Gender- and diversity-sensitive teaching

For the University of Jena, dealing with the heterogeneity of its students in a successful and non-discriminatory manner is a principle of good teaching and one of the three most urgent challenges in higher education.

As part of our 'Strategy Teaching', the University of Jena is pursuing structured and newly developed teaching strategies to both cater to the greater diversity of students and promote individual academic success. These strategies take students' individual learning requirements into account while promoting academic success, build on students' personal strengths, and enable as many students as possible to achieve the level of competence targeted in their studies.

The University of Jena agrees on the following rules for digital teaching. These rules were jointly developed by the Academy for Teaching Development, the Office Digital University Office and the Legal Office of the University of Jena. They provide the framework for successful digital teaching and learning at our University. All rules that are self-evident in face-to-face teaching and are not listed here also apply to digital teaching.

Here is what the Service Centre for Higher Education Didactics (LehreLernen) offers teachers with regard to diversity-sensitive teaching in higher education:

• personal advice
• individual video feedback on courses
• good practices
• continuing education programmesExternal link

General information on gender- and diversity-sensitive teaching

• DiVers—Didactics and Diversity in Higher Education: Diversity Competence in Higher Education: An E-Learning Tool for Teachers in Higher Education (DE)External link—A service offered  by the University of Cologne and RWTH Aachen (2014)
• Checklist for diversity-sensitive teaching (DE)External link published by the University of Freiburg
• The Diversity Working Group ‘Qualification’ of Heinrich Heine University Düsseldorf (2020). ‘Living Diversity – Shape the Future’. Recommendation for Diversity-Sensitive Teaching.External link
• Kergel, D, & Heidkamp, B. (Eds.) Praxishandbuch Habitussensibilität und Diversität in der Hochschullehre. External linkSpringer, 2019.
• Linde, F., & Auferkorte-Michaelis, N. (2018). Auf mehreren Ebenen agieren – Diversitätsorientierte Hochschullehre. External linkForschung & Lehre, 3/18.
• Slanina, K. et al. (2017). Barrierefreie Hochschullehre. Leitfaden für Lehrende. External link Technische Universität Dresden.
• Toolbox ‘Gender- and diversity-conscious teaching’External link of Freie Universität Berlin

Gender and diversity in digital teaching

• Hochschulforum Digitalisierung information portal ‘Gender & diversity reflexivity in digital teaching. Thoughts on ad-hoc digitization during the corona pandemicExternal link’
• Leibniz-Institut für Wissensmedien: The The heterogeneity during studies information portal as part of the website ‘e-teaching.org’ External link offers information on the ways in which digital media can reduce teaching difficulties caused by student heterogeneity as well as help positively integrate student diversity into teaching.
• Studying without Disabilities – Information and Advice Center (IBS) of the Deutsches Studentenwerk (German National Association for Student Affairs) (2020). Overview of existing guidelines and manuals for the implementation of accessible online teaching and examination formats. External link Information on implementing digital accessibility for students with disabilities.

Gender- and diversity-sensitive teaching in the departments

Humanities, Social Sciences, Cultural Studies

• Böning. A. (2019). Soziale Verschiedenheit als Normalfall: Habitussensibilität in der Rechtswissenschaft. External linkIn Kergel, D., & Heidkamp, B. (Eds.) Praxishandbuch Habitussensibilität und Diversität in der Hochschullehre, pp 331-341.
• Eckert, L., & Martin, S. (2019). Habitussensible Lehre in den Kulturwissenschaften. External linkIn Kergel, D., & Heidkamp, B. (Eds.) Praxishandbuch Habitussensibilität und Diversität in der Hochschullehre, pp 275-291.
• Fereidooni, K. (2019). Rassismuskritische Theorie und Praxis der sozialwissenschaftlichen Lehrer_innenbildung. External linkIn Kergel, D., & Heidkamp, B. (Eds.) Praxishandbuch Habitussensibilität und Diversität in der Hochschullehre, pp 293-318.
• Leiprecht, R. (2019). Diversitätsbewusste Lehre in der Sozialen Arbeit. External linkIn Kergel, D., & Heidkamp, B. (Eds.) Praxishandbuch Habitussensibilität und Diversität in der Hochschullehre, pp 343-361.
• Massumi, M. (2019). Diversitätssensibilität in der Lehrer*innenbildung External link. In Kergel, D., & Heidkamp, B. (Eds.) Praxishandbuch Habitussensibilität und Diversität in der Hochschullehre, pp 153-170.

