Stefan T. Siegel
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Siegel
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Stefan T.
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Sustainability Education in Higher Education: Mythen, Spannungsfelder, Ansätze. Vortrag und Open Space im Rahmen eines Forums bei der Jubiläumstagung des Instituts für Wirtschaftspädagogik an der Universität St.Gallen

2022-09 , Dr. Stefan T. Siegel , Dr. Bernadette Dilger

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When to Bust, and When Not to Bust, That is the Question – A Mythbusting Decision Tree

2024-06-04 , Stefan T. Siegel

Educational myths are widespread. Mythbusters have only a limited attention, energy, and time. This newly developed decision tree helps you to choose your battles and to determine when engaging in mythbusting is worth the effort.

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Professioneller durch SoTL !? Professionalisierung der eigenen Lehrtätigkeit durch Scholarship of Teaching and Learning

2023-02 , Stefan T. Siegel

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Episode 3 - Kerry Shephard

2024-06 , Stefan T. Siegel , Kerry Shephard

In this episode of the Sustainability Education Podcast, Professor Kerry Shephard from the University of Otago discusses the complexities and nuances of sustainability education. With a rich background in biology and now deeply embedded in higher education research, Professor Shephard shares insights on the challenges of education for sustainability in higher education. He opens the interview by differentiating between education about sustainability and education for sustainability. He emphasizes the misconceptions and interdisciplinary conflicts that often arise when concepts of sustainability are taught across various academic fields. Furthermore, he argues that sustainability education is frequently misunderstood due to disciplinary and cultural differences, highlighting the specific example of the term “competence” which is variably interpreted across languages and national contexts. A significant point Shephard makes is about the ineffectiveness of trying to change behavior through knowledge alone. He critiques the assumption that imparting knowledge will lead to behavioral change, advocating instead for a measurable approach to education that focuses on clear outcomes and the ability to track changes. Throughout the interview, Shephard is critical of the traditional ways universities approach sustainability, suggesting that many current efforts are repackaged ideas that do not fundamentally alter teaching or learning processes. He stresses the importance of measuring educational outcomes to genuinely improve and innovate sustainability education. Shephard also touches on the concept of intellectual independence as a core aim of higher education, suggesting that fostering critical thinking and questioning is more valuable than merely transmitting knowledge. He calls for a deeper evaluation of how universities are impacting students and society, particularly through their sustainability education efforts. In conclusion, Professor Shephard advocates for a more critical and evidence-based approach to sustainability education, one that challenges existing pedagogies and promotes a transformative educational experience that is truly capable of fostering sustainable development.

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Teaching Analysis Poll (TAP) in SQUARE: Insights into the Midterm Evaluation of Spring Semester 2022

2023-06 , Dr. Stefan T. Siegel , Bernadette Dilger

Since 2016, the Quality Development Office (QD) and the Centre for Learning and Teaching in Higher Education at the University of St.Gallen (IWP) have been offering Teaching Analysis Polls (TAPs) to instructors on a voluntary basis. TAPs are a participatory, formative feedback method with which university instructors can obtain qualitative feedback on their courses during the semester. Insights regarding what helps or impedes their students’ learning and any suggestions for improvement can be implemented directly in the same course (Hawelka, 2019; Hurney et al., 2014). SQUARE was ceremonially opened in 2022. Designed by the Japanese architect Sou Fujimoto, the new learning center is intended to be an experimental field for the future of teaching and learning, which enables interaction between students, university faculty, business and industry professionals, and local residents (SQUARE, 2022). At the request of SQUARE, specialized TAPs were developed and conducted in the spring semester 2022 to gain insights into teaching and learning within SQUARE. Our main research questions were: RQ1: From the students’ perspective – what aspects of the course and SQUARE support and impede the learning experience? RQ2: What suggestions do students have for improving teaching and learning in their course and in SQUARE? To answer these questions we conducted 15 TAPs, i.e., TAPs (Hawelka, 2019) and collected feedback from N = 272 students. The via Padlet gathered data was analyzed by two independent coders using qualitative content analysis (Kuckartz, 2018) and the coding manual by Hawelka (2019). Results on the course level (total number of codes: 475; 216 positive, 122 negative aspects, and 137 suggestions for improvement) revealed that students considered aspects of interaction (74 codes), cognitive learning strategies (53), and motivational regulation (51) as most supportive. Most impeding aspects contained the categories lack of interaction (37), workload/exam (19), and cognitive learning strategies (15). The categories interaction (47), task understanding (19), motivational regulation (18) contained the most suggestions for improvement. Findings concerning SQUARE (total number of codes: 377; 126 positive, 157 negative aspects, and 94 suggestions) showed that students considered the atmosphere (43 codes), furniture (23), and building design (23) as the most supportive aspects. Most impeding aspects include the furniture (40), temperature & air quality (33), technical equipment (15). Suggestions for improvement mainly fell under the categories food & drinks (24), furniture (23), technical equipment (23). In sum our study on the midterm evaluations of spring semester 2022 provides insights into the first courses of the HSG learning center and might stimulate discourses on the future of teaching and learning in this socio-physical ecosystem. References Hawelka, B. (2019). Coding Manual for Teaching Analysis Polls. Universität Regensburg: Zentrum für Hochschul‐ und Wissenschaftsdidaktik. https://www.uniregensburg.de/assets/zentrum‐hochschul‐wissenschaftsdidaktik/forschung/manual‐tap‐2019.pdf Hurney, C.A., Harris, N., Prins, S., & Kruck, S.E. (2014). The Impact of a Learner‐Centered, Mid‐Semester Course Evaluation on Students. The journal of faculty development, 28, 55‐62. Kuckartz, U. (2018). Qualitative Inhaltsanalyse: Methoden, Praxis, Computerunterstützung (4. Ed.). Beltz. Morgan, D. L. (2009). Focus Groups as Qualitative Research. Sage Publishing SQUARE (2022). The Future of Learning is now. https://www.hsg‐square.ch/de/

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Behind the Scenes of the EARLI Research Stories Podcast

2023 , Siegel, Stefan , Odermatt, Fabia

EARLI Research Stories-Your podcast uncovering stories from influential figures in the field of learning and instruction. What motivated them to become researchers? What are their next projects? And what advice do they have for young researchers of EARLI, the European Association for Research on Learning and Instruction. In this blogpost, we take you behind the scenes of the EARLI Research Stories Podcast. We explain the core idea and my motivations for bringing it to life and show you how an episode is produced-from concept to post-production.

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