course programme 2017-2018 … · 1 contents welcome address ..... 3

Course Programme 2017-2018

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Contents

WELCOME ADDRESS ........................................................................................................................................ 3

CONTACT DETAILS ........................................................................................................................................... 4

PRESENTATION OF THE DOCTORAL SCHOOL ........................................................................................... 5

STRUCTURE OF PROGRAMME ....................................................................................................................... 8

1. DISCIPLINARY TRAINING ...................................................................................................................... 10

1.1. DOCTORAL PROGRAMME IN HUMANITIES ..................................................................................... 10

PHD COLLOQUIA ................................................................................................................................................................................. 10 1.1.1 Germanistik: Allgemeines Doktorandenseminar ............................................................................................... 10

1.1.2 Let's Think About History ........................................................................................................................................... 11

1.1.3 Research Seminar in Romance, Media and Art Studies ................................................................................... 12

1.1.4 Discussing Theory and Methodology of Luxembourgish Linguistics .......................................................... 13

1.1.5 Comparative Theory and Methodology ................................................................................................................. 14

1.1.6 Master Colloquium in Philosophy ............................................................................................................................ 15 COURSES ........................................................................................................................................................................................... 16

1.1.7 Didaktik in theoretischer und methodischer Perspektive (Germanistik/Literaturwissenschaft) ... 16

1.1.8 Germanistik Master class ........................................................................................................................................... 17

1.1.9 Epistémologie et pratique des études médiévales ............................................................................................ 18

1.1.10 QGIS for historians ( E ) ........................................................................................................................................... 19

1.1.11 Methodological Seminar Luxemburgistik .......................................................................................................... 20

1.2 DOCTORAL PROGRAMME IN EDUCATION ........................................................................................ 21

PHD COLLOQUIA ................................................................................................................................................................................. 21 1.2.1 Learning and evaluation in technology enriched societies ............................................................................ 21

COURSES ........................................................................................................................................................................................... 22 1.2.2 Comparing educational systems .............................................................................................................................. 22

1.2.3 Education and digital (new) media ......................................................................................................................... 23

1.2.4 Development of Multilingualism in Children ....................................................................................................... 24

1.2.5 Languages in Contact .................................................................................................................................................. 25

1.3. DOCTORAL PROGRAMME IN SOCIAL SCIENCES ........................................................................... 26

PHD COLLOQUIA ................................................................................................................................................................................. 26 1.3.1 Education and Society Research Seminar ............................................................................................................ 26

1.3.2 Geography Research Seminar .................................................................................................................................. 27

1.3.3 Research colloquium: Socioeconomics and Economic Sociology ................................................................ 28

1.3.4 Research on Youth and Generations ...................................................................................................................... 29

1.3.5 Research Colloquium: Political Science ................................................................................................................ 30

1.4 DOCTORAL PROGRAMME IN PSYCHOLOGY ..................................................................................... 31

PHD COLLOQUIA ................................................................................................................................................................................. 31 1.4.1 Research colloquium: Psychological approaches in health, human development and learning

processes ..................................................................................................................................................................................... 31

1.4.2 Learning and evaluation in technology enriched societies ............................................................................ 32

1.5 DTU CALIDIE PROGRAMME .................................................................................................................. 33

PHD COLLOQUIA ................................................................................................................................................................................. 33 1.5.1 DTU CALIDIE Colloquium ........................................................................................................................................... 33

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COURSES ........................................................................................................................................................................................... 34 1.5.1 DTU CALIDIE Seminar: Key Concepts in Multilingualism from Different Research Perspectives:

Language, Multi-/Plurilingualism and Learning" ......................................................................................................... 34

1.5.2 DTU CALIDIE Retreat ................................................................................................................................................... 35

2. INTERDISCIPLINARY TRAINING .......................................................................................................... 36

2.1 Interdisciplinarity and Comparative Literature ..................................................................................................... 36

2.2 Gender perspectives reading group ........................................................................................................................... 37

2.3 Liminal Imaginaries and Lateral Thinking ............................................................................................................... 38

2.4 Practical Teaching Skills ................................................................................................................................................. 39

2.5 Philosophy of Enlightenment ........................................................................................................................................ 40

2.6 Strukturalismus ................................................................................................................................................................. 41

2.7 Kulturtheorie ...................................................................................................................................................................... 42

2.8 Journal Club "Numerical Cognition" .......................................................................................................................... 43

2.9 Introduction to Data Science in R ............................................................................................................................... 44

2.10 PhD Reading Group ........................................................................................................................................................ 45

2.11 Heuristics and the art of theorizing ......................................................................................................................... 46

2.12 Measuring psychological constructs - theory, application, and analysis ................................................... 47

2.13 Analysing institutional interactions: insights from conversation analysis ................................................ 48

2.14 Advanced quantitative methods for social scientists ........................................................................................ 49

2.15 Advanced qualitative methods .................................................................................................................................. 50

2.16 Course and Seminar: Inequality ............................................................................................................................... 51

2.17 Educational Policies, Systems and Inequalities .................................................................................................. 52

2.18 Topics in Public Policy ................................................................................................................................................... 53

2.19 Sustainable Development in Macro and Micro Regions: Conceptual and Methodological Training . 54

2.20 An introduction to user experience design and evaluation methods .......................................................... 55

2.21 Summer School: Cultural Psychology as an interdisciplinary synthesis .................................................... 56

2.22 Media use and effects – A multidisciplinary perspective ................................................................................. 57

3. TRANSFERABLE SKILLS............................................................................................................................ 58

3.1 GENERAL COURSES OPEN TO ALL PHDS .............................................................................................................................................. 58 3.1.1 Lecturing and Teaching at the University ............................................................................................................ 58

3.1.2 Citing and managing references .............................................................................................................................. 59 3.2 TRANSFERABLE SKILLS COURSES WITH PRIORITY FOR DTU DIGITIAL HISTORY AND HERMENEUTICS ............................................................ 60

3.2.1 Digital Source Criticism (DTU skills training) ..................................................................................................... 60

3.2.2 Database Structures (DTU skills training) ........................................................................................................... 61

3.2.3 Introduction to Programming (DTU skills training) ......................................................................................... 62

REQUESTS FOR TRAVEL APPROVAL AND REIMBURSEMENT ............................................................. 63

ECTS FOR CONFERENCE PRESENTATIONS, SCIENTIFIC PUBLICATIONS AND SUMMER SCHOOLS 65

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Welcome address

We are delighted to launch the first annual programme of the new Doctoral School in Humanities and Social Sciences (DSHSS)!

Earlier this year the previous three doctoral schools of the research units of our Faculty were merged to create a unified faculty doctoral school. By joining together, we aim to offer a broader and more varied programme of training that can best meet your individual training needs as a doctoral candidate within our Faculty. As part of the expansion of doctoral training within our Faculty, enrolment in the DSHSS is now compulsory for all doctoral candidates within the FLSHASE. The DSHSS is structured around four programmes that span across the research done in our research units, namely: psychology, education, humanities and social sciences. To these are added two further programmes made up of the FNR-funded doctoral training units (DTUs) located within our Faculty: Capitalising on Linguistic Diversity in Education (CALIDIE) and Digital History and Hermeneutics (DHH). As part of the enrolment process, each doctoral candidate will be assigned to a programme best matching their research topic, but will be encouraged to select training options from across the full range of programmes, depending on their research focus.

To graduate from the DSHSS, doctoral candidates are required to complete at least 20 ECTS by the end of their degree. This is separated into 6 ECTS for disciplinary training, 8 ECTS for interdisciplinary training, and 6 ECTS for transferable skills training. The current programme proposes courses in the categories of disciplinary and interdisciplinary training, offered by instructors within our Faculty. Transferable skills training is offered centrally by the University, with a current programme accessible via the doctoral education section of Moodle. You will also see some further transferable skills training offers in the current programme. In addition to the training available within the Faculty and University, we strongly encourage you to seek out relevant courses offered in other academic institutions, which can be credited to your doctoral school transcript if they meet our training requirements.

The DSHSS has been created at a time of financial volatility at the University, which has impacted on the financial support we are able to offer doctoral candidates in the coming academic year. Under our restricted budget, we are focusing our attention on providing support for candidates to engage in activities that will result in acquiring ECTS within the DSHSS. This includes an entitlement for each doctoral candidate to 500 euros once across the course of the PhD degree to travel to make a conference presentation, and a further 500 euros once across the course of the PhD degree to attend an international summer school or course. You can consult the processes required for acquiring this funding in the appendix to this programme. We are also committed to assisting with funding research stays of doctoral candidates within the DSHSS. Unfortunately we are unlikely to have the capacity to do this in the winter semester. Should we have access to a more expansive budget in the New Year, we plan to launch a research funding initiative, which will involve the possibility to apply for research mobility funding on the basis of merit. In the meantime, while we may be a little short on cash, we are not short on enthusiasm, and we hope that you will be inspired by the range of courses and other training offers provided within this programme!

The Moodle page for the DSHSS is now live, so please make your way there to enroll in any courses you wish to select from this programme. Enrolments for courses in the winter semester 2017/2018 are due by 26 October 2017 and for the summer semester 2017/2018 by 15 January 2018.

If you have any questions about administrative matters relating to the DSHSS, our administrative assistants Sanda Cuturic and Aline Chambige are ready to help you. Pop by to see them during office hours at the DSHSS office (Monday-Thursday 2-4pm and Friday 10-12pm) or contact them by email to make an appointment.

We wish you a productive and stimulating academic year, and look forward to seeing you in this year’s courses!

Julia de Bres and Samuel Greiff

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Contact Details

Head of DSHSS

Julia DE BRES, Associate Professor

Campus Belval, Maison des Sciences Humaines

MSH, 2.113 (+352) 46 66 44 9683

[email protected]

Deputy Head of DSHSS

Samuel GREIFF, Associate Professor Campus Belval, Maison des Sciences Humaines

MSH, 3.145

(+352) 46 66 44 9245 [email protected]

DSHSS Administration

Sanda CUTURIC

Campus Belval, Maison des Sciences Humaines MSH, 0.539

(+352) 46 66 44 9677 [email protected]

DSHSS Administration

Aline CHAMBIGE

Campus Belval, Maison des Sciences Humaines MSH, 0.539

(+352) 46 66 44 9548 [email protected]

mailto:[email protected]




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Presentation of the Doctoral School

The Doctoral School in Humanities and Social Sciences (DSHSS) provides excellent quality doctoral training in research areas central to the work of the FLSHASE: psychology, social sciences, humanities and education. The DSHSS offers an extensive postgraduate programme leading to PhD degrees in educational sciences, psychology, sociology, social sciences, geography and architecture, history, literature, philosophy, political science, humanities, literature, the arts, and linguistics. The aim of the school is to train junior researchers in the theoretical, methodological, and transferable skills necessary for successful careers in both the academic and applied labour markets.

