Prof. Dr. Dagmar Schiek Teaching portfolio

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1 Prof. Dr. Dagmar Schiek Teaching portfolio Overview I have taught at universities since 1992, and from April 1993 on the basis of a full time post in research and teaching, first as an Assistant Professor (equal to a Senior Lecturer) and from 1999 as a Professor, first in Germany, and from 2007 in England. My main teaching experiences were in Faculties with an interdisciplinary outlook, e.g. the Faculty for Business Administration, Economics, Information Science and Law in Germany (Bremen , Oldenburg 10/1999 7/2007) and the Faculty of Education, Social Sciences and Law in England (Leeds). I have also taught as visiting faculty in faculties of law in Germany (Giessen , Hamburg, 1996, Fernuniversität Hagen [equivalent to the concept of the Open University] authorship of courses in EU law and EU Equality Law), the Netherlands (Groningen 2001 as well as Maastricht 2005 and 2006) and England (London School of Economics -2003). During these more than twenty years I have taught face to face as well as produced written teaching materials and participated in blended learning courses. I have taught undergraduate law students and undergraduate business and economics students, postgraduate students of the same subjects as well as from sociology and supervised a number of PhD researchers as well as convened a training series for PhD researchers. Summary of teaching experience (description) Undergraduate students module leader In Leeds (from August 2007) I convene the module in EU law, which enrolls between 220 and 240 students annually. Most of these students study for an English law degree. We also enroll a good number of Erasmus students from other EU countries, a group of students from Malaysia, and students from other schools, mainly from POLIS (Political and International Studies) and LUBS (Leeds University Business School). I teach 10 to 18 of the lectures on average, and between 2 and 4 seminar groups, depending on other commitments. The module is assessed by an open book exam, and a formative assessment is offered through seminar discussions and a trial exam. A module handbook and an exam example are attached for your consideration. In Germany I taught as Assistant Professor from 1993 to 1999, and later as Visiting Faculty Member at the Faculty of Law at Bremen University, and from 1999 to 2007 as Professor at the Faculty of business, Information Science and Law at the Carl von Ossietzky University of Oldenburg. In the latter phase, this teaching was divided between the regular curriculum for degrees in economics and business administration with law, and the degrees offered in the framework of the Hanse Law School, a law degree that focused on comparative and European law. This innovative bi-national and tri-lingual law degree program was offered cooperatively by the Universities of Bremen and

2 Oldenburg in Germany, and Groningen in the Netherlands. Also, there was some cooperation with the University of Sheffield. As a Professor of European Economic Law in Oldenburg (Germany) I initially taught European Economic Law both in German and English, for students of Economics and Business administration and Law in their third and fourth year of studies. This was an elective subject with between 20 and 40 students, thus, classes were seminar style. From 2002, a compulsory subject Introduction to EU Economic Law was introduced for the first year students of these degrees as well, with classes of 300 students. In 2005, the course was split into a 3 year Bachelor degree, with successive specializing Master degrees. Again I taught EU law for first year students in German. Since this was a large class of more than 300 students, and there was no funding for seminars, I introduced a system of continuous formative assessments with the help of first one, and later four on-line tutors. Students were asked to submit a short essay of about 500 words every other week, for which they received online feedback. This ensured a two-way feedback: as a professor, I could learn where students were struggling, and the students were assured if they were on the right track, and given targeted guidance on where to work further, if their work was deficient. The method also encouraged self-directed learning, as feedback was not accessible for those who did not deliver any materials. The course was assessed by an exam, which from 2005 combined multiple choice questions and long text tasks. When working as an Assistant Professor in Bremen I taught employment law and labour law as well as civil law. This was before the Bachelor / Master structure was introduced in Germany. My employment law teaching was for students in their third term, and this was a medium sized class of about 40 students. This course was assessed by an essay and an exam, which I devised. Mainly I taught labour and employment law in the framework of the specialisation offered to students in their 7 th and 8th semester, a level that would qualify as postgraduate in the Bachelor / Mas-ter structure. I