Recently, I had a conversation around the lunch table with several of my colleagues. The discussion turned to the requirement to take pedagogical courses, now part of the criteria for getting an academic job at my university. Were these courses useful or just necessary? Do they teach something relevant for improving one’s teaching? As good scientists, we stopped discussing the courses and focused thereon on the definition of “teaching” or, more specifically, on what “good teaching” should stand for. Of the many things we discussed during that lunch, the idea of the outdated lecture stayed with me, I decided to dedicate this post to a critique of this method of teaching.
Anamaria Dutceac Segesten
Always the political scientist, Anamaria Dutceac Segesten is interested in power relations both in the social & political life and in the academia. She is currently a research fellow at the Center for Modern European Studies, University of Copenhagen, Denmark, and has worked previously at Lund University and Malmö University, both in Sweden. With experience from American and European higher education, her favorite topics at the University of Venus are the challenges of being a GenX woman in the academia, the future of the university, and the use of technology and social media in teaching social sciences and the humanities.
Anamaria likes to be creative in more than one way. For a year ago she was part of a team that started two new programs in European Studies at Lund University. Before that she created her own intensive summer course, and, of course designed several other courses related to EU politics and to the Balkan region. Other creative outlets are photography and knitting.
Anamaria loves languages: she is fluent in four and knowledgeable in four others. She likes to use them all while commenting on Twitter. You can find her blogging on education issues here and on her research project on eurosymbols here.
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