STEM sciences

• Götschel, H. (2019). Gender- und diversitätsinformierte Lehre in der Physik.External link In Kergel, D., & Heidkamp, B. (Eds.) Praxishandbuch Habitussensibilität und Diversität in der Hochschullehre, pp 171-194.
• Kampshoff, M., & Wiepcke, C. (2019). Geschlechtergerechte Lehre im Rahmen der MINT-Fächer. External linkIn Kergel, D., & Heidkamp, B. (Eds.) Praxishandbuch Habitussensibilität und Diversität in der Hochschullehre, pp 253-274.
• Klenk, F.C. (2019). Auf den Spuren einer gender- und differenzreflexiven Didaktik – nicht nur in der Informatik. External linkIn Kergel, D., & Heidkamp, B. (Eds.) Praxishandbuch Habitussensibilität und Diversität in der Hochschullehre, pp 195-251.
• Probstmeyer, K., & Schade, G. (2014). Integration von Gender und Diversity-Aspekten in
  die Informatik-Lehre – Ausgewählte Beispiele der FH Erfurt und der TU Ilmenau. ^DE In Marsden, N. & Kempf, U (Eds.). Gender-UseIT, pp. 153-161. De Gruyter, Odenburg.

Life Sciences

• Artner, L., Asselmeyer, H., & Oelker, B. (2019). Diversitätssensible Hochschullehre in der Pflegequalifizierung und -forschung. External link In Kergel, D., & Heidkamp, B. (Eds.) Praxishandbuch Habitussensibilität und Diversität in der Hochschullehre, pp 393-411.
• Meyer, G. (2019). Handreichung für die Integration geschlechtssensibler Medizin in die Lehre.External link [PDF, 722 KB] External linkProdekanat Gender des Instituts für Gesundheits- und Pflegewissenschaft der Universität Halle-Wittenberg.
• Nachtschatt, U., & Hochleitner, M. (2018). Gender Medizin und Diversity - eine Querschnittsmaterie. Leitfaden für eine gender- und diversitybewusste Methodik und Didaktik. External linkMedizinische Universität Insbruck.
• Pelzer, P.W. (2019). Diversitätssensible Hochschule im Medizinstudium. External linkIn Kergel, D., & Heidkamp, B. (Eds.) Praxishandbuch Habitussensibilität und Diversität in der Hochschullehre, pp 319-329.

Different aspects of social diversity addressed in teaching

Gender

•  ‘Fair actions—Fair speech. Use of gender-neutral language at Friedrich Schiller University Jena’.External link information leaflet published by the Office of the Vice-President for Young Researchers and Diversity Management
• Eder, E., Garde, J.I., Janowiak., A.L. et al. (2019). ‘trans.inter.nicht-binär. Lehr- und Lernräume an Hochschulen geschlechterreflektiert gestalten’. External link booklet. Booklet published by the Academy of Fine Arts Vienna
• Mattioli, A.V. et al. (2024). Teaching gender medicine can enhance the quality of healthcareExternal link. Heart Journal Plus: Cardiology Research and Practice, 44.

Accessibility and inclusion

• Klostermann, M. (2018). Leitfaden für Lehrende - Unterstützung einer barrierefreien Lehre. External link2nd revised edition. KIS – Office for Students with Disabilities or Chronic Diseases and Interessengemeinschaft Handicap (IGH). University of Bremen.
• Koch, K. (2020). Lehre barrierefrei gestalten. Ein Leitfaden für Lehrende an den Hochschulen Mecklenburg-Vorpommerns. External linkUniversity of Rostock.
•  Raab, H. (2019). Behinderung als Möglichkeitsraum an der Universität – Aspekte inklusiver, diskriminierungskritischer Lehre. External linkIn Kergel, D., & Heidkamp, B. (Eds.) Praxishandbuch Habitussensibilität und Diversität in der Hochschullehre, pp 515-537.

Anti-Racism

• Porges, K. (Ed.) (2023). Den Begriff ‚Rasse‘ überwinden“. Die Jenaer Erklärung in der (Hoch-)Schulbildung. Klinkhardt-Verlag, Bad Heilbrunn
• Porges, K., & Hoßfeld (2023). Die „Jenaer Erklärung gegen Rassismus“ und ihre Anwendung im Unterricht.pdf, 4 mb · depdf, 4 mbpdf, 4 mb · de Thüringer Ministerium für Bildung, Jugend und Sport,
  Erfurt.

Social background

• Schmitt, L. (2019). Der Herkunft begegnen. Habitus-Struktur-Reflexivität in der Hochschullehre. External linkIn Kergel, D., & Heidkamp, B. (Eds.) Praxishandbuch Habitussensibilität und Diversität in der Hochschullehre, pp 443-459.

