTS for participation must write an additional piece of work, an annotated bibliography on a research topic of your choice (approx. 3 pages), and a self-reflection on the entire seminar (1-2 pages).

In this 2 part online workshop, students will gain a basic understanding of how to engage with secondary literature productively. This workshop is designed for students who are new to doing research – no previous experience is needed. In the first section of our workshop, I will explain what secondary literature is, why it is an essential component of academic writing and where to find it. Students will then have the opportunity to get started with their research activities during the workshop and there will be plenty of room for students’ questions.
For the second part of the workshop, students will bring along the secondary texts they found, as this section will teach them how to assess secondary texts concerning their credibility and usefulness for a specific research topic. Students will also learn how to write excerpts for secondary texts that will help them to get an overview of the state of research on their research topic. Eventually, I will introduce students to different ways of referencing secondary literature in their own texts (without resorting to plagiarism), followed by several interactive writing exercises.
After the workshop, those students who want to receive 1 CP/ECTS for participation must write an additional piece of work, either an outline for a term paper (3 pages) or an annotated bibliography on a research topic of your choice (approx. 3 pages) and a self-reflection on the entire seminar (1-2 pages).

Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions about a current writing project.

This seminar starts as an online workshop on the announced date. You will receive additional details on the event in advance by email via StudIP.
After signing up for the seminar on Stud.IP, please confirm your attendance by sending an email to stwkprotect me ?!uni-bremenprotect me ?!.de (please mention your name, matriculation number and the name/number of this seminar in your mail).
In this three-part online workshop, students will learn basic strategies and techniques for time- and self-management. While the workshop is open to anyone interested, it will be particularly useful for students currently working on larger projects (like a bachelor- or masterthesis). In the first section of our workshop, I will explain the importance of goal setting and I will introduce you to different planning tools (milestones, personal Kanban) and working techniques (timeblocking/timeboxing, Pomodoro technique). Afterwards, students will have the opportunity to first assess their present time management strategies and then they will create their own to-do lists and schedules during the workshop. There will be plenty of room for students’ questions throughout the whole workshop.
Until the second part of the workshop, students will have the chance to experiment with the techniques they learned during the first session and find out what works best for them. In our second meeting, we will talk about our experiences with time management in the previous week before I present strategies for avoiding distractions and procrastination. Our third meeting is all about maintaining a productive working attitude in the long term. After the workshop, those students who want to receive 1 CP/ECTS for participation must write an additional piece of work, a weekly plan with comments, and a self-reflection on the entire seminar (1-2 pages).

Additionally, after the end of the seminar, all participants have the opportunity to make an individual consultation appointment with me either by telephone, e-mail or as a zoom meeting to clarify open questions about a current writing project and/or their struggles with time management.

In contrast to other classes that invite you to pay attention to what you learn, this seven-week-long course encourages you to focus on how you learn. Inspired by agile methods of project work, this class emphasizes self-directed learning, interdisciplinary collaboration, and self-reflection. You will set your own goals that can either be connected to specific study content (e.g., preparing for an upcoming exam) or more general goals related to your personal development (e.g., feeling more confident when contributing to classroom discussions in seminars). While there are three sessions with the whole course where the instructor will share some advice, you will spend most of your time in a small learning group of 3 to 4 people. Due to this format, the workshop requires a high degree of reliability, an openness to trying out interdisciplinary working strategies, and a willingness to engage in teamwork with other students. Together with your group, you will acquire learning strategies to help you achieve your goals and have the opportunity to share your experiences and gain insights from your fellow students. These group sessions, along with your individual work, will help you to practice self-reflection, by tracking your learning progress, identifying areas for improvement, and trying out different learning approaches. Additionally, the instructor is available for individual counseling sessions upon request. After the workshop, those students who want to receive 3 CP/ECTS for participation must hand in additional pieces of work: a learning diary and a self-reflection paper.

Agile teamwork is used in many product developments today, initially in software development, but can also be used for any other incrementally buildable product.
It is the particular kind of non-hierarchical cooperation that participants can try out in a small project. We will use it to create a complex product with a storymap.
To get to know agile teamwork Scrum is the most detailed approach.
By applying Scrum roles, you can gain a first insight into agile teamwork.