always taught atypical employment and non-discrimination, and in some years also collective labour law. These courses were part of a package of four courses, which were assessed overall by essays and exams, as well as by an extended essay. My civil law teaching varied widely, and was also for a large class (300 students) in their third term as well as for students preparing for their state examination ( Klausurenkurs ). The state examination preparation involved setting mock-exams for a five hour duration, and mark these in accordance with state examination standards. Postgraduates In Leeds, I teach EU social law, EU non-discrimination law and Dissertation EU Law for LL.M students. I am the Director of the LL.M EU law. Besides supervising PhD students (presently six) I also offer a series of training courses for PhD researchers in EU (legal) studies since This comprises four seminars, one each on sociological and political science approaches to EU law and their relevance for European legal studies, one on comparativism in (EU) law and sociology, and a researcher symposium, which gives PhD researchers and guest researchers the opportunity to present work in progress as well as commenting on the work of others. Apart from our PhD students, PhD researchers from other universities (e.g. Leuven/ Belgium; Helsinki/ Finland, but also from Oxford 2

3 and Cambridge) use our methodical training and the possibility to build networks. An overview of these can be retrieved here: Within the Hanse Law School at the Oldenburg University (Germany) program I taught EU law for first and second year students in the Bachelor program from 2002 on. These classes for the LL.M program Hanse Law School were also offered for students of the MA Economics. All these modules were taught in English. As Assistant Professor in Bremen ( ), I also taught on an LL.M program EU Law, where I offered courses in EU Labour Law. This teaching was in German. I continued to offer seminars in this program when I was as visiting faculty. Further education Further, I have contributed to further education in a variety of ways. I regularly teach at the European Academy of Law (Trier) as a Lecturer. In the field of blended learning, I have been module leader in a bachelor program for further education of managers in small and medium enterprises, offered by the University of Oldenburg (Germany). This was a course taught in English on EU economic law. Since the students did not necessarily have sufficient knowledge of English before starting the BBA program, I cooperated closely with the language centre, making sure that the tuition of English at level one was sufficient for students to excel in this module. The module was assessed by an exam, to be delivered on the basis of independent studies of a 200 pages text, supported by on-line tutorials, and a presentation followed by an essay (team work). In the field of distance learning, I have written modules and part modules to degrees of Fernuniversität Hagen, the German variety of Open University, from These were initially in English, starting with a specialist course in EU Equality Law, which was revised in 2006/7. In 2012, I was asked to add the general course in EU law in German, and also issue an English version of the same course. Substantiation General aims in teaching (teaching statement) I believe that the academic learning and teaching should aim at enabling graduates to think critically, evaluate information adequately for a range of professional activities and also equip them to continue their own education independently. My main objective in teaching is to convey a systematic understanding of the field I am teaching, and to introduce students to methods to enhance their knowledge through self-study. Most fields of law change so fast that students would be ill-served by only being taught a canon, under the impression that this is not going to change. Accordingly, the law needs to be taught in historical, social and economic perspective, to enable students to appreciate future change, and to update their knowledge accordingly. From this main objective, three sub-objectives derive: 3

4 First, students need to be introduced to some canonical knowledge, consisting of the main cases and the main pieces of legislation (which in International Law subjects such as EU law includes Treaty law and derived legislation). Second, students need to be made aware of conditions under which the law and its application have developed, and how they relate to socio-economic factors. Third, students need to be enabled to reflect critically on the canon, and to develop their own approaches, either in response to clients interests, or to policy demands. Methods for achieving these objectives differ. Conveying canonical knowledge can be achieved by offering very structured study materials, which give precise directions which cases and academic writing to read. A lecture is a good medium to introduce these materials, but lectures should be supplemented by short handouts with reading, as well as an on-line learning environment for students