Programmes The DSHSS focuses its training within six research programmes. At their time of enrolment, doctoral candidates will be assigned a programme that best matches their research topic. This is considered to be the candidates´ primary research programme, and training offers within this programme are developed with these candidates in mind. Candidates are nevertheless encouraged to choose from across the course offers developed within any programme of the doctoral school, depending on their research topic and in consultation with their supervisor and dissertation supervisory committee (CET). Education Coordinator : Sonja Ugen The research programme education focuses on understanding and fostering learning. Students will gain insights into the complex interplay of the multiple factors that can influence learning processes. The programme will put particular emphasis on scrutinizing learning processes from a systems’ as well as from a learner’s perspective. Concretely, different educational systems will be presented as well as critically compared and analyzed according to various criteria (e.g. structure, performance), and relying on diverse data sources (e.g. internal and external evaluations). Further, current challenges of educational systems such as multilingualism (teaching languages, family languages) and the use of digital learning/assessment tools will be addressed. The programme also offers possibilities to focus on specific topics by actively participating in the offered reading groups (e.g. numerical cognition). Crucially, the programme offers numerous methodological courses on measurement theory (test/questionnaire design), qualitative and quantitative data analysis as well as theorizing and manuscript preparation. Overall the programme will help students to develop theoretical knowledge in their specific research domains, be able to position their projects at the macro level, acquire methodological skills and practice in presenting scientific research. Humanities Coordinator : Till Dembeck The Humanities consist of those scholarly disciplines that study and reproduce the archive of human culture. In doing this, they are also a motor of cultural innovation. This is why they are a core area of teaching and research at the University of Luxembourg, and this is why our scholars are very present in public discourse in the country. Of course, some implications of the designation ‘Humanities’ – even more so of the German equivalent, Geisteswissenschaften – may be debatable: We can question if the Humanities still build upon humanist ideals of society, culture and Bildung. But it is precisely this kind of self-reflexivity, this way of assessing the preconditions and implications of language, of texts, of historical structures and events that makes the Humanities indispensable. In looking back on the archive of humanity, they make us aware of the cultural and social alternatives to what we, now and here, take for granted. This is why the Humanities, not only in their conceptual, but also in their historically focused dimension, are truly creative and future-oriented.

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Doctoral training plays a central role in this context, as it guarantees the continuity of disciplinary and interdisciplinary evolution. The disciplines, which contribute to the programme of the Humanities strand of the Doctoral School, are literary studies and linguistics of English, French, German, and Luxembourgish, history and philosophy, but the programme remains open to neighbouring disciplines as well. The interdisciplinary course offers put emphasis on methodological as well as conceptual matters, including the history of thinking about culture, language, and society. Social Sciences Coordinator : Louis Chauvel Societal challenges are evolving rapidly and our doctoral program “Social Sciences” gives a more general perspective on this matter. Social science is a set of synergetic disciplines (notably demography, geography, sociology, socioeconomics, policies, education and political sciences, etc.) that offer methods, measurements, understandings, as well as new solutions to social issues. We propose a range of courses for junior researchers and PhD candidates that highlight the important position of social sciences in our young but highly successful international university. The research domains of the Social Science disciplines at the University of Luxembourg explore overlapping themes including the impact of inequalities, migration, the socioeconomic consequences of labour market transformation, changes in financial institutions, youth integration, the impact of social difficulties on populations’ health, comparative ageing, public health policies, spatial development and urban planning issues, the consequences of educational reforms, the dynamics of European political and economic integration, and social policies and their consequences for the sustainability of welfare regimes. We support active collaboration with Luxembourg research institutes inside and outside the faculty (Robert Schumann Institute, LISER, etc.) to share advanced training opportunities for a new generation of social scientists with a highly competitive profile for international universities and public or private research institutions, official and NGOs. Psychology Coordinator : Georges Steffgen The doctoral programme in Psychology provides an overview and in-depth training in contemporary theory and research in the behavioural sciences, primarily focusing on three areas: health, human development and learning processes. In the area of health we address determinants and mediators of health behaviours, and interventions to improve health through modifying behaviour or personal relationships. The domain of human development is viewed from a life-span developmental perspectiv with particular emphasis on analysis and promoting positive aging (e.g., autonomy, coping with care dependency) and on the role of cultural and cross-cultural factors for human development. In the field of learning processes higher-order cognitive processes (e.g. numeracy, language) and their development are highlighted as well as cognitive adjustment and learning strategies. In the subarea of teacher and student learning, we examine teaching practices, and theories and practices of educational measurement, assessment and evaluation. Educational technology will be explored from the perspective of computer-based assessment. In summary, the programme aims at deepening students’ theoretical and methodological understanding, and at stimulating critical and constructive thinking on current topics in psychological research. Students are provided with the necessary skills and knowledge to understand, critically compare, elaborate further, and apply the different approaches of psychological research.

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Digital History and Hermeneutics (DTU) Coordinator : Andreas Fickers The “Digital History and Hermeneutics” Doctoral Training Unit (DTU) is a four-year interdisciplinary research and training programme funded by the Luxembourg National Research Fund (FNR). It is designed to serve as an experimental space in which different communities of practice and epistemic cultures – including historians, philosophers, computer scientists, geographers and information and data scientists as well as experts in human-computer interaction – negotiate new forms of knowledge production in the field of digital history and humanities. The DTU is built on the concept of “digital hermeneutics”, defined as the critical and self-reflexive use of digital tools and technologies for the development of new research questions, the testing of analytical assumptions and the production of sophisticated scientific interpretations. Based on eight thematic areas and a series of fundamental questions, the DTU offers a training environment for 13 PhD students and 1 post-doc. The DTU will work closely with several national and international partners to organize a number of collaborative teaching and research activities in close cooperation with the Doctoral Schools within the University of Luxembourg’s IPSE and Faculty of Science, Technology and Communication (FSTC). Capitalizing on Linguistic Diversity in Education (DTU) Coordinator : Adelheid Hu The CALIDIE DTU focuses on the fundamental question of how learners’ linguistic repertoires interact with their learning. It investigates in particular how multilingualism – conceptualized as the interplay of multiple linguistic repertoires (mother tongue(s), language(s) of schooling, foreign, second languages) – affects learning practices and processes, and how multilingualism can be capitalized on and transformed into a resource for educational success and social well-being. CALIDIE complements and enriches existing research by investigating this central question in (a) a specifically rich research location, (b) from a ‘cross-curricular and vertical perspective’ and (c) using an ‘interdisciplinary approach’. (a) CALIDIE takes advantage of the particular educational context of Luxembourg, a society that has not only an officially trilingual school system (Luxembourgish, French, German plus English) but also a very high number of migrants, and thus a multitude of languages that are spoken in everyday life. In this situation and as a consequence of educational policy, the vast majority of students learn in a second and third language, a context that offers unique opportunities for providing innovative insights into the research question. (b) CALIDIE contributes to building a unique corpus by investigating the fundamental relationship between multilingualism, learning, and educational success, both horizontally across curricula and vertically through education systems, including the crucial points of transition learners experience as they progress. (c) The overarching research focus of CALIDIE will be investigated from different disciplinary perspectives and by using different methodological approaches. Creating cooperation among researchers from linguistics, pedagogy, and psychology, this DTU will break new ground in providing a multi-perspectival understanding of how multilingualism and learning interact. Adopting such a conceptual and organizational frame, which innovates in terms of focus, location and approach, we aim to provide a robust base for imagining more equitable and effective educational practices and policies in Luxembourg and any other multilingual location. We want our DTU to impact on the development of multilingual pedagogies that are sensitive to multilingual learner repertoires, and take into account more complex pathways of learning.

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Structure of programme Candidates need to acquire a total of 20 ECTS across the course of their degree to graduate from the doctoral school, this being made up of at least 6 ECTS in disciplinary training, 8 ECTS in interdisciplinary training and 6 ECTS in transferable skills training.

Training in these areas is offered within the DSHSS as follows:

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Disciplinary training

Each DSHSS programme offers training in disciplinary topics relevant to the programme. This includes:

One or more PhD colloquia for candidates within the programme, at which candidates will present their work regularly over the course of their degree. Attendance at one of these colloquia is compulsory as part of doctoral school enrolment. In cases of doubt, it is up to the CET to decide which colloquium should be chosen. Credits for the attendance of the colloquium are attributed at the very end of the course of study;

Optional disciplinary courses;

The opportunity to acquire ECTS for making a conference presentation (see appendix for conditions);

The opportunity to acquire ECTS for writing a scientific publication (see appendix for conditions). Interdisciplinary training Each programme develops an offer of interdisciplinary courses in a varied range of formats (reading groups, traditional courses, intensive courses, lecture series, etc.). These course offers are designed for candidates within the relevant programme, but, being interdisciplinary in nature, are also open to candidates from other programmes. Courses within this section include a mix of:

Methodological courses;

Theoretical/conceptual courses.

Transferable skills training Transferable skills training helps candidates to develop general academic core skills (e.g. scientific writing, grant applications, university teaching, etc.) and professional skills (e.g. project management, moderation and presentation techniques, etc.). Training offers are developed by the Office of Doctoral Education (BED), and candidates can enrol in these courses via the transferable skills programme page on Moodle. A selection of further transferable skills courses targeted specifically to the needs of FLSHASE candidates are sometimes organised by the DSHSS. Language Policy The DSHSS follows the multilingual philosophy of the university. While the majority of the courses are offered in English to accomodate international students, French and German are used to a considerable extent within both the disciplinary and interdisciplinary modules, following conventions of language use within institutes and among instructors. Interdisciplinary courses will be offered bilingually, where possible. If you have any concerns about the language requirements of a course you would like to take, please discuss this with the instructor in the first instance, followed by the programme coordinator or Head of the Doctoral School.

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1. Disciplinary Training

1.1. Doctoral Programme in Humanities

PhD Colloquia

1.1.1 Germanistik: Allgemeines Doktorandenseminar

Lecturer, Email address:

Georg Mein; Dieter Heimböckel; Heinz Sieburg; Till Dembeck [email protected]; [email protected]; [email protected]; [email protected];

Language: German

ECTS: 2 (granted at end of degree) Activity type: Seminar

Semester/Dates: five sessions of two hours in winter semester, five sessions in summer; times and dates tba

Room: Campus Belval, MSH

Course Description: The PhD students will present the latest progress of their work and will get feedback from, will discuss possible questions and ideas with their supervisors and fellow students and colleagues.

Learning Outcomes: The PhD students will have the opportunity to get feedback from their supervisor and colleagues, and to thus reflect on their work. They will learn to present, to handle critical comments and to explain their thoughts and ideas in a protected environment.

Workload: /

Type of Evaluation: Presentation

Admission criteria: /

Remarks: /

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1.1.2 Let's Think About History


Andrea Binsfeld [email protected]

Language: English, French, German


Semester/Dates: Summer semester, every third Tuesday from 2 pm to 3pm pm)

Room: Campus Belval, TBA

Course Description: The Let’s THINK About History workshops aim to provide PhD students from the Institute of History (IHIST) as well as from the Centre for Contemporary and Digital History (C2DH) an opportunity to present their topic and research in front of their peers, supervisors, and teachers from both institutes. The Let’s THINK workshop provides a setting where doctoral candidates can get feedback and comments on their ongoing research. A call for presentation is sent out at the beginning of each semester by the organizers. The contact persons for the presentations are Jessica Leuck ([email protected]) and Fabio Spirinelli ([email protected]).

Learning Outcomes: Improving presentation skills Improving one’s own research thanks to the feedback Thinking critically about various subjects presented Improving debating skills

Workload: /

Type of Evaluation: /


Remarks: /

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1.1.3 Research Seminar in Romance, Media and Art Studies


Expert invited speakers (2017) and Members of IRMA (2018) Marion Colas-Blaise et Gian Maria Tore [email protected] et [email protected]

Language: French


Semester/Dates: Winter and Summer semester 10.10, 11.14, 12.12.2017 6.30 to 8 p.m. (series "Les mardis de l'art") and one day per month in 2018 (dates and time to be

confirmed)

Room: Casino Luxembourg - Forum d'art contemporain (2017) and University of Luxembourg (2018)

Course Description: Seminar in which different states of the art in Romance, Media and Art Studies are presented

Learning Outcomes: Take part in a research seminar, with external specialists and internal colleagues. Thus: be able to understand academic issues and perspectives/defend one's own

Workload: /



Remarks: /

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1.1.4 Discussing Theory and Methodology of Luxembourgish Linguistics


Peter Gilles [email protected]

Language: Various


Semester/Dates: Winter and Summer semester bi-monthly; dates tba


Course Description: This bi-monthly seminar forms the central part of the research-based training and will be the main arena to accompany and monitor the progress of the dissertation. Here, students will discuss and update their project plan (including assessment of skills and competencies to be developed), present their work and will receive feedback from the supervisor and other students. The doctoral candidates are also encouraged to act as commentator for the projects of their fellow students. This procedure will ensure the necessary monitoring of the PhD project and the continuous progress of the PhD dissertation. In addition, the doctoral candidates are also encouraged to regularly participate in the weekly internal colloquium of the department during term-time, where researchers on topics relevant to the discipline of Luxembourgish linguistics and literature present their work before an expert audience. The doctoral candidates will be required to present their PhD work to both the seminar and the colloquium at least once a year. This will enable these students to develop skills in presenting and discussing their work.