Course content:

• Definition of agile teamwork
• Ambidexterity
• Scrum roles: Product Owner, Scrum master, Developer
• Interaction in non-hierarchical teamwork

Meetings:
Friday, 24.05.2024: 4.00 p.m. to 6.30 p.m. (lecture)
Saturday, 25.04.2024: 10.00 am to 1.00 pm and 2.00 pm to 4.30 pm (lecture and teamwork)
Friday, 31.05.2024: 4.00 p.m. to 6.30 p.m. (lecture)
Saturday, 01.06.2024: 10.00 a.m. to 1.00 p.m. and 2.00 p.m. to 4.30 p.m. (lecture and teamwork)

Register via Stud.IP.

Das Seminar führt in aktuelle Debatten zur soziologischen Gesellschaftstheorie ein. Im Zentrum des Seminars steht die kritische Diskussion der Monographie The Ordinal Society von Marion Fourcade und Kieran Healy (HUP 2024). Zentrale Themen des Seminars sind die Ursprünge und die Entwicklung von Ideen sozialen Fortschritts; die Auswirkungen digitaler Technologien auf soziale Ordnungen, Individuen und soziale Ungleichheiten; die Nutzung digitaler Technologien in Verwaltung, Politik und Wirtschaft; die Auswirkungen digitaler Technologien auf das Verständnis gelungener Lebensführung; und die Versprechen von Effizienz, Gleichheit und Leistungsgerechtigkeit, die mit digitalen Technologien einhergehen.

Social scientists are typically interested in phenomena that are nested and span multiple levels of analysis: we investigate the political preferences of citizens who live in different countries, individuals who belong to families, pupils who are enrolled in different schools,…

This course teaches you how a variety of nested data structures that are common in social science research can be analyzed using multilevel models.
The course focuses on the estimation of multilevel models in practice as well as the interpretation of multilevel results. Several substantive applications in the area of cross-national comparative research, investigating how national context shapes public opinion.

Topics covered include:
• two-level linear models with random intercepts and/or random slopes;
• separating within from between effects;
• multilevel logistic models;
• more complex data structures (including multilevel models for longitudinal data).

The course combines interactive theoretical sessions and hands-on labs using software package R. Knowledge about the basics of linear regression analysis and hypothesis testing are a prerequisite for taking this course. Some previous experience with R is useful, but not mandatory.

For the evaluation of this course, students can work on a small multilevel research project of their choice.

Course dates: 23 & 24 Oct; 20 & 21 November

In der Veranstaltung werden einschlägige Literatur, aktuelle Projekte und Qualifikationsarbeiten im Arbeitsbereich Qualitative Methoden, Mixed-Methods und Mikrosoziologie vorgestellt und diskutiert.

This course is a seminar that introduces students to the study of Sociology. Sociology is the study of the way institutions structure how individuals live as well as the way individuals structure those same institutions. It seeks to ask and examine questions like: What is a society? How have societies developed over time? How and why are different societies more or less equal? This course seeks to examine these questions in ways that provide an introduction to the field of sociology. It focuses on a broad range of theory and research showing how sociologists think about and study these questions.

We have four goals for this course. The first is to provide you with a general overview of the discipline of Sociology. We will explore various social phenomena and discuss the explanations and interpretations of these phenomena offered by sociologists. The second goal is to understand how to look at the social world with a sociological thinking. We will explore what makes sociology different from other types of sciences and how sociologists seek to understand the world. The third goal is to improve your ability to discuss scientific ideas in the common international language of modern scientific publication and discussion, which is English. Finally, the course will help you to navigate, prioritize and choose between different learning, divulgation and scientific materials.

What does it take to critically reflect on complex social and political issues – and to take a well-reasoned, responsible stance? This interactive seminar helps students to develop essential skills to do just that. We connect current sociological topics with hands-on activities designed to strengthen your ability to express complex ideas in English – through discussions, short presentations, and teamwork. Together, we’ll explore pressing social issues, practice critical thinking, and learn how to communicate sociological perspectives clearly and effectively – both within and beyond academia. The focus is not only on disciplinary knowledge, but also about reflecting on one’s own stance in relation to society and the environment.