to explore the topics offered. Lecture recordings and videos can enrich an on-line environment. In a very well organised on-line environment, these may allow to reduce contact time to short intense study phases, as in blended learning. I record lectures since 2012, and the main positive effects are that coordination of lectures and seminars is improved, and that students are more confident in asking questions in lecture and by , since they can satisfy themselves that the question has not been answered in lecture already. Making students aware of how the law has developed and how it relates to other factors can be achieved through reflective discussion of parts of the canon, e.g. in seminars. For this purpose, self-directed learning needs to be encouraged. Selected materials, made available through web environments, and guiding questions for group discussions are helpful Enabling critical reflection can be achieved by presenting historical or even political material (e.g. through web-pages containing multi-media material) and to have students engage with these. This can be achieved (depending on class size) through moot-like exercises, or through delivery of mini-essays, and discussion of these among students. A good web environment can support reflective learning, even if there are limited resources for small group teaching. Examples Canonical knowledge, leading over to critical ability Departing canonical knowledge is obviously the main purpose of undergraduate teaching. My lectures in EU Law are based on oral presentations supported by power-points as well as expanded lecture hand-outs with space for students to take notes. I have re-structured the module to allow us to offer 9 separate units of four to six lectures. I start the module with an introduction to EU law, in which I relate the subject to its historical, political and sociological equivalents. EU law is introduced as a method to organise transnational processes through rules which differ from imperial law as well as from international law and the rules generated by multinational companies. This unit is illustrated by artwork as well as well as references to academic writing from different disciplines. It also covers a very basic introduction to the effects of EU law and the institutional layout of the EU. The seminar requires students to research a case of the Court of Justice independently, and to summarise its main content, and to discuss short academic contributions on the pivotal ECJ cases van Gend and Costa. The module then continues with substantive EU law (free movement of goods, per- 4

5 sons and services with overall 8-10 lectures, one other subject presently competition law with 4 lectures, EU law beyond the market comprising EU citizenship and human rights with 4 lectures), and returns to finer points of institutional/constitutional EU law (4 lectures on effects of EU law, 4 lectures on enforcement of EU law, and 4 lectures on the institutions cooperation in legislation and democratic legitimacy as well as the module summary). The order of teaching differs from other universities, and is meant to enable students to understand also through their learning experience that the EU and its law are focused on a substantive mission, from which constitutional developments follow. Critical reflection and continuous learning While this is central for postgraduate studies, it must also form part of undergraduate teaching. In supervising undergraduate dissertations I challenge students to develop an abstract before they start writing, which allows focusing their work on their research aims. To guide them I use mindmapping postgraduate courses; I ask students to present assigned academic articles, which convey divergent positions on a certain subject. For example, in a course on EU social law, I contrast positions of Fritz Scharpf and Charles F Sabel on the scope for innovation in national social policy left or engendered by the EU and its directly applicable law. After students engage in this academic reflection, I analyse a section of law and politics in a series of sessions (e.g. health care in other Member States, collective bargaining and posting of workers). All this enables students to appreciate the diversity of defendable academic positions. In then module EU Non-Discrimination Law, I ask students to pre-sent part of their essays, and this is actually part of the assessment. Teaching innovation For the main degrees at the Oldenburg University, in Business Administration and Law, I also introduced teaching support through on-line tutorials. Students were encouraged to deliver short tasks (1-2 pages), every other week, on which on-line tutors gave feedback. During that time, I provided leadership to further develop two degrees in European and Comparative Law (LL.B. and LL.M), which were offered cooperatively by the Universities of Bremen, Oldenburg and Groningen (Hans Law School). The graduates received a German and a Dutch degree, and were also qualified for the Dutch bar if they fulfilled some specific conditions. This was certainly an innovation in degrees and expanding employability. Official information on the Hanse Law School can be found here: A report on the contribution of this program can be found here: Here is some information on the inauguration and the first graduation (German) Innovation in assessment At University of Leeds, I introduced oral exams on the basis of written papers for the LL.M program EU law. This method of examination is well suited to develop transferable skills of presenting one s 5