Learning Outcomes: PRESENT one's own doctoral work to an audience of linguistic scholars; ENGAGE in critical academic discussions relating to this work; CONTRIBUTE to discussions of other's academic work in the field

Workload: /



Remarks: /

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1.1.5 Comparative Theory and Methodology


Jeanne E. Glesener [email protected]

Language: Various


Semester/Dates: Summer semester 2018; be-weekly sessions; dates tba


Course Description: This seminar aims at familiarising doctoral candidates writing their thesis on Luxembourgish literature, on Luxembourgish literature in a comparative perspective or in comparative literature with some of the more recent theoretical and methodological approaches in comparative literature. While some seminars will focus

on extant scholarship in Luxembourgish literature, the overall focus is on comparative literary theory, the theory of small and world literatures as well as on multilingual and intercultural aesthetics. The seminar also offers doctoral candidates the possibility to discuss their project plans, present their work and receive feedback from the course leader and other participants.

Learning Outcomes: DESCRIBE and ASSESS the main critical approaches to Luxembourgish literature; PLACE their own approach to the literature in relation to contemporary theoretical comparative issues; ENGAGE in critical academic discussion.

Workload: /

Type of Evaluation: Written homework/paper

Admission criteria: All are welcome; a good passive knowledge of German, French and English is an advantage.

Remarks: /

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1.1.6 Master Colloquium in Philosophy


Frank Hofmann [email protected]

Language: English


Semester/Dates: Winter semester 2017-18; Monday 17:30 - 19:00; weakly.

Room: Campus Belval, MSA

Course Description: In the Master Colloquium, students give presentations on their own work, or discuss recent publications by others (relevant papers, books/book chapters, etc.). The topic for these recent publications will be contemporary accounts of freedom and responsibility (mostly in the practical/moral case, but also in the epistemic case). The role of reactive attitudes (P. Strawson), control (Fisher, Ravizza), and reasons (S.

Wolf) will be studied in order to see how freedom and responsibility could arise.

Learning Outcomes: The focus of the Master Colloquium is on presentation and critical discussion. The students will receive valuable feedback that helps to improve their know-how and abilities to design and write a longer paper or thesis on a relevant topic. The major aim is to prepare the students for writing a larger paper. The students will be assisted in their efforts to choose suitable topics and then to work on them. Some major publications that are highly relevant to current debates will be discussed in order to get to know the current state of the art.

Workload: /

Type of Evaluation: Participation in class and presentation or final paper

Admission criteria: The students should talk to the teacher right at the beginning about how to prepare best for the course.

Remarks: /

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Courses

1.1.7 Didaktik in theoretischer und methodischer Perspektive (Germanistik/Literaturwissenschaft)


Dr. Jennifer Pavlik [email protected]

Language: German

ECTS: 2 Activity type: Seminar

Semester/Dates: Summer semester 16.03. 11h; 5.04. 11h, other meetings to be advised


Course Description: The PhD students will read texts on theories of didactics and learn to apply them in special exercises.

Learning Outcomes: The PhD students will get an overview of different didactical methods and will obtain teaching skills not only for their own teaching duties, but also for presentations of their research project at conferences etc.

Workload: 60 hours



Remarks: /

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1.1.8 Germanistik Master class


Possibly: Mieke Bal Till Dembeck [email protected]

Language: English

ECTS: 2 Activity type: Workshop/Lab-course

Semester/Dates: Summer semester, tba Room: Campus Belval, MSH

Course Description: The scholar (possibly Mieke Bal) will present parts of her own work. Then 3-4 PhD students, who applied and were accepted, will present their works, related to Bal's work and get feedback by her. It is also possible to attend without presenting (then only 1 ECTS will be credited). Students who do not present will write the minutes of the course.

Learning Outcomes: The PhD students will get the chance to meet a renowned scholar in person. Through this encounter, they will learn to further develop their methods of presentation and to create connections between their own thoughts and those of a theorist who is actually present. They will be trained in discussing their works and in reacting to feedback and critical comments.

Workload: 45 hours

Type of Evaluation: Presentation or minutes

Admission criteria: The students who will present will have to hand in an abstract of 500 words where they justify why they should get the opportunity to present their work to the invited scholar.

Remarks: This course will be open for students from other department who are interested in the respective scholar's work.

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1.1.9 Epistémologie et pratique des études médiévales


Eloïse Adde (Vomacka) [email protected]

Language: French


Semester/Dates: Winter and Summer semester 2 cours d'1h30 par mois


Course Description: Le cours se composera de séances de travail à partir de lectures faites au préalables (synthèse théorique, discussion) ; de séance de réflexion à partir de travail écrit d'un des participants (soumission d'un article, d'un passage de la thèse, d'une contribution à venir). Il est destiné aux doctorants en histoire, et principalement en histoire médiévale. Mais certaines questions auront une portée bien plus large et

l'approche sera nécessairement pluridisciplinaire. Mais l'objectif sera de toujours reconnecter la matière étudiée avec les recherches concrètes des étudiants.

Learning Outcomes: Etudier des concepts et notions fondamentaux de la recherche historique ; les replacer dans le travail des doctorants, voir comment ces concepts et notions peuvent être utilisés. Il s'agit aussi de déceler des problèmes dans l'approche théorique et conceptuelle des étudiants pour les recadrer et les faire avancer dans leur travail. Il est donc attendu que les étudiants lisent et aient un rapport critique avec leurs lectures, qu'il s'agisse des auteurs qui seront abordés dans le cours ou bien des travaux de leurs collègues.

Workload: 50 heures



Remarks: Le cours est ouvert aux étudiants des autres disciplines mais la priorité est donnée aux étudiants en histoire.

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1.1.10 QGIS for historians ( E )


Steve Kass [email protected]

Language: English


Semester/Dates: Winter semester Room: Campus Belval, TBA

Course Description: The course will provide insight into the basics of GIS with the freely available QGIS software (http://www.qgis.org/). Beside the focus of geo-referencing historical maps, insight will be provided on how to derive additional information to complement the map outcomes. These geographically correct located information are finally bundled into a visual self-explanatory map, highlighting the potential of a

freely available GIS as visualization and reporting tool for historians. Within the last seminar block, students will demonstrate the learned aspects by creating their own QGIS project through a final exercise Type

Learning Outcomes: after attending the course students should be able to: - Understand the basics of GIS (Geographical Information System) and implement these with QGIS (open source software) - Geo-reference historical maps (analogue; digital) - Create additional information (digitizing, attribution) and complement maps - Generate simple and self-explanatory maps (cartography) - Understand additional analyses tools Course Description

Workload: Seminar: 4 hours (block) / every 2nd week (28 hours)

Type of Evaluation: active contribution

small home works final QGIS project


Remarks: http://www.qgis.org/en/docs/index.html Graser, A. (2013). Learning QGIS 2.0. Packt Publishing Ltd.

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1.1.11 Methodological Seminar Luxemburgistik


Peter Gilles [email protected]

Language: Various

ECTS: 2 Activity type: Workhsop/Summerschool

Semester/Dates: Winter and Summer semester Minimum of 2 days

Room: Various

Course Description: Within this module, the doctoral candidate has the following options: 1. Attending a summer school or methodological seminar relevant to his or her research field in order to extend their knowledge in this area on a theoretical or/and an empirical level. The attendance of the summer school will not only provide the doctoral candidate with a specific training but also with the opportunity to meet experts as well as other students working and researching in this particular field. 2. Organisation of a workshop relevant to their own research field. In close contact with the supervisor, the doctoral candidate selects the appropriate participants of an expert workshop. Here, s/he not only learns how to acquire specialised competencies for his own research, but s/he also receives training in organisational skills relevant for the field.

Learning Outcomes: EXTEND and BROADEN knowledge in a specific field relevant to the individual research area; RECEIVE specialised training; MAKE contact with experts; DEVELOP specialised organisational skills

Workload: 60 hours



Remarks: /

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1.2 Doctoral Programme in Education PhD Colloquia

1.2.1 Learning and evaluation in technology enriched societies


Vincent König [email protected]

Language: English

ECTS: 2 (granted at end of degree) Activity type: Colloquium

Semester/Dates: from October to July, at least once a month, during lunchtime, duration 90 minutes; 10 -15 sessions (depending on the amount of registrations)


Course Description: In these colloquia, PhD candidates are invited to actively exchange research ideas, projects or results in the areas of learning, evaluation and assessment tools with a strong emphasis on new technologies and their user experience. Every colloquium consists of 2 presentations of 25 minutes, each followed by questions/discussions of about 15 minutes and a general discussion of about 10 minutes. The audience is broad: PhD/Post-Doctoral researchers, lecturers, professors but also IT developers. PhD candidates (from early-stage to advanced-stage) can share their work and expect constructive feedback on various levels: theoretical or methodological, including study design (educational, experimental, human-computer-interaction, user experience, large-scale) and data analysis.

Learning Outcomes: Being able to present scientific work to an interdisciplinary audience, to embed the research within related but different disciplines, to give constructive feedback, to respond to (critical) questions, to critically discuss research topics.

Cross-fertilisation of ideas and fostering collaboration within a multi- and inter-disciplinary community.

Workload: /


Admission criteria: PhD candidates in the fields of Education or Psychology, the interdisciplinary field of IT and Psychology/Education e.g. Human-Computer-Interaction, any related field dealing with evaluation.

Remarks: /

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Courses

1.2.2 Comparing educational systems


Thomas Lenz, Sonja Ugen, Antoine Fischbach, Ineke Pit TBC [email protected], [email protected], [email protected], [email protected]

Language: mainly English, but could also be German or French


Semester/Dates: Winter semester, 4 sessions of 2 hours

Room: Campus Belval,

Course Description: Different educational systems are presented, compared and discussed. What sources of data can be used to evaluate educational systems? What are the criteria to compare educational systems? To what degree do educational systems change over time? How do different educational systems deal with special needs? This seminar is especially interesting for PhD candidates that gather data in schools to be able to integrate the impact of their personal research outcomes in the bigger picture.

Learning Outcomes: Getting familiar with the local educational system, learning about other educational systems, being able to critically compare educational systems and being able to differentiate between sources of information on educational systems (internal vs. external).

Workload: /



Remarks: Students have to present one not local educational school systems. In the written short paper, students are asked to the impact of their research project within the educational system there are working in.

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1.2.3 Education and digital (new) media


Jun.-Prof Martin Doll, Dr. Heike Schaumburg, Jan Ullmann, Udo Klinger, Michael Eichhorn, Prof. Dr. Daniel Peraya, Claire Peltier, Marc Teusch, Prof. Dr. Brigitte Denis, Dr. Martin Genetsch

Language: mainly English, but could also be German or French


Semester/Dates: Winter Semester: 27.09, 04.10, 11.10, 18.10, 25.10, 15.11, 22.11, 29.11, 06.12 from 13h30 to 15h00

Room: Campus Belval, MSA 3500 (subject to change please check on Moodle)

Course Description: The question to what degree digital media can be integrated into the classroom meaningfully to achieve the pedagogically defined key competencies is in the centre of this lecture series. Concepts of successful use cases of new media in the classroom will be presented and analysed by experts in the areas of E-learning/digital literacy. At the end of the sessions, these concepts are discussed with the participants.