Research about sustainability concerns macro-, meso- and micro-phenomena, and many of them are of interdisciplinary interest. While political sciences and sociology focus foremost on the macro- and meso-level, this seminar situated between sociology and psychology aims also for an understanding of issues concerning the meso- and micro level, and this term particularly those emerging in the wake of the digital transformation.

Subject matters of this training seminar are, after an introductory step, interdisciplinary issues in the context of the digital transformation, e.g.: Are there measurable changes of the brain in result of the use of the internet, and in which respect? How does the internet change childhood and adolescence, and how does that impact on developmental areas? Does digitalisation promote equality – more chances for all like? Which work places are currently foremost endangered by the digital transformation, and what kind of new work opportunities are emerging instead? Which laws protect against unwanted side effects of the digitalisation? What is meant by the TESCREAL philosophies which many Silicon Valley managers do promote? And what does “digital literacy” mean in light of the above? With up-to-date interdisciplinary findings, these questions will be explored and possibly answered.

In this training seminar, socially sustainably methods of participation and democratic interaction based on TCI (Cohn) are used while working on selected topics. In an introductory workshop, the modus operandi and basic knowledge is conveyed, and participants choose a topic they would like to work on in teams. Based on that, student’s teams develop a workshop about their topics, so that it can be understood and explored together with all participants. Theoretical as well as practical insights become tangible through the setting. Upfront reading, short inputs and guided activities in small groups interlock beneficially for participants and the group. The lecturer provides methods and literature, offers practice examples, gives counsel to student’s teams in their preparations, and a differentiated feedback.

Requirement: Willingness of active participation, reflection and interaction are important for participation in this training setting over 7 workshops of 3 hours each.

The Module W5 is studied as a stand-alone seminar. It can be complemented with other seminars of the training-format “Sociology meets Psychology”, e.g. with other modules by the lecturer.
Recommended for 3rd semester Bachelor students of Sociology before their internship and thesis, but explicitly open from the 1st semester. As far as capacity allows, open to Master and Erasmus students, and to students from other faculties. The training group is limited to 20 participants.

2 SWS: Fortnightly, starting in the 2nd week of the term, Tuesdays 4-7 pm; 3 hours (s.t.). Please register reliably via Stud.IP for your participation.

Introductory references
Carvalho, Maria da Graca 2020: Report on Closing the Digital Gender Gap: Women’s Participation in the Digital Economy (2019/2168(INI)). Committee on Women’s Rights and Gender Equality. European Parliament 2019-2024, plenary sitting 25.11.2020, A9-ß232/2020. https://www.europarl.europa.eu/doceo/document/A-9-2020-0232_EN.html
First, Joseph et al. (2019). The “online brain”: how the Internet may be changing our cognition. World Psychiatry 2019; 18:119–129. https://onlinelibrary.wiley.com/doi/full/10.1002/wps.20617
Haidt, J. 2024. The Anxious Generation. How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness. Penguin Books.

Requirements for credit points: 6 CP
Active participation, preparation of an interactive workshop part and written documentary in a small group.

In der Veranstaltung werden einschlägige Literatur, aktuelle Projekte und Qualifikationsarbeiten im Arbeitsbereich Qualitative Methoden, Mixed-Methods und Mikrosoziologie vorgestellt und diskutiert.

This course is a seminar that introduces students to the study of Sociology. Sociology is the study of the way institutions structure how individuals live as well as the way individuals structure those same institutions. It seeks to ask and examine questions like: What is a society? How have societies developed over time? How and why are different societies more or less equal? This course seeks to examine these questions in ways that provide an introduction to the field of sociology. It focuses on a broad range of theory and research showing how sociologists think about and study these questions.

We have four goals for this course. The first is to provide you with a general overview of the discipline of Sociology. We will explore various social phenomena and discuss the explanations and interpretations of these phenomena offered by sociologists. The second goal is to understand how to look at the social world with a sociological thinking. We will explore what makes sociology different from other types of sciences and how sociologists seek to understand the world. The third goal is to improve your ability to discuss scientific ideas in the common international language of modern scientific publication and discussion, which is English. Finally, the course will help you to navigate, prioritize and choose between different learning, divulgation and scientific materials.