6 academic work but it had not been used in Leeds postgraduate or undergraduate modules before After I had established a method to assess oral presentations to the satisfaction of the faculty, this model has been copied in a number of undergraduate and postgraduate modules. I have also introduced an integrated approach to teaching research methods in European legal studies for postgraduate taught students: the module dissertation EU Law commences with an editorial process, in which students grade dissertations by past students and make recommendation for these to become publishable in a student led journal. This exercise instils the drive to read work critically. After the editorial exercise, I discuss with students methodological aspects in past dissertations and their plans for their own dissertation, which then becomes the base for targeted methods training. While these 4.5 contact hours involve a large amount of self-directed study, they motivate law students to engage in methods. For the undergraduate EU law module in Leeds I developed a new method of examination, combining an open book principle with the requirement for students to apply rules from different parts of the course to one problem/essay question. This results in a more reflective revision process and ultimately better and wider knowledge of EU law. For the Bachelor program in Law and Business Administration (University of Oldenburg) I developed the new assessment scheme, which included intelligent forms of multiple choice, portfolios including presentations and classical exams. I also developed a multiple choice test for the introductory EU law module. 6

7 Annex List of academic courses taught Semester University of Leeds LL.B EU Law (LAW 2230 level2/law3145- level 3): 7 lectures and 7 seminar groups, LL.M EU Discrimination Law (LAW5315M) PhD supervision. Semester /14 University of Leeds: LL.B EU Law (LAW 2230 level2/law3145- level 3): 6 lectures and 7 seminar groups, LL.M : EU Social Law (LAW5310M), Dissertation EU Law (LAW5530M), PhD supervision Semester University of Leeds LL.B EU Law (LAW 2230 level2/law3145- level 3): 5 lectures and 2 seminar groups, LL.M EU Discrimination Law (LAW5315M) PhD supervision. Semester /13 University of Leeds: LL.B EU Law (LAW 2230 level2/law3145- level 3): 5 lectures and 2 seminar groups, LL.M : EU Social Law (LAW5310M), Dissertation EU Law (LAW5530M), PhD supervision Semester Partly buyout for starting PGR tutor role during research leave. LL.M: EU Discrimination Law Semester /12 Research leave Semester University of Leeds: LL.B EU Law (LAW 2230 level2/law3145- level 3): 5 lectures and 2 seminar groups, Module Discrimination Law: 1 lecture, LL.M EU Law: European Human Rights (1 seminar), PhD supervision (part buy out for research project). Semester /11 University of Leeds: LL.B EU Law (LAW 2230 level2/law3145- level 3): 5 lectures and 3 seminar groups, LL.M Senior Status: EU Law (LAW 5770M): 5 lectures, LL.M EU Law: EU Social Law (LAW5310M), Dissertation EU Law (LAW5530M), PhD supervision. Semester /10 University of Leeds: LL.B EU Law (LAW 2230 level2/law3145- level 3): 10 lectures and 6 seminar groups, Module Discrimination Law: 1 lecture, LL.M EU Law: EU Social Law (LAW5310M), Dissertation EU Law (LAW5530M), PhD supervision Semester : February University of Leeds: LL.B EU Law (LAW 2230): 5 lectures and 6 seminar groups, to May Module EU Enlargement: 2 lectures and 2 seminars, PhD supervision Semester /09 University of Leeds: LL.B EU Law (LAW 2230 level2/law3145- level 3): 5 lectures and 3 seminar groups, Module Discrimination Law: 1 lecture, LL.M Senior Status: EU Law (LAW 5770M): 5 lectures, PhD supervision (part buy-out for research project Semester University of Leeds: LL.B EU Law (LAW 2230): 5 lectures and 6 seminar groups, module EU Enlargement 2 lectures and 2 seminars, LL.M Senior Status: EU Law (LAW 5770M): 5 lectures, PhD supervision Semester /08 (Sept December) University of Leeds: LL.B EU Law (LAW 2230): 5 lectures and 6 seminar groups, Module Discrimination Law: 1 lecture, LL.M Senior Status: EU Law (LAW 5770M): 5 lectures, PhD supervision Teaching at academic levels in Germany requires professors to teach 8 lectures per week (of 45 minutes duration each), 28 weeks each year. Winter term (1st semester), lasts from October until December and January until end of February, Summer term (2nd semester), lasts from April to July Summer term 2007 University Carl-von-Ossietzky Oldenburg, Fak II: Hanse Law School: Introduction to International and EU Law (25 students), LL.M Programme: Labour, Commerce and Competition in a Transnational and EU Perspective (Seminar, for master students), Transnational Relations and Law International Economic and Commercial Law - Regulation by non-state actors (Seminar, 10 students, Cooperation with Higher Regional Court [OLG] Oldenburg), Colloquium: Master thesis 7