Migration und Integration

• ‘Migration und Integration’ online information platform (DE)External link of the Office for Teaching Materials Research and Development at Friedrich SchillerUniversität Jena

Legal provisions on pregnancy and maternity protection for students

Since 2018, the Maternity Protection Act (Mutterschutzgesetz, MuSchG) applies to students as well. It includes the following provisions:

• In accordance with Section 3, student participation in courses and examinations in the six weeks prior to the projected birth date and in the first eight weeks after childbirth is not permitted. Exceptions can only be made in light of a written waiver by the pregnant student/mother. The student can revoke this declaration at any time.
• Once the University has been notified of a pregnancy, there will be a risk assessment of the pregnant student’s study conditions. If necessary, measures to compensate for disadvantages will be agreed upon.
• If a student cannot take part in examinations due to pregnancy or maternity protection, an alternative form of examination within the framework of compensation for disadvantages will be agreed upon during consultation with the examination office or the examination board.

Learn more External link

Students with disabilities or chronic illnesses

Students with disabilities and chronic illnesses are legally entitled to compensation for disadvantages in their studies and examinations. Their final university certificate will not include any mention of their compensations.

The Deutsche Studierendenwerk's Studying with Disabilities – Information and Advice Center (IBS)External link offers detailed information and counselling on the specific regulations regarding compensation for disadvantages in studies and examinations for students with disabilities and chronic illnesses as well as an overview of current legislation.

 Learn moreExternal link

Further information and advice

For more detailed information and advice, please contact the Student Service Centre and the University’s examination offices.

The Multimedia Center of the UNiversity Jena (MMZ) maintains various Moodle instances for

• e-learning, blended learning, distance learning courses
• Online exams
• Recording and livestreaming of courses
• Video conferencing

Learn more

For information in English please contact one of contact partners.

The Service Center for Higher Education Didactics "LehreLernen" provides  sample scenarios and tips for digitally supported teaching.

In the brochure "Discrimination in teaching and learning contexts - What to do?" published by Goethe University Frankfurt (2023), you will find recommendations on how you as a lecturer can react and intervene in situations of acute discrimination in order to support people who experience discrimination in the university context [in German language].

In the spirit of "Internationalization@home", the systematic and strategic internationalization of study and teaching programmes is one of the goals of the "Curriculum International" project. The focus is on the internationalization of the structure of study programmes, international cooperation, framework conditions for mobility and the acquisition of linguistic and intercultural skills in several steps.

The ‘Netzwerk Gender und Diversity in der HochschullehreExternal link’ (Gender and Diversity in Higher Education Network) is an autonomous nationwide network of people who do strategic and/or operational work in the field of gender and diversity in higher education. It provides a forum for the exchange of information at regular network meetings at higher education institutions and for cooperation in terms of content and strategy. New members who bring expertise in the field of gender and diversity in teaching and are interested in continuous cooperation are welcome to join.

As part of their Code of Conduct and ‘Guidelines for Safeguarding Good Research Practice’, the German Research Foundation (DFG) offers information on how to recognize and avoid implicit or unconscious bias in decision-making processes. Such stereotyping and bias effects are mostly automatic or unconscious and can relate to various dimensions such as gender, ethnicity, or religion. Since no one is free of implicit bias, it is vital to be aware of such processes. This is particularly true for science and academia, which are driven by factual evidence. The German Research Foundation provides information on the topic in a 5-minute film "Unbiased Review" as well as studies and recommendations for action.

FORRT is a Framework for Open and Reproducible Research Training advancing research transparency, reproducibility, rigor, and ethics through pedagogical reform and meta-scientific research. FORRT provides a pedagogical infrastructure & didactic resources designed to recognize and support the teaching and mentoring of open and reproducible science. FORRT strives to raise awareness of the pedagogical implications of open and reproducible science and its associated challenges (i.e. curricular reform, epistemological uncertainty, methods of education) and advocates for the opening and formal recognition of teaching and mentoring materials to facilitate access, discovery, and learning to those who otherwise would be educationally disenfranchised.

The University of Potsdam offers the following video tutorials, among others:

• ‘An introduction to digital accessibility’
• ‘Creating accessible PDFs’
• ‘Creating accessible videos and video recordings'
• ‘Accessible web seminars and lectures’

Friedrich Schiller University Jena wants all course and event participants to feel equally welcome and addressed, and to be supported to participate on equal terms.

That is why courses and events are organized in such a way that potential barriers and discriminating factors are addressed in advance.