What does it take to critically reflect on complex social and political issues – and to take a well-reasoned, responsible stance? This interactive seminar helps students to develop essential skills to do just that. We connect current sociological topics with hands-on activities designed to strengthen your ability to express complex ideas in English – through discussions, short presentations, and teamwork. Together, we’ll explore pressing social issues, practice critical thinking, and learn how to communicate sociological perspectives clearly and effectively – both within and beyond academia. The focus is not only on disciplinary knowledge, but also about reflecting on one’s own stance in relation to society and the environment.

Research about sustainability concerns macro-, meso- and micro-phenomena, and many of them are of interdisciplinary interest. While political sciences and sociology focus foremost on the macro- and meso-level, this seminar situated between sociology and psychology aims also for an understanding of issues concerning the meso- and micro level, and this term particularly those emerging in the wake of the digital transformation.

Subject matters of this training seminar are, after an introductory step, interdisciplinary issues in the context of the digital transformation, e.g.: Are there measurable changes of the brain in result of the use of the internet, and in which respect? How does the internet change childhood and adolescence, and how does that impact on developmental areas? Does digitalisation promote equality – more chances for all like? Which work places are currently foremost endangered by the digital transformation, and what kind of new work opportunities are emerging instead? Which laws protect against unwanted side effects of the digitalisation? What is meant by the TESCREAL philosophies which many Silicon Valley managers do promote? And what does “digital literacy” mean in light of the above? With up-to-date interdisciplinary findings, these questions will be explored and possibly answered.

In this training seminar, socially sustainably methods of participation and democratic interaction based on TCI (Cohn) are used while working on selected topics. In an introductory workshop, the modus operandi and basic knowledge is conveyed, and participants choose a topic they would like to work on in teams. Based on that, student’s teams develop a workshop about their topics, so that it can be understood and explored together with all participants. Theoretical as well as practical insights become tangible through the setting. Upfront reading, short inputs and guided activities in small groups interlock beneficially for participants and the group. The lecturer provides methods and literature, offers practice examples, gives counsel to student’s teams in their preparations, and a differentiated feedback.

Requirement: Willingness of active participation, reflection and interaction are important for participation in this training setting over 7 workshops of 3 hours each.

The Module W5 is studied as a stand-alone seminar. It can be complemented with other seminars of the training-format “Sociology meets Psychology”, e.g. with other modules by the lecturer.
Recommended for 3rd semester Bachelor students of Sociology before their internship and thesis, but explicitly open from the 1st semester. As far as capacity allows, open to Master and Erasmus students, and to students from other faculties. The training group is limited to 20 participants.

2 SWS: Fortnightly, starting in the 2nd week of the term, Tuesdays 4-7 pm; 3 hours (s.t.). Please register reliably via Stud.IP for your participation.

Introductory references
Carvalho, Maria da Graca 2020: Report on Closing the Digital Gender Gap: Women’s Participation in the Digital Economy (2019/2168(INI)). Committee on Women’s Rights and Gender Equality. European Parliament 2019-2024, plenary sitting 25.11.2020, A9-ß232/2020. https://www.europarl.europa.eu/doceo/document/A-9-2020-0232_EN.html
First, Joseph et al. (2019). The “online brain”: how the Internet may be changing our cognition. World Psychiatry 2019; 18:119–129. https://onlinelibrary.wiley.com/doi/full/10.1002/wps.20617
Haidt, J. 2024. The Anxious Generation. How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness. Penguin Books.

Requirements for credit points: 6 CP
Active participation, preparation of an interactive workshop part and written documentary in a small group.

In der Veranstaltung werden einschlägige Literatur, aktuelle Projekte und Qualifikationsarbeiten im Arbeitsbereich Qualitative Methoden, Mixed-Methods und Mikrosoziologie vorgestellt und diskutiert.

This course is a seminar that introduces students to the study of Sociology. Sociology is the study of the way institutions structure how individuals live as well as the way individuals structure those same institutions. It seeks to ask and examine questions like: What is a society? How have societies developed over time? How and why are different societies more or less equal? This course seeks to examine these questions in ways that provide an introduction to the field of sociology. It focuses on a broad range of theory and research showing how sociologists think about and study these questions.

We have four goals for this course. The first is to provide you with a general overview of the discipline of Sociology. We will explore various social phenomena and discuss the explanations and interpretations of these phenomena offered by sociologists. The second goal is to understand how to look at the social world with a sociological thinking. We will explore what makes sociology different from other types of sciences and how sociologists seek to understand the world. The third goal is to improve your ability to discuss scientific ideas in the common international language of modern scientific publication and discussion, which is English. Finally, the course will help you to navigate, prioritize and choose between different learning, divulgation and scientific materials.