8 November/December 2006 Winter term 2006/2007 Summer term 2006 summer 2006 to summer 2007 Winter term 2005/06 Summer term 2005 Winter term 2004/05 Summer term 2004 Winter term 2003/2004 Summer term 2003 Visiting Professor Maastricht University. Offering a lecture within the module EU non-discrimination law as well as a contribution to a dissemination activity in the frame of the project stimulating public interest litigation (CEPS, Brussels) - lecture buyout for teaching in Oldenburg via external funding for the project around the Non-Discrimination Law Case Book (Hart Publishing, 2007) Teaching relief as compensation for acting as Dean of Learning and Teaching to only 4 hours a week, University Carl-von-Ossietzky Oldenburg, Fak II: undergraduates: BA business administration with law/ economics: introduction to EU economic law (lecture, 300 students, German), Hanse Law School: Substantive EU Law (25 students) Teaching relief as compensation for acting as Dean of Learning and Teaching to only 4 hours a week, Carl-von-Ossietzky - University of Oldenburg, Fak II: Hanse Law School: Introduction to International and EU Law (VL 25 students), LL.M Programme: Labour, Commerce and Competition in a Transnational and EU Perspective (Seminar, 8 students), Transnational Relations and Law International Economic and Commercial Law - Regulation by non-state actors (Seminar, 10 students, Cooperation with Oberlandesgericht/ Higher regional Civil Court Oldenburg) Additional teaching in a Bachelor course directed at professionals, which was taught through blended learning. The degree was in Business Administration in small and medium enterprises, and I taught EU law in English, in close cooperation with the language teachers. Teaching relief as compensation for acting as Dean of Learning and Teaching to only 4 hours a week. Carl-von-Ossietzky University Oldenburg, Fak II: undergraduates (1) BA business administration with law / economics: introduction to European Economic law (lecture, 300 students, in Germany), Hanse Law School (innovative study programme on the basis of a cooperation between the Universities of Bremen, Groningen and Oldenburg): Substantive EU Law (25 students, English), Teaching relief as compensation for acting as Dean of Learning and Teaching to only 4 hours a week, Carl-von-Ossietzky University Oldenburg, Fak II, Hanse Law School: Introduction to International and European Law (VL, 25 students), Institutional EU Law (Seminar 25 students) University Carl-von-Ossietzky Oldenburg, Fak II: Hanse Law School: Substantive EU Law (25 students, English), Economics and Business administration Diploma economics and business administration with law: Equality and Discrimination in EU Law (English, Seminar), European Competition Law (Option for 2nd phase students, taught in German), European economic law and politics (option for second phase students, taught in German), Rijksuniversiteit Groningen: moot court EU Law (Hanse Law School, in English) University Carl-von-Ossietzky Oldenburg, Fak II: Introduction to International and European Law (taught in English, LL.B Programme Hanse Law School ), Institutional EU Law (taught in English, LL.B Programme Hanse Law School ); Introduction to EU economic law (Diploma business administration and law, 300 students, German); EU economic law and European social model (Option for diploma students, in German) University of Bremen, LL.M Programme: Seminar: Internal Market and Civil Society (German) Research leave, some presentations at London School of Economics for staff, and contributions to some courses in their LL.M Programms; staff seminar Kent university: Autonomous Collective Agreements as a Regulatory Device, Staff Seminar University of Leeds Intersectional Discrimination in EU Law. Carl-von-Ossietzky Universität Oldenburg, Fak II: European Competition Law (Option for 2nd phase students, taught in German), European economic law and politics (option for second phase students, taught in German) Seminar: European civil law (German); Universität Bremen, LL.M Programme: Seminar: 8

9 European Labour Law (German) Winter term 2002/2003 Carl-von-Ossietzky Universität Oldenburg, Fak II: Introduction to International and European Law (taught in English, LL.B Programme Hanse Law School ), Diploma business administration and law: EU economic law: the internal market (option for 2nd phase students, German), Seminar: European civil law (German), LL.M Programme: Seminar: Internal Market and Civil Society (German) Summer term 2002 Carl-von-Ossietzky Universität Oldenburg, FB 4: lecture (option for 2nd phase students in politics and economics) EU Economic law and policy; EU Competition Law, seminar European civil law, Seminar: Equality and Discrimination in EU law (taught in English) Winter term 2001/2002 Carl-von-Ossietzky Universität Oldenburg, FB4 Introduction to