Learning Outcomes: The students should learn what kind of digital media is available and how, which and to what degree digital media can be useful for learning. Students will learn to critically judge the different tools and its usability.

Workload: 25 hours


Admission criteria: basic R-skills

Remarks: /

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1.2.4 Development of Multilingualism in Children


Claudine Kirsch [email protected]

Language: English

ECTS: 2 Activity type: Course

Semester/Dates: Winter Semester Room: Campus Belval,

Course Description: We will begin this course with various theories of bilingual first language acquisition and second language acquisition with a focus on sociocultural perspectives. We will examine productive learning contexts and strategies children use when learning two or more languages. We will delve into bilingualism and try to understand why bilingualism can be an advantage for some children and a disadvantage for others. We will then examine ethnographic studies of children’s social and cultural practices across languages and literacies and in different home and community settings and explore the extent to which these experiences mesh with those of the school. We will also look at the methodology of some of these studies. We will continue with an analysis of the Luxembourgish trilingual education system and of the ways in which children are encouraged or discouraged to use and learn languages. We will examine several projects focusing on the development of oracy in multiple languages in formal and informal educational settings.

Learning Outcomes: Students will gain a critical understanding of: ▪ Key concepts of bilingualism and multilingualism ▪ Ideologies and theories underpinning language practices at home and at school ▪ The ways in which individual, social and societal factors interact in language learning Students will also continue to develop their understanding of ethnographic methods by studying how these are used in relevant research studies.

Workload: 52 hours



Remarks: /

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1.2.5 Languages in Contact


Sabine Ehrhart [email protected]

Language: English, German and French according to the group


Semester/Dates: Winter semester Room: Campus Belval,

Course Description: In this seminar, we will draw upon the tools and concepts provided by different methods of research on language contact (language geography, ethnography, sociolinguistics and ecolinguistics) to explore the various ways in which languages can meet and combine, on an individual or a more collective level. We will discuss the terms of multilingualism and plurilingualism in the scientific literature and in their recent adaptation by the Council of Europe. We will focus on language appropriation and its two main components, language acquisition (especially in natural settings) and language learning (in more institutional settings). Our dynamic approach to languages will then include the study of contact varieties like learner languages, the formation of contact languages like creoles and pidgins, the fossilization of language competences and language attrition, the protection of endangered linguistic varieties or minority languages, and possible scenarios of diversity management, by drawing on the resources of our specific group of students.

Learning Outcomes: After attending this seminar, the students will be able to comment on their own language biography and to seek for possibilities to develop their plurilingual potential for their research work. They will be able to discuss a wider range of models and methods to describe language contact. They will know about diverse natural and institutional ways of reaching multiple linguistic competence, and they will cross more easily linguistic and cultural borders. On this ground, they will be able to act as responsible mediators and promotors of intercultural communication, in their present studies and also in their future work environments. They will show awareness of the mutual influences and reciprocal relations between members of different speech communities, in an ecolinguistic perspective.

Workload: 10 h of preparatory work 25h of contact seminar 40h of homework


Admission criteria: This course is open to students with a diverse profile and coming from different branches of humanities.

Remarks: /

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1.3. Doctoral Programme in Social Sciences PhD Colloquia

1.3.1 Education and Society Research Seminar


Andreas Hadjar, Justin Powell [email protected] [email protected]

Language: English, German


Semester/Dates: Once in every month (semester 1 and 2)


Course Description: This research Colloquium is devoted to the presentations of recent research, scientific exchange, and feedbacks amongst the doctoral candidates, supervisors in the Institute.

Learning Outcomes: • Exchanges between PhD candidates and supervisors on new papers and presentations • Training in presentations, scientific debates and integration of colleagues' feedbacks • benefit from conceptual and methodological debates

Workload: /

Type of Evaluation: Preparing and leading a discussion session; regular attendance and contribution to discussions

Admission criteria: All PhD candidates of the institute and early-career researchers whose work is related to the fields of education and sociology are welcome to actively participate.

Remarks: /


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1.3.2 Geography Research Seminar


Various members of the institute Christian Schulz [email protected]

Language: English


Semester/Dates: Winter and summer semester, monthly meetings (2 hours), complemented by guest lectures and smaller workshops


Course Description: The major aim of the seminar is to establish a platform for continuous scientific exchange amongst the doctoral candidates, supervisors and other members of the Institute. It foresees to a) give the candidates an opportunity to present their work and to critically discuss concrete problems, strategic options, etc., b) to provide insights into ongoing or planned research endeavours (also non-PhD-projects), and c) to acquire inspiring input from internationally renowned invited scholars via guest lectures or postgraduate seminars. The offer will be complemented by single events such as research workshops or field trips.

Learning Outcomes: • Allow intensive exchange with fellow doctoral candidates and all supervisors of the Institute on theoretical, methodological, and empirical issues • Give opportunities to present own work and to incorporate critical feedback • Provide insights into cutting edge conceptual and methodological debates in geography and into complementary research strands (e.g. via invited speakers)

Workload: /


Admission criteria: All PhD or early-career researchers whose work is related to Geography, Spatial Planning or Architecture are welcome to attend.

Remarks: /

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1.3.3 Research colloquium: Socioeconomics and Economic Sociology


Prof. Dr. Louis Chauvel; Prof. Dr. Philippe Van Kerm [email protected], [email protected]

Language: English




Course Description: This Colloquium connects Socioeconomics and Economic Sociology, a field of disciplines devoted to the understanding of social transformations in relation with economic forces and of the economics of sociological dynamics. Economic sociology and social economics are important subdisciplines along with social epidemiology and social policy analysis. (The main congress and conference institutions in relation to this field are ESPANET, ASA, ISA RC28, ECINEQ, IARIW, PAA, etc.) This monthly seminar is an opportunity to retrace the recent developments of fundamental theories in economic sociology and social economics, discuss recent debates in this field, and present emerging themes and topics. Such themes include, e.g., the new typologies of welfare states, renewal of health socioeconomics, perspectives in social policy, demographic simulations, immigration and labour economics, social networks, segregation and spatial inequalities, gender, families and within-household inequalities, etc.

Learning Outcomes: The ambition of this seminar is to present a landscape of emerging and renewed issues in socioeconomics, to understand the new existing trends in this field, debate on theoretical adequacy and methodological added value for the renewal of research questions, with the active participation of junior and senior colleagues.

Workload: /

Type of Evaluation: Active participation, readings and sets of presentations/discussion sessions; attendance and contribution

Admission criteria: All PhD or early-career researchers whose work is related to the fields of socioeconomics are welcome to actively participate.

Remarks: /

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1.3.4 Research on Youth and Generations


Sascha Neumann & Robin Samuel (Institute for Research on Family and Generations) [email protected] [email protected]

Language: English




Course Description: Demographic, economic and social change affect the context of growing-up and intergenerational relations in most European societies. The end of the mononuclear family, decreasing birth rates and ageing societies, sustainability of public financing and “resource fairness” as well as solidarity between generations represent significant key words here. Thus, childhood and youth are more than just stages of life; they are also a structural element of the generational order of societies. The seminar will take on these topics and related theoretical and conceptual questions from different disciplinary perspectives including psychology, sociology and educational sciences.

Learning Outcomes: Conceptualizing childhood and youth with respect to intergenerational relations from a broad range of disciplinary perspectives; Relating the perspectives of childhood and youth research with each other; Develop capacity for interdisciplinary discourse

Workload: /


Admission criteria: All PhD or early-career researchers whose work is related to the fields of generations youth and childhood

Remarks: /

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1.3.5 Research Colloquium: Political Science


David Howarth and Various members of the institute [email protected]

Language: English


Semester/Dates: Winter and summer semester, dates TBC


Course Description: New doctoral candidates in the political science are required to attend these monthly seminars over at least two terms in order to obtain 2 ECTS. Doctoral candidates will present their work in an informal setting to seek feedback from other doctoral students and staff. There will be occasional presentations by other academic staff and visiting researchers on political science analytical approaches and concepts and political science-specific methodologies. These sessions will be open to non-political science doctoral students, notably students in DTU REMS.

Learning Outcomes: First, the course provides an opportunity for PhD students in Political Science to present their work to their doctoral student colleagues and other academic staff. The aim of these presentations and discussions is also provide constructive feedback to the doctoral students in order to help them develop their research projects. Second, there will be occasional staff and visiting academic presentations on some of the main analytical approaches and concepts of Political Science. Occasional additional methodological seminars of specific interest to Political Science doctoral students will also be offered.

Workload: /


Admission criteria: All PhD or early-career researchers whose work is related to Political science are welcome to attend.

Remarks: /

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1.4 Doctoral Programme in Psychology PhD Colloquia

1.4.1 Research colloquium: Psychological approaches in health, human development and learning processes


Georges Steffgen and all the colleagues of the school of behavioral sciences with the authorization to supervise a PhD [email protected]

Language: English


Semester/Dates: Winter and summer semester, from October till July; about 20 sessions; duration 90 minutes


Course Description: The colloquium is an in-depth training in contemporary theory and research in psychology, focusing on three main areas: health, human development and learning processes. In the colloquia PhD candidates will present their PhD project. Every session consists of 1 or 2 presentations followed by a discussion. PhD candidates will get detailed and constructive feedback/comments on their PhD projects from the audience especially from PhD supervisors.

Learning Outcomes: To be able to present a research question and project; able to react to (critical) questions; able to participate and discuss on different methodical and research issues

Workload: /


Admission criteria: PhD candidates in the field of Psychology

Remarks: /

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1.4.2 Learning and evaluation in technology enriched societies


Vincent König [email protected]

Language: English


Semester/Dates: from October to July, at least once a month, during lunchtime, duration 90 minutes; 10 -15 sessions (depending on the amount of registrations)


Course Description: In these colloquia, PhD candidates are invited to actively exchange research ideas, projects or results in

the areas of learning, evaluation and assessment tools with a strong emphasis on new technologies and their user experience. Every colloquium consists of 2 presentations of 25 minutes, each followed by questions/discussions of about 15 minutes and a general discussion of about 10 minutes. The audience is broad: PhD/Post-Doctoral researchers, lecturers, professors but also IT developers. PhD candidates (from early-stage to advanced-stage) can share their work and expect constructive feedback on various levels: theoretical or methodological, including study design (educational, experimental, human-computer-interaction, user experience, large-scale) and data analysis.

Learning Outcomes: Being able to present scientific work to an interdisciplinary audience, to embed the research within related but different disciplines, to give constructive feedback, to respond to (critical) questions, to critically discuss research topics. Cross-fertilisation of ideas and fostering collaboration within a multi- and inter-disciplinary community.

Workload: /



Remarks: /

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1.5 DTU CALIDIE Programme PhD Colloquia

1.5.1 DTU CALIDIE Colloquium


Adelheid HU, Gabriele BUDACH, Ingrid DE SAINT-GEORGES, Pascale ENGEL DE ABREU, Antoine FISCHBACH, Samuel GREIFF, Claudine KIRSCH, Romain MARTIN, Christine SCHILTZ, Sonja UGEN, Constanze WETH [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected]

Language: English

ECTS: 1 ECTS per year Activity type: Colloquium

Semester/Dates: Monthly colloquium, Tuesdays, 4.00 - 6.00 pm (Next sessions: 10 October 2017, 7 November 2017, 5 December 2017)

Room: Campus Belval

Course Description: This forum will provide supervisors and PhD candidates - as well as other researchers who are part of the teams led by DTU's supervisors - with an opportunity to present and discuss their work. PhD candidates will contribute to this format at least once a year by presenting the current state of their research.

Learning Outcomes: Regular attendance, Regular presentation of PhD project (work in progress); a) 20 hours/year b) 5 hours

Workload: 25 hours


Admission criteria: Mandatory for PhD candidates who are members of the DTU CALIDIE. Other PhD students interested in the topic of the DTU colloquium are invited to contact Adelheid Hu, coordinator of the DTU CALIDIE.