What does it take to critically reflect on complex social and political issues – and to take a well-reasoned, responsible stance? This interactive seminar helps students to develop essential skills to do just that. We connect current sociological topics with hands-on activities designed to strengthen your ability to express complex ideas in English – through discussions, short presentations, and teamwork. Together, we’ll explore pressing social issues, practice critical thinking, and learn how to communicate sociological perspectives clearly and effectively – both within and beyond academia. The focus is not only on disciplinary knowledge, but also about reflecting on one’s own stance in relation to society and the environment.

Research about sustainability concerns macro-, meso- and micro-phenomena, and many of them are of interdisciplinary interest. While political sciences and sociology focus foremost on the macro- and meso-level, this seminar situated between sociology and psychology aims also for an understanding of issues concerning the meso- and micro level, and this term particularly those emerging in the wake of the digital transformation.

Subject matters of this training seminar are, after an introductory step, interdisciplinary issues in the context of the digital transformation, e.g.: Are there measurable changes of the brain in result of the use of the internet, and in which respect? How does the internet change childhood and adolescence, and how does that impact on developmental areas? Does digitalisation promote equality – more chances for all like? Which work places are currently foremost endangered by the digital transformation, and what kind of new work opportunities are emerging instead? Which laws protect against unwanted side effects of the digitalisation? What is meant by the TESCREAL philosophies which many Silicon Valley managers do promote? And what does “digital literacy” mean in light of the above? With up-to-date interdisciplinary findings, these questions will be explored and possibly answered.

In this training seminar, socially sustainably methods of participation and democratic interaction based on TCI (Cohn) are used while working on selected topics. In an introductory workshop, the modus operandi and basic knowledge is conveyed, and participants choose a topic they would like to work on in teams. Based on that, student’s teams develop a workshop about their topics, so that it can be understood and explored together with all participants. Theoretical as well as practical insights become tangible through the setting. Upfront reading, short inputs and guided activities in small groups interlock beneficially for participants and the group. The lecturer provides methods and literature, offers practice examples, gives counsel to student’s teams in their preparations, and a differentiated feedback.

Requirement: Willingness of active participation, reflection and interaction are important for participation in this training setting over 7 workshops of 3 hours each.

The Module W5 is studied as a stand-alone seminar. It can be complemented with other seminars of the training-format “Sociology meets Psychology”, e.g. with other modules by the lecturer.
Recommended for 3rd semester Bachelor students of Sociology before their internship and thesis, but explicitly open from the 1st semester. As far as capacity allows, open to Master and Erasmus students, and to students from other faculties. The training group is limited to 20 participants.

2 SWS: Fortnightly, starting in the 2nd week of the term, Tuesdays 4-7 pm; 3 hours (s.t.). Please register reliably via Stud.IP for your participation.

Introductory references
Carvalho, Maria da Graca 2020: Report on Closing the Digital Gender Gap: Women’s Participation in the Digital Economy (2019/2168(INI)). Committee on Women’s Rights and Gender Equality. European Parliament 2019-2024, plenary sitting 25.11.2020, A9-ß232/2020. https://www.europarl.europa.eu/doceo/document/A-9-2020-0232_EN.html
First, Joseph et al. (2019). The “online brain”: how the Internet may be changing our cognition. World Psychiatry 2019; 18:119–129. https://onlinelibrary.wiley.com/doi/full/10.1002/wps.20617
Haidt, J. 2024. The Anxious Generation. How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness. Penguin Books.

Requirements for credit points: 6 CP
Active participation, preparation of an interactive workshop part and written documentary in a small group.

In der Veranstaltung werden einschlägige Literatur, aktuelle Projekte und Qualifikationsarbeiten im Arbeitsbereich Qualitative Methoden, Mixed-Methods und Mikrosoziologie vorgestellt und diskutiert.

This course is a seminar that introduces students to the study of Sociology. Sociology is the study of the way institutions structure how individuals live as well as the way individuals structure those same institutions. It seeks to ask and examine questions like: What is a society? How have societies developed over time? How and why are different societies more or less equal? This course seeks to examine these questions in ways that provide an introduction to the field of sociology. It focuses on a broad range of theory and research showing how sociologists think about and study these questions.

