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To be able to answer the questions in the first thread, we need a better understanding of the German educational system and its disciplinary traditions I think. That is, we need more “decoding” both on the layer of disciplines (how do chemists or historians write?) and higher education institutions (why is Hausarbeit such a big deal? or why is there a focus on longer papers than shorter essays?) in general.
3. At your university or for Germany as a whole, what should be next for WAC, SoTL, or both?
Our next step could be a better understanding of what we are trying to change. For one thing, Germany has a long academic tradition, which is still visible in many departments and which can interestingly hamper student learning. When it comes to teaching, this tradition manifests itself in the form of implicitness — implicit structures that students attempt to decode through solitary attempts. SoTL and WAC research in the German context can contribute to this process of decoding the disciplines and the higher education system in general.