Remarks: The colloquium is foreseen for the whole period of the DTU (2017-2023). 1 ECTS is granted for participation

during one academic year. The maximum number of ECTS is 3.

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Courses

1.5.1 DTU CALIDIE Seminar: Key Concepts in Multilingualism from Different Research Perspectives: Language, Multi-/Plurilingualism and Learning"


Adelheid HU, Gabriele BUDACH, Ingrid DE SAINT-GEORGES, Pascale ENGEL DE ABREU, Antoine FISCHBACH, Samuel GREIFF, Claudine KIRSCH, Romain MARTIN, Christine SCHILTZ, Sonja UGEN, Constanze WETH [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected]

Language: English


Semester/Dates: 6 sessions: 10 October, 24 October, 7 November, 21 November, 5 December, 12 December; 2.00 - 4.00 pm

Room: Campus Belval

Course Description: In the compulsory seminar, entitled "Key Concepts in Multilingualism from Different Research Perspectives: Language, Multi-/Plurilingualism and Learning", DTU supervisors will introduce into their discipline specific approaches and methodologies offering insights into complementary ways of engaging with the overarching CALIDIE research question. Building cross-methodological understanding will be a key-concern of the seminar.

Learning Outcomes: Participants will be familiarized with multidisciplinary perspectives on key concepts within research on multilingualism.

Workload: 25 hours


Admission criteria: All PhD candidates whose work is related to the fields of Applied Linguistics, Education, Educational Linguistics, Pedagogy, Psychology, and Educational Testing and Assessment are welcome to attend.

Remarks: /

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1.5.2 DTU CALIDIE Retreat


Adelheid HU, Gabriele BUDACH, Ingrid DE SAINT-GEORGES, Pascale ENGEL DE ABREU, Antoine FISCHBACH, Samuel GREIFF, Claudine KIRSCH, Romain MARTIN, Christine SCHILTZ, Sonja UGEN, Constanze WETH; J. D. ten Thije, Marc Brysbaert [email protected], [email protected], [email protected], [email protected], [email protected],

[email protected], [email protected], [email protected], [email protected], [email protected], [email protected]; [email protected]; [email protected]

Language: English

ECTS: 2 Activity type: Colloquium

Semester/Dates: November 24, 10.00 am - November 25, 1.00 pm

Room: Youth Hostel Remerschen, 31 Waistrooss, L-5440 Remerschen

Course Description: The 3 Annual Away Days of the DTU CALIDIE are an important part of the DTU, which provide space for discussion and training for both students and supervisors. In 2017, the students will present their projects with posters and get feedback from the supervisors and two international experts: Prof. Dr. Marc Brysbaert (Ghent University) and Dr. J. D. ten Thije (Utrecht University). This common training will enhance the group identity of the CALIDIE supervisors and create a valuable base of common knowledge and experience.

Learning Outcomes: Scientific feedback on individual PhD projects; insight into multidisciplinary approaches into research on multilingualism in education; exchange with international experts

Workload: The DTU CALIDIE will organise three retreats in 2017, 2018 and 2019 with app. 12 contact hours each (36 contact hours in total). Approximately 14 hours are foreseen for preparation.


Admission criteria: The retreats are mandatory for the DTU CALIDIE PhD candidates. Other PhD students interested in the retreats are invited to contact the DTU coordinator Prof. Adelheid Hu for participation.

Remarks: /

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2. Interdisciplinary Training

2.1 Interdisciplinarity and Comparative Literature


Jeanne Glesener [email protected]

Language: Various


Semester/Dates: Winter semester Every second Thursday from 1.30 to 4 p.m.

Room: Belval, TBD

Course Description: Comparative literature as a discipline describes itself as intrinsically interdisciplinary. Interdisciplinary

comparison in the past was mainly carried out with the other non-literary arts (music, painting, and cinema) and interartistic comparison remains a privileged field of enquiry. For some time now the discipline experiences a widening if its investigations into other fields such as cultural anthropology, cultural studies, geography, history, linguistics and sociology for instance. This raises intriguing questions with regard to theory, methodology and practice some of which will provide the baseline to the discussions in this seminar. After an introductory session on comparative literature, the remaining session will be dedicated to working on and with texts addressing the issue of interdisciplinary comparison based on concrete case studies. The last session will be a participant-led session where the doctoral candidates reflect on interdisciplinary challenges they face in their own research.

Learning Outcomes: IDENTIFY methodological plus-value of interdisciplinary comparison; CRITICALLY assess the limits of interdisciplinary approaches; ENGAGE in critical academic discussions

Workload: 60


Admission criteria: Strictly speaking none. As the set texts for the discussions will be in English, French and German, good passive knowledge of these three languages is however a prerequisite.

Remarks: Doctoral candidates wishing to enrol in the course will kindly provide a 1-page summary of their doctoral thesis, stating the theories and methodologies they are working with.

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2.2 Gender perspectives reading group


Julia De Bres [email protected]

Language: English and French

ECTS: 2 Activity type: Reading group

Semester/Dates: Winter semester. Meetings of 90 minutes every two weeks, dates and times for sessions to be decided at first meeting.

Room: Small seminar room, preferably in MSH, with PowerPoint projection facilities

Course Description: This reading group seeks to draw together doctoral candidates and early-career researchers working on topics either centrally or tangentially related to gender. While the FLSHASE does not incorporate a specific

structure focusing on gender studies, many researchers address gender as part of their research. At present, there is little formal opportunity for exchange to explore the multiple theoretical, methodological and analytical issues that arise in research on gender. These issues are not straightforward, and many researchers are likely to be addressing similar concerns, potentially in relative isolation from one another. Moreover, this is an exciting period for exploring gender issues in general, given increased societal attention to addressing and reconstructing concepts such as feminism(s), intersectionality, heteronormativity, the gender binary, and gendered social activism (among others). This reading group is intended to enable researchers to learn from each other about differing contemporary perspectives on gender across the humanities and social sciences. Rather than following a strict instructor-led programme, the concept is for each participant to lead a session, which will include: proposing a reading relevant to the researcher's own approach to gender (potentially from within their research discipline), facilitating a guided discussion based on this reading, presenting gender aspects related to the researcher's own (PhD or other) work, and seeking constructive feedback from other participants. An introductory session led by the instructor will present the concept of the reading group in more detail, and in the second session the instructor will provide an example (from the field of sociolinguistics) of how future sessions might proceed. Researchers working on any topic closely or loosely relevant to gender are warmly encouraged to enroll; participants do not need to be experts in gender studies as the idea is for everyone to learn together.

Learning Outcomes: ACQUIRE understanding of diverse theoretical, methodological and analytical approaches to gender across the humanities and social sciences; REFINE and ARTICULATE one's own research approach to gender; LEAD a group discussion session on issues relevant to contemporary gender research; CONNECT with other researchers working on related topics.

Workload: The number of sessions will depend on the number of participants who enrol, so the hours below are provisional. 1) contact hours: 15 hours, 2) reading: 20 hours, 3) preparation of researcher-led session: 15 hours


Admission criteria: All PhD or early-career researchers whose work is related to gender (to any degree) are welcome to attend.

Remarks: The reading group is conceived of as bilingual in English and French. This means that participants can lead a session in either of these languages, readings can be in either language, and participants can contribute to the discussion in English or French. A discussion on language use will be included in the first session to ensure that all participants feel comfortable with the bilingual approach.

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2.3 Liminal Imaginaries and Lateral Thinking


Nathalie Roelens [email protected]

Language: French or English (depending on the registrations and requests by the students)


Semester/Dates: Winter semester. 7 weekly sessions of 2 hours, on Thursdays 11:30, starting 9 November

Room: Campus Belval, TBD

Course Description: In a first theoretical part, the concept of liminality will be sounded as a cross-disciplinary item: in sociology, psychoanalysis, urban studies, literature (see the Passe-Muraille by Primo Levi), fine arts (from Van Eyck

till Francis Alÿs), architecture (“threshold” in Venturi, “porosity” in Benjamin), philosophy (“power relations”, in Foucault and Agamben). Since violation and bridging is inherent to boundaries, our second part sprouts from our first part. The aim of this methodological section is indeed to verify the heuristic legitimacy of lateral thinking, a paradigm shift in 20th century epistemology, allowing federating and short-circuiting items from different fields: drawing back to Ginsburg’s indexical paradigm and Eco’s abduction, leading to the rehabilitation of Aby Warburg’s Bilderatlas by Didi-Huberman. Lateral thinking considers montage of heterogeneity as generating a plus value in understanding phenomena.

Learning Outcomes: The scope of this course is to show how flexible heuristic tools in the Humanities can constitute a challenge for scientific thinking in general.

Workload: 50 hours



Remarks: Students will be asked to compose word and image panels or "mood boards" (based on Benjamin's Denkraum) as a conceptual cartography useful for their own research; the panels will be shared and discussed with the group in the last sessions.

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2.4 Practical Teaching Skills


Agnès Prüm and Michelle Brendel [email protected] [email protected]

Language: English

ECTS: Winter Semester: 2 ECTS

Summer Semester: 3 ECTS

Activity type: Seminar

Semester/Dates: Wednesdays, 15-16.30h or 16.45-18.15 (double session)Pre-enrolment meeting 18.10, further meetings 25.10., 08.11., 22.11., 06.12., 13.12.2017


Course Description: Teaching is an integral part of academic life, and yet the assumption that as a specialist in their fields, academics will be able to teach ‘naturally’ often still prevails. As a result, many scholars start their teaching careers with little support or formal training, and few opportunities to discuss approaches and difficult classroom situations. In our experience, however, exchange, support and feedback can both enhance and accelerate the so-called ‘natural’ learning process we go through as teachers, and the aim of this course is to provide members of the Faculty Doctoral School with teaching experience as well as a supportive framework that will encourage dialogue, self-reflection and professional development. Participants will be involved the designing and co-teaching of an interdisciplinary seminar at Bachelor level; they will participate in the conceptual development of the course, its planning and implementation, and all aspects pertaining to the evaluation of the students’ progress (assessment, feedback, counselling, etc.). In regular debrief meetings, participants will be encouraged to share their impressions and experiences, and to discuss the students’ progress, as well as possible strategies for dealing with difficulties or complicated issues. The role of the course coordinators is to provide a supportive and encouraging learning environment in which participant PhD candidates obtain the support, feedback and practical advice they need in order to develop their teaching skills, while ensuring that the experience and progress of enrolled BA students meet expected academic standards.

Learning Outcomes: The aim of this course is to provide participants with a framework in which they can: develop their teaching, presentation and moderation skills: participants will be required to produce and

present syntheses of complex subject matters or concepts to a group of Bachelor students with little prior knowledge; they will be required to moderate seminar discussions and encourage students to work with complex ideas and theories;

develop team-teaching strategies and the interpersonal skills related to team work, including teaching approaches, adjusting expectations to a common standard (grading, feedback, etc.), providing constructive feedback to team members, etc.;

provide constructive assessment feedback and support to participating students.

Workload:



Remarks: To provide a full experience of the aspects described above, this course requires two phases: 1. Course Design (Winter 2017-18): conceptual development of the course (approach, workload, ECTS);

development of assessment and assignment strategy (type of assessment; topics); planning and preparation of materials. This part would have to take place in the semester preceding the course.

2. Implementation (Summer 2017-18): preparing individual seminars (discussions, lectures, presentations); providing feedback to students (marking, etc.) and colleagues (debrief and planning meetings: as the course is team-taught, each participating PhD candidate would be responsible for a reduced number of sessions, but would be required to attend all sessions, and be involved in the further planning and feedback process).