We have four goals for this course. The first is to provide you with a general overview of the discipline of Sociology. We will explore various social phenomena and discuss the explanations and interpretations of these phenomena offered by sociologists. The second goal is to understand how to look at the social world with a sociological thinking. We will explore what makes sociology different from other types of sciences and how sociologists seek to understand the world. The third goal is to improve your ability to discuss scientific ideas in the common international language of modern scientific publication and discussion, which is English. Finally, the course will help you to navigate, prioritize and choose between different learning, divulgation and scientific materials.

What does it take to critically reflect on complex social and political issues – and to take a well-reasoned, responsible stance? This interactive seminar helps students to develop essential skills to do just that. We connect current sociological topics with hands-on activities designed to strengthen your ability to express complex ideas in English – through discussions, short presentations, and teamwork. Together, we’ll explore pressing social issues, practice critical thinking, and learn how to communicate sociological perspectives clearly and effectively – both within and beyond academia. The focus is not only on disciplinary knowledge, but also about reflecting on one’s own stance in relation to society and the environment.

Research about sustainability concerns macro-, meso- and micro-phenomena, and many of them are of interdisciplinary interest. While political sciences and sociology focus foremost on the macro- and meso-level, this seminar situated between sociology and psychology aims also for an understanding of issues concerning the meso- and micro level, and this term particularly those emerging in the wake of the digital transformation.

Subject matters of this training seminar are, after an introductory step, interdisciplinary issues in the context of the digital transformation, e.g.: Are there measurable changes of the brain in result of the use of the internet, and in which respect? How does the internet change childhood and adolescence, and how does that impact on developmental areas? Does digitalisation promote equality – more chances for all like? Which work places are currently foremost endangered by the digital transformation, and what kind of new work opportunities are emerging instead? Which laws protect against unwanted side effects of the digitalisation? What is meant by the TESCREAL philosophies which many Silicon Valley managers do promote? And what does “digital literacy” mean in light of the above? With up-to-date interdisciplinary findings, these questions will be explored and possibly answered.

In this training seminar, socially sustainably methods of participation and democratic interaction based on TCI (Cohn) are used while working on selected topics. In an introductory workshop, the modus operandi and basic knowledge is conveyed, and participants choose a topic they would like to work on in teams. Based on that, student’s teams develop a workshop about their topics, so that it can be understood and explored together with all participants. Theoretical as well as practical insights become tangible through the setting. Upfront reading, short inputs and guided activities in small groups interlock beneficially for participants and the group. The lecturer provides methods and literature, offers practice examples, gives counsel to student’s teams in their preparations, and a differentiated feedback.

Requirement: Willingness of active participation, reflection and interaction are important for participation in this training setting over 7 workshops of 3 hours each.

The Module W5 is studied as a stand-alone seminar. It can be complemented with other seminars of the training-format “Sociology meets Psychology”, e.g. with other modules by the lecturer.
Recommended for 3rd semester Bachelor students of Sociology before their internship and thesis, but explicitly open from the 1st semester. As far as capacity allows, open to Master and Erasmus students, and to students from other faculties. The training group is limited to 20 participants.

2 SWS: Fortnightly, starting in the 2nd week of the term, Tuesdays 4-7 pm; 3 hours (s.t.). Please register reliably via Stud.IP for your participation.

Introductory references
Carvalho, Maria da Graca 2020: Report on Closing the Digital Gender Gap: Women’s Participation in the Digital Economy (2019/2168(INI)). Committee on Women’s Rights and Gender Equality. European Parliament 2019-2024, plenary sitting 25.11.2020, A9-ß232/2020. https://www.europarl.europa.eu/doceo/document/A-9-2020-0232_EN.html
First, Joseph et al. (2019). The “online brain”: how the Internet may be changing our cognition. World Psychiatry 2019; 18:119–129. https://onlinelibrary.wiley.com/doi/full/10.1002/wps.20617
Haidt, J. 2024. The Anxious Generation. How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness. Penguin Books.

Requirements for credit points: 6 CP
Active participation, preparation of an interactive workshop part and written documentary in a small group.