EC Law: Institutions and Governance (lecture as option for German students, taught in English); EU economic law the internal market (option for 2nd phase students, German); European legal integration EU civil law (seminar with student projects, taught in German, for students of economics, business administration, and political sciences), colloquium for discussing diploma theses The lectures before 2001/2002 are repeated in later years, thus I omitted to translate those Summer term 2001 Carl-von-Ossietzky Universität Oldenburg, FB 4: Europäisches Wirtschaftsrecht 2a Wettbewerbsregeln (Vorlesung, Hauptstudium BWL/jur und Wirtschaftswissenschaften), Europäisches Wirtschaftsrecht 2b wirtschaftsrechtlich relevante Politiken der EG (Vorlesung, Hauptstudium BWL/jur und Wirtschaftswissenschaften), Diplomandenkolloquium; Dienstleistungen im EG-Binnenmarkt (Projektplenum, Hauptstudium BWL/jur und WiWi, Politikwissenschaften) Winter term 2000/2001 Carl-von-Ossietzky Universität Oldenburg, FB 4: Europarecht - Europäische Integration 1 (Vorlesung, Hauptstudium BWL/jur und WiWi; Europäisches Wirtschaftsrecht - Binnenmarkt 1 (Vorlesung Hauptstudium BWL/jur und WiWi); Europäisches Privatrecht (Projektplenum, Hauptstudium BWL/jur und WiWi); Gleichbehandlung und soziale Diskriminierung im Recht der EG (Projektorientierter Kurs, Hauptstudium BWL/jur und WiWi, Politik, SoWi, Magisternebenfach Frauen- und Geschlechterstudien) Summer term 2000 Carl-von-Ossiezky-Universität Oldenburg, FB 4: Europäisches Wirtschaftsrecht 2 (Vorlesung, Hauptstudium BWL/jur und Wirtschaftswissenschaften), Wettbewerbs- und Kartellrecht (Vorlesung, Hauptstudium BWL/jur und Wirtschaftswissenschaften), Europarecht - Europäische Integration 2 (Vorlesung, Hauptstudium BWL/jur und Wirtschaftswissenschaften), Professionen im Binnenmarkt (Projektorientierte Veranstaltung, Hauptstudium BWL/jur, WiWi, Politik, SoWi) Winter term 1999/2000 Carl-von-Ossietzky Universität Oldenburg, FB 4 (Wirtschafts- und Rechtswissenschaften): Europarecht - Europäische Integration 1 (Vorlesung, Hauptstudium BWL/jur und WiWi; Europäisches Wirtschaftsrecht - Binnenmarkt 1 (Vorlesung Hauptstudium BWL/jur und WiWi); Europäische Rechtsintegration (Seminar, Hauptstudium BWL/jur und WiWi) March 1999 DAAD lecturer at University of Ulster, School of Public Politics, Economics and Law, LLM/MSc in European Law and Policy, four weeks input in modules on EU integration (EU consumer law) and European Social Policy (European labour law) Summer term 1999 Universität Bremen, FB 6: European Labour Law (pre-cursor of LL.M programme and students in their final year, German); course preparing students for the state examination in civil law Winter term 1996/1997 Universität Bremen, FB 6: Betriebsverfassungsrecht (law of works councils, final year undergraduate students, German), European Labour Law (pre-cursor LL.M, German) Summer term 1996/ und Universität Bremen, FB 6: Recht der atypischen Beschäftigungsverhältnisse 1997 (atypical employment relations in German labour law, final year undergraduate 9

10 Winter term 1995/96 Summer term 1995 Winter term 1994/1995 Summer term 1994 Winter term 1993 Winter term 1991 Winter term 1989 students, German); Gleichbehandlung von Frauen und Männern im EG- Arbeitsrecht (equal treatment of women and men, final year undergraduate law students, and precursor LL.M, in German) Universität Bremen, FB 6: Wiederholung und Vertiefung im Zivilrecht (lecture, course preparing students for their state examination in civil law, German); Recht des Normalarbeitsverhältnisses (Employment Law, regular, final year undergraduate students law, German) Universität Bremen, FB 6: seminar labour law (2nd year students law, German) Law of industrial conflict (final year undergraduate students law, German), Universität Hamburg, Fachbereich 17: Positive Maßnahmen zur Gleichstellung von Frauen und Männern im Wissenschaftsbereich (Seminar. Positive action in universities, in German) Universität Bremen, FB 6: Schadensrecht (lecture, law of damages, 3rd year undergraduate students, German), Atypische Arbeitsverhältnisse (atypical employment relations in German labour law, final year undergraduate students, German), Sozialpolitik der EG und Auswirkungen auf nationales Recht (EC social policy and national law, in German, precursor of LL.M programme in EU law) Universität Bremen, FB 6: Arbeitsrecht besonderer Arbeitnehmergruppen (Grundlagenveranstaltung Employment law for specific groups of workers, 2nd year students, in German) Justus-Liebig-Universität Gießen, Fachbereich Rechtswissenschaft: Recht der Gleichstellung Wahlpflichtveranstaltung (option on the theme equal opportunities of women and men Fachhochschule für öffentliche Verwaltung und Rechtspflege, Berlin: Frauenförderung im öffentlichen Dienst Wahlpflichtveranstaltung (Equal Opportunities and Positive Action and public employers Berlin polytechnical university for public servants in training) Universität der Bundeswehr (Hamburg): Übung für Anfänger im Zivilrecht (training course for students at the German military university in civil law, in German) 10