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2.5 Philosophy of Enlightenment


Prof. Stephen Buckle [email protected]

Language: English


Semester/Dates: Summer semester 2018; double sessions in 7 weeks or by individual arrangement


Course Description: The 18th century Enlightenment has suffered from being interpreted too much after the fact, by both supporters and critics. This course will attempt to provide a more accurate interpretation by placing it in its own times. In particular, it will emphasize how the scientific revolution of the 17th century effected a

break with the past, and, by installing new conceptions of knowledge and its foundations, undermined traditional authority in religion and politics as well as philosophy. Topics will include: the role accorded to Descartes’ Discourse as an ideological weapon against tradition; the central role played, even amongst the French, by the empiricism of Bacon, Locke and Newton; the ideal of “Reason” as the ideal of individual autonomy (not of rationalist philosophy), and its concomitant elevation of (a secularized version of) the idea of individual rights; Newtonian science and the rise of Deism and the argument from design; the consequent revival of Stoic and Epicurean ethical views; and the important role of Spinoza’s Theological-Political Treatise in the radical thought of the French Revolution. Particular attention will be paid to Hume’s Enquiry concerning Human Understanding, which captures key Enlightenment themes in its argument that a version of empiricism implies that the human being is an inertial machine, and as such incapable of plumbing nature’s depths, and therefore also incapable of knowing any putative religious truths.

Learning Outcomes: Students read with comprehension, and critically discuss, relevant passages from thinkers of the Enlightenment. They acquire a thorough understanding of the problems involved and the prominent views within and about the Enlightenment. They learn to relate historically adequate exegesis with systematic considerations.

Workload: 28 contact hours (7 weekly double sessions); 25 hours for preparation; 22 hours for a final papers

Type of Evaluation: written paper or oral exam

Admission criteria: Students should get in contact with the teacher in order to discuss preparatory studies.

Remarks: /

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2.6 Strukturalismus


Oliver Kohns [email protected]

Language: German


Semester/Dates: Wintersemester 15. Dezember (14:00 bis 17:00 Uhr), 12. Januar (11:00 bis 17:00), 26. Januar (11:00 bis 16:00)


Course Description: Der Strukturalismus war eine bestimmende Tendenz des intellektuellen Lebens im Frankreich der 1950er

und 1960er Jahre. Autoren wie Claude Lévi-Strauss, Roman Jakobson, Roland Barthes, Jacques Lacan und Michel Foucault entwickelten einen neuen Stil des Denkens, der in den „Humanities“ bis heute inspirierend wirkt. Das liegt zunächst daran, dass sich der Strukturalismus in einem höheren Ausmaß als andere theoretische Strömungen als Theorie definierte, d.h. als regelgeleitete Analyse eines gegebenen Materials. Außerdem ist der Strukturalismus in höchstem Maße interdisziplinär: Die Konzepte und Ideen konnten in der Linguistik, Ethnologie, Psychoanalyse oder Literaturtheorie gleichermaßen wirksam werden. Unser Seminar möchte ausloten, was sich heute noch aus der Lektüre der Klassiker des Strukturalismus lernen lässt. – François Dosse, Geschichte des Strukturalismus, 2 Bde., Frankfurt am Main 1999; Philipp Felsch, Der lange Sommer der Theorie. Geschichte einer Revolte 1960-1990, München 2015. Alle weiteren Texte werden vor der ersten Seminarsitzung zugänglich gemacht.

Learning Outcomes: /

Workload: 50 Stunden

Type of Evaluation: Mündliche Präsentation


Remarks: /

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2.7 Kulturtheorie


Georg Mein [email protected]

Language: German


Semester/Dates: Sommersemester, Daten werden noch bekanntgegeben


Course Description: Der Kurs behandelt ausgewählte Texte der Kulturtheorie von Kant bis Luhmann. Damit soll eine Grundlage für den reflektierten Umgang mit Theorieangeboten gelegt werden, die für geisteswissenschaftliche Forschung unabdingbar ist. Eigene Interessensbekundungen der Doktoranden sind höchst willkommen. In Kurzpräsentationen sollen die Studierenden das Verhältnis ihrer eigenen Arbeit zu kulturtheoretischen Fragestellungen beleuchten.

Learning Outcomes: Klärung der theoretischen Grundlagen der eigenen wissenschaftlichen Arbeit; Stärkung der Fähigkeit, die eigene Arbeit zu vorliegenden theoretischen und methodischen Ansätzen ins Verhältnis zu setzen.

Workload: 50 Stunden

Type of Evaluation: Präsentation


Remarks: /

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2.8 Journal Club "Numerical Cognition"


Christine Schiltz [email protected]

Language: English


Semester/Dates: Winter and summer semester, Thursdays, 12h-13h, Monthly, 3rd Thursday of the month

Room: Campus Belval, MSH, 3rd floor, Central meeting room

Course Description: In this course recent or seminal research reports in the field of numerical cognition are presented and critically discussed.

Learning Outcomes: (a) Being able to present a research paper in a clear and succinct manner. (b) Being able to critically analyse a research paper and its different parts (i.e. theory, methods, results). (c) Being able to critically and constructively discuss the content of a research paper (i.e. clearly formulating own opinions, receiving and understanding others opinions/arguments)

Workload: 30 hours


Admission criteria: Evaluation: Continuous evaluation of preparation and participation in discussion

Remarks: /

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2.9 Introduction to Data Science in R


Pedro Cardoso-Leite, Brice Clocher [email protected], [email protected]

Language: English


Semester/Dates: Summer semester, 4 to 5h of home work / week + 4 hours of workshop at UL / week for a total of 8 weeks. (total 72H)


Course Description: Data science is about transforming raw data into understanding. It involves activities such as pre-processing and documenting data, computing summary statistics, plotting meaningful relationships and writing reports. This course is designed to help you get started in data science using R and give you the tools to further progress autonomously in the future. This course will offer students access to high-quality online videos and interactive exercises (via datacamp.com). In parallel to these at self-paced lectures at home we will organise hands-on workshops to put your newly acquired knowledge into practice with concrete and relevant use cases. Students will work in small groups to address data-science related challenges in several projects. Groups may also suggest projects on their own.

Learning Outcomes: By the end of this course, the student should be able to program in R, be familiar with the main steps of a typical data science workflow and be able to find help when encountering new data science related problems.

Workload: 4 to 5h of home work / week + 4 hours of workshop at UL / week for a total of 8 weeks. (total 72H); No

preparatory work required before starting this course

Type of Evaluation: Active participation

Admission criteria:

Remarks: Course requires having a computer with access to Internet.

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2.10 PhD Reading Group


Sonja Ugen/Gabriele Budach Language:


Semester/Dates: Winter semester 2017-18. Classes will take place every other week on Wednesday from 10-11 (subject to change)


Course Description: Students will read papers on research in education from different fields or disciplines. Besides reading the assigned papers, they will prepare questions and discussion points for the in-class discussion. Students are encouraged to suggest papers to be read by the class. If students miss a class, they submit a summary of the assigned reading and their discussion points/questions by e-mail before class, so that their points can be discussed by the group.

Learning Outcomes: Students have read and learned to analyse articles on research in education and gained knowledge of literature, approaches and methods from different fields/disciplines in education research.

Workload: 24 hours


Admission criteria: Must be enrolled as a PhD student at the University of Luxembourg or the Universität der Grossregion

Remarks: Evaluation: attendance and class preparation / participation

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2.11 Heuristics and the art of theorizing


Ingrid de Saint-Georges /Gabriele Budach (both teaching all sessions) [email protected] [email protected]

Language: English


Semester/Dates: Summer Semester; meeting 10 x 2 hours or 5 x 3 hours (or any suitable combination except 'block courses')


Course Description: In social sciences and the humanities, students are exposed to a variety of theories and methodological approaches. They rarely learn, however, to actually theorize. In an hands-on approach, this seminar will explore how theorizing is done, the kinds of contexts that encourage discovery, the sorts of habits of thinking that can help coming up with new ideas (such as the use of analogies, metaphors, typologies, etc.), but also how writing can be useful for the thinking process It will also help locate different thinking moves across a variety of fields to help give substance to interdisciplinary thinking. The seminar will be based on both reading classics (Thinking through Writing by Horton; Methods of Discovery: Heuristics for the Social Sciences by Abbott ; The Art of Social Theory by Swedberg) and also by doing practical exercises of speculation on everyday life problems (working from puzzles and from observations)

Learning Outcomes: By the end of the seminar, the students: will have learn basic blocks of the theorizing process; they will have learned different strategies that are used in the social sciences and humanities for theorizing ; they will have experienced what it means to write for getting ideas; they will have a larger perspective on how different disciplines use recurring strategies for coming up with arguments and deepening them; they will be ready to apply this learning to their own doctoral thesis work and to move from their empirical data to conceptual ways of thinking and talking about it in order to ensure that their project has some power of generalization.

Workload: In addition to regularly attending the seminars, the students will be required to do the assigned readings (different chapters of the books listed above). They will be asked to work on small puzzles and/or empirical material at home and to come ready to discuss them in class.



Remarks: /

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2.12 Measuring psychological constructs - theory, application, and analysis


Ulrich Keller, Philipp Sonnleitner, Rachel Wollschläger (6 contact hours respectively) [email protected]; [email protected]; [email protected]

Language: English


Semester/Dates: Summer semester 2018 Room: Campus Belval, PC-lab required for the last two sessions

Course Description: This course tackles the measurement of psychological constructs. Covering theoretical foundations, test constructions, application of questionnaires / tests, and the psychometric methods.

Learning Outcomes: The students should be able to critically understand, apply, discuss, and evaluate measures of psychological constructs.

Workload: 50 hours


Admission criteria: basic R-skills

Remarks: /

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2.13 Analysing institutional interactions: insights from conversation analysis


Béatrice Arend Patrick Sunnen [email protected]; [email protected]

Language: English


Semester/Dates: Summer semester; 10 x 2 UE Room: Campus Belval, MSH, Panorama

Course Description: Communication lays the foundation of human beings’ lifeworld because it makes possible participants’ interactions and collaborations in everyday life, work and education. Hence, investigating communication is an important mission in the social sciences. This course provides an introduction to analysing video recorded interaction in institutional settings. The goal is to analyse communication in diverse situations (e.g. in schools, museums, social services, medical contexts) in order to investigate what people are actually doing together and how they understand their current actions. Interest in interaction encompasses both interaction among people but also interaction between people and artefacts. The readings draw upon ethnomethodology (EM) (Garfinkel, 1967) and conversation analysis (CA) (Sacks et al., 1974) which share a focus on situated activity. Bibliography: • Garfinkel, H. (1967). Studies in Ethnomethodology. Englewood Cliffs/NJ: Prentice Hall. • Gülich, E., Mondada, L. (2008). Konversationsanalyse. Tübingen: Max Niemeyer Verlag. • Mondada, L. (2013). The conversation Analytic Approach to Data Collection. In J. Sidnell, & T. Stivers (eds.), The Handbook of Conversation Analysis (pp. 32-56). Oxford. Wiley-Blackwell. • Psathas, G. (1995). Conversation Analysis. Thousand Oaks, London & New Delhi: Sage. • Sacks, H., Schegloff, E.A. & Jefferson, G. (1974). A simplest systematics for the organisation of turn taking in conversation. Language, 50, 4, 596-735

Learning Outcomes: By the course’s end, students should have a sense of this type of work as well as exposure to classic and contemporary studies. Students will also develop know-how on EM/CA based video analysis. The course is organized around two core activities: (1) readings of classic and contemporary studies and (2) practical and analytical work on video recordings.

Workload: 50 hours



Remarks: /

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2.14 Advanced quantitative methods for social scientists


Prof. Dr. Louis Chauvel; Prof. Dr. Philippe Van Kerm [email protected], [email protected]

Language: English


Semester/Dates: 3 hours each month (winter and summer semester)

Room: Campus Belval, MSH Computer room + MSA Lecture Room??