Course and event organization

• University of Cologne (2018). Hochschul-Events barrierefrei organisieren. Checkliste für Tagungen, Vorträge und Lehrveranstaltungen an der Universität zu Köln.External link
• Information portal of the Bundesfachstelle Barrierefreiheit (Federal Agency for Accessibility) External linkon the organization of accessible courses and events featuring practical advice, concrete tips, further links, and a course and event planning checklist.
• Bundeskompetenzzentrum Barrierefreiheit (2012). Guidelines and checklist for accessible events.External link
• ‘Sozialheld*innen-Akademie’ (Social Heroes Academy)—Free training videos on creating modern and accessible media (DE)External link

Accessible PDFs

Workshops

The Section for Staff Development regularly offers employee workshops on the accessible design of PDF documents as part of its continuing education programme.

You can find upcoming events in the Section for Staff Development's catalogue via the Qualifications PortalExternal link.

Information material

• Adobe: Creating accessible PDFs in Adobe Acrobat for people with disabilitiesExternal link
• Barrierekompass – Portal for digital accessibility (DE)External link Manual on creating accessible PDFs.

Accessible Office templates

Microsoft Office offers

• accessibility guides and accessible templatesExternal link for Word, Excel and PowerPoint as well as  
• an Accessibility CheckerExternal link for documents and emails (Outlook).

Gender- and diversity-sensitive language

• ‘Gender and diversity-conscious teaching’ online toolbox via Freie Universität Berlin: Gender- and diversity-conscious language in teachingExternal link.
• You can find information on our University regulations along with practical tips on using gender-inclusive language in English and in German on our ‘Fair actions—Fair speech. Use of gender-neutral language at Friedrich Schiller University Jena’ web pageExternal link.
• Here,External link you can find information about how to address inter, trans, and non-binary persons without discrimination.

Accessibility in buildings

Overview [PDF, 126 KB]External link of accessible buildings at the University of Jena (as of November 2020)

In order to assist people with disabilities to participate in courses and examinations, the University of Jena offers the following technical aids:

• Stair caterpillar. Anyone expecting wheelchair users to attend events in buildings that are not wheelchair accessible can order the stair caterpillar, including trained operating personnel, free of charge when booking a room with the Lecture Theatre and Function Rooms Management department. The device is connected to the user's own wheelchair or a suitable wheelchair provided by the university and can travel up and down the stairs with the person in the wheelchair seat.
• Lecture halls with technology equipment for live streaming and recording of courses Learn more
• Braille printer in the printing center. Learn more
• workstations for the visually impaired at the Thuringian University and State Library. Learn more External link
• electronic magnifiers (which can be connected to monitors) in the central advice and service centres
• 12” tablets with (removable) WiFi stick for the visually impaired to individually enlarge presentations as well as for use as ‘empty devices’ (cheat-proof) in exams (Enquiries should only be made by employees or via the examination offices). Learn more
• large print keyboards with large, high-contrast keys for the visually impaired and those with manual dexterity issues (compatible with the 12” tablets). (Enquiries only via the examination offices). Learn more
• Lecture theatres with permanently installed hearing technology. Learn more
• Mobile hearing technology for seminar and conference rooms. Learn more
• speech recognition software

Please contact the Office of the Vice-President for University Community and Engagement—Gender Equality and Diversity ManagementExternal link for further information.

The moodle platform's user interface can be adapted. The real content is created by the lecturerers and their colleagues. For this reason we can't guarantee for 100 percent that moodle or a website based on moodle is absolutely accessible or not. Accessibility is not a state but a process of continuous improvement in response to the users and the technical environment. Below you find some hints for creating a moodle course room nearly barrier-free.

For advice, you are welcome to contact the university's digital accesssibility consulting service for employees of the university. (further information can be found further down in the list)

In the moodle learning platform, it is possible to add subtitles to the spoken word in videos. After the lecture recordings have been published by the Multimedia Center (MMZ), the videos now automatically appear with subtitles in the Moodle course room. For your own videos, you can start the automatic transcription in moodle yourself.

The University Computer Center provides consulting services and assistance to university employees on general digital accessibility issues and in creating accessibility statements.

In Friedolin, there is a separate category for courses on gender equality, sex, gender, diversity and (anti-)discrimination in order to provide interested students with an overview of courses offered across all faculties.

To register your course in the Friedolin online course catalogue, please contact the office of the Thuringian Competence Network for Equal Opportunities External link (Thüringer Kompetenznetzwerk Gleichstellung, TKG) at the University of Jena.

Medical students at the University of Jena from all semesters founded the local project "Gender in Medicine Jena" in 2023 as part of the large project Gender in Medicine of the Federal Representation of Medical Students in Germany e.V. All interested medical students are invited to join.

The aim of the project is to raise awareness of gender-specific differences in medicine by organizing talks and lectures and social media contributions and to make healthcare fairer and more effective for all genders. The participants are committed to ensuring that gender-specific differences in medical care, prevention and therapy are taken into account in the Jena curriculum.