Course Description: This monthly 3 hours lab is devoted to the presentation of new quantitative methods or developments, statistical procedure, specialized software (in STATA, R, etc.) of specific value for social scientists. Each session is devoted to the theoretical presentation of a statistical method/tool, its implementation in one or several soft wares, the interest of different existing options, and their application to selected examples for concrete hands-on exercises or replication of research results. The first workshops/lab will be devoted to topics such as Event history analysis, Instrumental Variables regressions, Diff-in-Diff, Regression discontinuities, Quantile regressions, Age-Period-Cohort models, Treatment effect models and Oaxaca models, notably. The other sessions can be devoted to Optimal matching, Spatial analysis, Machine learning, Data mining, etc.

Learning Outcomes: ACQUIRE overview of recent developments in advanced methods; UNDERSTAND their statistical background, methodological and analytical added value; CRITICIZE potential limitations and risks of methods; PROCESS independently the methods on professional examples; CONNECT with other researchers.

Workload: 50 hours

Type of Evaluation: Readings and redaction of a synthesis based on a set of presentations/discussion session; attendance and contribution

Admission criteria: All PhD or early-career researchers whose work is related to advanced quantitative methods are welcome to actively participate.

Remarks: /

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2.15 Advanced qualitative methods


Prof. Dr. Christian Schulz (coord.) Prof. Dr. Sascha Neumann (coord.) With: Graham Hughes, Michèle Baumann… [email protected] [email protected]

Language: English


Semester/Dates: 3 dates in summer semester (1 one day seminar + 2 follow-up sessions)


Course Description: This set of labs and workshops develops newer methods in qualitative methods for social sciences. Several workshops are to be organised, notably: 1-MAXQDA = In an interactive one day workshop, the participants learn how to use the basic functions of MAXQDA for coding and analysing texts, images and other qualitative data. Two follow-up sessions offer the candidates an opportunity to discuss problems occurring while using the software for their own PhD project. It also allows for discussing further aspects of qualitative data handling. 2-NVIVO: Within the large family of soft wares for computer assisted qualitative analysis, NVIVO is one of the most appropriate for teaching. Its methodological added value and its potential limitations give an opportunity for a critical introduction and then hands-on implementation on followed-up examples. [3- TBA including in the future "Introduction to social network analysis and visualization of data in Gephi”, offered by Michal Mochtak / "History and Political Science", offered by Josip Glaurdic / “Qualitative Comparative Analysis”, offered by Igor Tkalec / “Recent Developments in Institutionalist Analysis”, offered by David Howarth]

Learning Outcomes: - Acquire a thorough understanding of coding techniques and the handling of qualitative data (e.g. the use of quotes) - Learn the main functions of MAXQDA / NVIVO / etc. data analysis tools - Reflect upon possible biases and appropriate remedies

Workload: 50 hours


Admission criteria: All PhD or early-career researchers whose work is related to advanced qualitative methods are welcome to actively participate.

Remarks: /


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2.16 Course and Seminar: Inequality


Prof. Dr. Louis Chauvel; Prof. Dr. Conchita D'Ambrosio; Dr. Anne Hartung; Prof. Dr. Philippe Van Kerm + INTERNATIONAL INVITED SPEAKERS [email protected], [email protected] , [email protected], [email protected]

Language: English


Semester/Dates: Winter and summer semester, very two weeks

Room: Campus Belval, Black Box of MSH and LISER Conference room

Course Description: This interdisciplinary course and Seminar joins the course "Inequality" (16 hours) of the PRIDE DTU MINLAB (Migration, Inequality and Labour Markets) and a set of three seminars “Luxembourg Seminar on social inequalities and public policies” (Semilux), the LISER seminar and of the "Inequality and...?" Lectures. Semilux is a seminar that aims to integrate research on social inequalities in Luxembourg, the Grande Region and Europe, with cutting-edge research objective. This helps in the convergence of professional researchers, PhD candidates and policy analysts interested in social science research. The LISER seminar is a high level professional research meeting devoted to the debated presentations of research developed in relation with LISER. The "Inequality and...?" Lectures provide a forum where the research community, PhD candidates, the private and public sectors and the general public in Luxembourg can gather around a theme which researchers have traditionally associated with this country, namely, income studies in a broad sense.

Learning Outcomes: The course exposes the cutting edge knowledge on social and economic inequality and the seminar brings exposure to new international and Luxembourgish research. This seminar is an opportunity to develop important topics for PhD candidates in the domain of the social sciences of inequalities and their consequences notably in terms of socioeconomic stability. This specialised seminar provides specific knowledge and the up to date research developments in this field.

Workload: 50 hours


Admission criteria: All PhD or early-career researchers whose work is related to the fields of professional research in socioeconomics and social inequalities are welcome to actively participate.

Remarks: /

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2.17 Educational Policies, Systems and Inequalities


Prof. Dr. Andreas Hadjar; Prof. Dr. Justin Powell [email protected], [email protected]

Language: English


Semester/Dates: Summer semester Room: Aquarium, 3rd floor, Maison des Sciences Humaines

Course Description: This interdisciplinary course/seminar seeks to detect the ways educational policies and systems have changed over the 20th century, in particular after World War II. Education has become increasingly international, reflected in policies as well as in research on educational inequalities. Central issues we will address include educational system development and inequalities in educational inputs, outputs, and outcomes (life chances). How are inequalities over the life course affected by the institutional and organizational settings that particular educational systems provide? This involves debating theories and empirical findings on educational inequalities regarding characteristics (such as class, gender, ethnicity, and dis/ability) as well as on the status attainment process and educational outcomes (income, status, well-being, political participation, and so on), central goals not only of democratic societies but also of supranational governments and international organizations. Focusing specifically on educational inequalities in achievement and in the attainment of educational credentials, we will compare different educational systems using a variety of indicators. Furthermore, a longitudinal perspective will be employed to analyze institutional persistence and change, such as educational expansion and (continuous) educational policy reforms. Both classic theories and contemporary research findings will be discussed from a critical perspective to strengthen reflection and analytic skills. We will begin byr gathering information on the research interests and dissertation projects of the doctoral candidates present – to build upon and adapt the seminar.

Learning Outcomes: The seminar features space to review contemporary research, test understandings and ideas, discuss theoretical and methodological innovations in social science research, and develop potential research questions. Participants will prepare one session and thus learn to structure and moderate advanced discussions.

Workload: /


Admission criteria: All PhD or early-career researchers whose work is related to the fields of education policy, education systems, and educational and social inequalities are welcome to actively participate.

Remarks: To guarantee ECTS validation for the course, PhD candidates have to register additionally on Moodle. This registration is independent from any other registration/enrolment procedure.

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2.18 Topics in Public Policy


David Howarth Robert Harmsen Philippe Van Kerm Louis Chauvel [email protected], [email protected], [email protected], [email protected]

Language: English

ECTS: 1 ECTS per half-day workshop. Maximus of 2 ECTS.

Activity type: Workshop/Lab-course

Semester/Dates: Half day workshops. At least once per semester.

Room: Campus Belval

Course Description: Doctoral candidates in the social sciences can obtain up to 2 ECTS for participation in two half-day workshops (1 ECTS per workshop). The topics will include, inter alia, welfare regime transformation, higher education policy, labour regulations, social effects of ageing in Europe, environmental policy, the management of economic policy. Participating students will be expected to read assigned work in advance and, where appropriate, make presentations / participate in discussions.

Learning Outcomes: In depth advanced level interdisciplinary knowledge of a major topic in public policy.

Workload: Workshops will take place periodically and last for a half-day. All doctoral students are expected to read material sent to them in advance of the workshops

Type of Evaluation: Varying. Participation in the workshop. Presentations when required. Evaluation will be informal and through oral feedback.

Admission criteria: All PhD or early-career researchers in the social sciences.

Remarks: /

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2.19 Sustainable Development in Macro and Micro Regions: Conceptual and Methodological Training


Harlan Koff, Carmen Maganda [email protected]

Language: English

ECTS: 1 Activity type: Workshop

Semester/Dates: Summer Semester 2017-2018 Room: Campus Belval

Course Description: Regions” have become prominent in the fields of international relations, borderlands studies, geography, cultural studies, environmental studies, sociology, etc. Nonetheless, the literatures on micro-regions, defined as subnational units and macro-regions, defined as continental, sub-continental or trans-continental territories remain separate, even though scholars in the field of “regional studies” recognize the relevance of these units to each other. This Ph.D. seminar examines sustainable development debates in micro and macro regions and attempts to untangle the interactive relationships between these units of analysis in different parts of the world. The course will be divided into four sections. Part one examines theoretical and methodological developments in regional studies. Part two focuses on advances and challenges related to sustainable development in micro-regions. Part three discusses sustainable development in macro-regions and part four specifically discusses the relationships between micro and macro-regions. The focus of the course is the identification of mechanisms that link sustainability in different world regions at the micro and macro-levels.

Learning Outcomes: To investigate what sustainable development norms mean to communities in micro-regions

To examine how macro-regions, implement sustainable development norms

The identify mechanisms that link sustainable development initiatives in micro and macro-regions

To understand policy coherence for sustainable development at different regional levels

Workload:

Type of Evaluation: 1 research assignment of a topic of each student’s choice that is related to the course


Remarks: /

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2.20 An introduction to user experience design and evaluation methods


Vincent Koenig Carine Lallemand [email protected] [email protected]

Language: English

ECTS: 2 Activity type: Seminar & Workshop

Semester/Dates: Summers Semester 2017-2018 Room: Campus Belval, MSA and Lab

Course Description: The ever growing trend for digital tools is confronting PhD candidates with new challenges when it comes to designing or evaluating technologies and underlying services. The present seminar blends foundational and methodological contents with applied exercises to train the participating students in getting familiar with the most important tools drawn from the field of Human-Computer Interaction (HCI) and User Experience (UX) design. It will help them choosing the right methods for their research objectives and enabling them to apply the methods in the lab and in the field. Participants will understand the process of designing and evaluating how humans interact with technology; they will gain a better understanding of pragmatic (cf. utility, usability) and experiential (pragmatic, emotional, hedonic; cf. user experience) properties shaping these interactions. Designing for optimal user experiences and increased technological acceptance will be an asset in the participants' projects. Two main use cases (Computer-Based Assessment - CBA; socio-technical security) will be addressed throughout the sessions, while additional concrete use cases might be suggested by participants.

Learning Outcomes: Understand the multi- and inter-disciplinary approach required when focusing on technology-intensive research topics. Discover the user-cantered design process along with design thinking philosophy and methods. Learn how to choose the most appropriate methods to support your research, and how to apply them efficiently, and in compliance with ethical standards. Learn to take HCI design and evaluation decisions, based on empirical data (both quantitative and qualitative). Learn to apply methods in the lab and in the field for supporting optimal user experiences.

Workload: 50 hours

Type of Evaluation: Exam, practical


Remarks: /

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2.21 Summer School: Cultural Psychology as an interdisciplinary synthesis


Prof. Dr. Jaan Valsiner, Dr. Isabelle Albert, Dr. Elke Murdock [email protected]; [email protected]; [email protected]

Language: English

ECTS: 3 Activity type: Summer School

Semester/Dates: Annual summer school - First summer school 2018


Course Description: The summer school is dedicated to bringing the advanced know-how in contemporary cultural psychology to the students and provide an arena of guidance for the implementation of that know-how into the research projects of the participants. As a new field that has emerged between psychology (developmental and social), cultural anthropology, history, and education, cultural psychology provides novel approaches to issues that are relevant to contemporary societies - migration, globalization, identity processes, and transgenerational family relations. Different contemporary systems of cultural psychology will be covered together with their historical roots. Students will obtain a thorough understanding of these perspectives and their creative applications in their projects.

Learning Outcomes: The students will learn to critically review their respective research projects in light of the frameworks of cultural psychology. Students will be encouraged to develop approaches to overcome limitations. Students will also get a chance to prepare publishable materials, based on their critical reflections, which could be published as part of the international book series Perspectives on Human Development (Information Age Publishers, USA). Key learning objectives can be summarized as - developing critical reflections and turning these into a publishable material.

Workload: Pre-reading - 10hrs, Summer school attendance - 3 full days, Homework 10 hrs



Remarks: Even though this summer school is offered within the Psychology Track it is open to students from other disciplines. It is planned to turn this summer school into an annual event. Participants could prepare publishable materials for an Annual Report form the Luxembourg School of Cultural Psychology. Depending of the focus on each summer school different guests speakers could be invited in addition to the Core team of lecturers.

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2.22 Media use and effects – A multidisciplinary perspective


André Melzer [email protected]

Language: English

ECTS: 2 Activity type:

Semester/Dates: Summer semester, weekly, 10 sessions x 90 min

Room: TBD

Course Description: Thanks to the proliferation of media technologies and the increasing integration of media in almost any part of life, questions of how and why people use media as well as the effects of media use are currently discussed in a number of scientific disciplines. It is the aim of this seminar to introduce students to theories of psychology, communication science, and other disciplines, to provide an overview of some of the primary areas of media research. We will examine these theories in the context of media usage and the various effects of media on human emotion, cognition, and social behaviour. Following a general introduction to media, students will work and finally present the outcome of their own research on selected topics from the different scientific perspectives, including, for example, developments in media theory, developmental issues in media psychology, advertising, media representations of social groups (e.g., gender, ethnicity), excessive and pathological media use, and video games and interactive media.

Learning Outcomes: As a result of this introductory course in media use and effects, students gained knowledge in the following essential topics: - They are familiar with major theories of media, including, but not limited to, theories from psychology that apply to the use and effects of media technologies (e.g., persuasion, attention, social influence, cognition, emotion) - They gained insight in selected findings on the design of media for use in the context of, for example, advertising, social communication, or entertainment - They gained insight in selected findings on the effects of media on attitudes and cognition, cognitive development, emotions, and social behaviour - They are able to analyze research on media effects critically - They gained insight in research on interactive media (internet, video games) - They acquired further skills in presenting selected scientific topics (from various fields of media research).

Workload: 50 hours


Admission criteria: Any graduate students in humanities (e.g., psychology, philosophy, media studies, communication).

Remarks: Type of evaluation: grading of student's individual oral presentation

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3. Transferable Skills 3.1 General courses open to all PhDs

3.1.1 Lecturing and Teaching at the University


Claudine Kirsch [email protected]

Language: English


Semester/Dates: Either 02.05, 09,.05 and 23.5 or 24.04, 8.5 and 22.5 or 09.05, 16,.05 and 30.5

9h45– 16 h30 (a break of a hour is included for lunch)


Course Description: Learning theories; Key methods; Teaching strategies; Lesson planning; Formative assessment; Learning environment

Learning Outcomes: Participants will Identify their own beliefs regarding ‘good’ teaching; Develop some knowledge and understanding of key psychological and pedagogical concepts

relevant to teaching; Develop some knowledge and understanding of lesson planning (e.g. learning cycle, the learners’

needs, learning objectives, progression, methods, resources, pace, assessment);

Develop confidence when presenting in front of students

Workload: /

Type of Evaluation: Reflection paper


Remarks: Course pre-work 1 You will write a short piece of work on what you perceive to be good teaching and explain why. Course pre-work 2 Prepare a 15-minute session on a topic of your choice. You can teach a skill or familiarize fellow students with a new concept. Define learning objectives and choose relevant teaching strategies and resources. You will teach this session to your fellow students in the last session and discuss your lesson plan.

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3.1.2 Citing and managing references


Bob Reuter [email protected]

Language: English


Semester/Dates: Summer semester, 1 day workshop


Course Description: To succeed in publishing scientific articles, the structure, style, format, citations and references of the text have to be prepared in a very specific way, mostly according to APA standards. In this workshop, students will learn tools which will help them to apply the APA standards while preparing their manuscripts.

Learning Outcomes: Be able to prepare a manuscript of a scientific article to be published in a peer-reviewed journal, to be familiar with APA norms, to be able to manage references efficiently.

Workload:

Type of Evaluation:

Admission criteria:

Remarks:

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3.2 Transferable skills courses with priority for DTU Digitial History and Hermeneutics

3.2.1 Digital Source Criticism (DTU skills training)


Prof. Dr. Andreas Fickers; Dr. Stefania Scagliola; Andy O’Dwyer [email protected]; [email protected]; [email protected]

Language: English


Semester/Dates: Winter semester, 30-31 October 2017, 09h00-17h30

Room: Digital History Lab, Maison des Sciences Humaines (MSH)

Course Description: Historians of the 21st century need to be aware of how the transformation from analogue to digital affects the epistemological value and appearance of a source. The traditional way of questioning the authenticity of a document by finding out who created it, at which time, for which purpose and in which context, has been challenged now that the prefix ‘digital’ has been added to ‘source criticism’. This skills training explores the meanings and practices of ‘Digital Source Criticism’, the critical appraisal of digital sources of knowledge that can be retrieved from the web. It poses the question how the digital turn requires a further reconsideration of the historian’s craft. The training is organized by the Doctoral Training Unit (DTU) on Digital History and Hermeneutics (DHH). It is dedicated to PhD candidates with an interest in digital history and hermeneutics, source criticism, and digital literacy.

Learning Outcomes: The training gives an introduction to digital source criticism as a fundamental skill in digital historical research.

Workload: Workload corresponds to 16 contact hours, 4 preparatory work hours, and 5 homework hours. The course consists of two intensive training days with a mix of theoretical discussions, self-reflexive presentations, and hands-on experiments. After the training, participants will engage in a collaborative exercise. The objective of this exercise is to write a self-reflexive report, in which students reflect on their training experiences and present the outcomes of their own source transformation processes.



Remarks: /

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3.2.2 Database Structures (DTU skills training)


Prof. Dr. Martin Theobald, Dr. Robert C. Kahlert (KU Leuven)

Language: English


Semester/Dates: Winter semester, 16-17 November 2017, 09h00-17h30

Room: Room 2.180, Maison du Savoir (MSA)

Course Description: What are (big) data? What are databases? What are database structures? What can we do with them? This skills training provides an introduction to different database systems and applications, and how to work with them in historical research. The training day offers an introduction to hand-curated data, and the various ways it can be stored: blog entries, text files, presentations, office documents, Wikis, note-taking software, spreadsheets, SQL databases. We will look at what data is, how to gather and encode it, how to link it back to its point of origin, how to normalize it, and what to do if you need more than the software supports. The training’s second day approaches the topic of database structures from the perspective of big data. It provides an overview of current trends in distributed data management. We will have a look at how different data forms (incl. text, XML and JSON) can be handled by open-source libraries and directly be processed in a distributed environment using the Apache Spark platform. The training is organized by the Doctoral Training Unit (DTU) on Digital History and Hermeneutics (DHH). It is dedicated to PhD candidates with an interest in database structures, big data, data modelling, and data management.

Learning Outcomes: The training gives an introduction to working with database structures and systems as one of the fundamental skills in digital historical research.

Workload: Workload corresponds to 16 contact hours, 4 preparatory work hours, and 5 homework hours. The course consists of two intensive training days with a mixture of theoretical discussions and hands-on experiments.

After the training, participants will engage in a collaborative exercise. The objective of this exercise is to write a self-reflexive report, in which students reflect on their training learning experiences and, if possible, how to apply them in their own research projects.



Remarks: /

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3.2.3 Introduction to Programming (DTU skills training)


Dr. Folgert Karsdorp (Meertens Institute) [email protected]

Language: English


Semester/Dates: Winter semester, 4-8 December 2017, 09h00-17h30

Room: Room 2.200 and 2.180, Maison du Savoir (MSA)

Course Description: This workshop provides an introduction to computational text analysis with Python for scholars in the Humanities. Computational text analysis has gained popularity across different fields in the humanities, with successful applications such as computational authorship attribution, personality detection, linguistic profiling, and topic modelling. The goal of the workshop is to introduce common technologies used in computational text analysis and to make participants familiar with the dominant programming language taught at universities, Python and its ecosystem. The training is organized by the Doctoral Training Unit (DTU) on Digital History and Hermeneutics (DHH). It is dedicated to PhD candidates with an interest in programming, Python, and computational text analysis.

Learning Outcomes: Participants are introduced to computational text analysis with Python and how to apply this in humanities research.

Workload: Workload corresponds to 40 contact hours, 5 preparatory work hours, and 5 homework hours. The course consists of a full-week intensive training with a mixture of theoretical discussions and hands-on experiments. After the training, participants will engage in a collaborative exercise. The objective of this exercise is to write a self-reflexive report, in which students reflect on their training learning experiences and, if possible, how to apply them in their own research projects.



Remarks: /

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Requests for travel approval and reimbursement

The rules for obtaining any financial aid are the following: 1. You are entitled to up to 500 euros (once across the course of your degree) to present a paper at an international conference for which you wish to gain ECTS. 2. You are entitled to up to 500 euros (once across the course of your degree) to attend a summer school/international course for which you wish to gain ECTS. 3. No mobility grants are available in 2017 (with the exception of grants for which funding has already officially been approved). 4. The DSHSS will fund the travel costs associated with your PhD defense (i.e. flights of jury members, etc. …), up to a maximum of 1,000 euros. Any shortfall will need to come from other sources. 5. The DSHSS will not be able to contribute to catering associated with PhD defenses. 6. The DSHSS will not be able to contribute to any CET costs in 2017. We suggest you run CETs by Skype or other means for the current year. For any expenses that you wish to claim through the DSHSS (e.g. travel costs under points 1 and 2 above) please submit a travel authorization form to our secretary Ms. Aline Chambige ([email protected]) well in advance of your departure. You may then submit an expense claim by the same process on return. To ensure that you acquire ECTS for these activities, you will need to have your supervisor fill out a form once you have returned, along with proof of your attendance at the conference or summer school, and submit this to Ms. Sanda Cuturic as well. The requests for travel approval are highly recommended to secure the prior consent of the budget holder before incurring expenses for travel, a trip and/or accommodation and thus to avoid any refusal of reimbursement upon returning. They are required if an employee or official of the UL who travels on assignment for the UL wishes to be covered by the UL insurance. Approved requests for travel approval authorize the commitment of expenditures; the legal, regulatory and procedural provisions remain applicable. After the cost has occurred (i.e. after travel), you need to declare the cost. Everyone prepares his or her declaration by completing a single bilingual form made available on the intranet. The completed declaration has to be sent to the secretariat of the budget holder concerned with all required documentation.

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Request for travel approval and reimbursement

download the form "Demande d'autorisation de voyage et de séjour"

fill in the neccessary information, please pay attention to the OTP and your personal ID, sign it and ask your

supervisor to sign too

send it to the secretary of the DS so that the Head of the DS can sign it

after your trip, fill in the "Declaration de frais" form and send it signed to the Secretary of the DS. Don't forget to

attach all original bills, invoices etc. to it

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ECTS for conference presentations, scientific publications and summer schools

Doctoral School in Humanities and Social Sciences

Conditions and procedures for obtaining ECTS for scientific publications, conference presentations

The Doctoral School in Humanities and Social Sciences (DSHSS) offers the opportunity for doctoral candidates to obtain ECTS for writing a scientific publication and/or making a conference presentation, within the disciplinary module of training within the DSHSS. Candidates can also acquire ECTS for attending a summer school1, within either the disciplinary or interdisciplinary modules of training, depending on the topic of the summer school. This document describes the conditions candidates need to meet in order to acquire ECTS for these activities, as well as the procedures that need to be followed.

1. General principles relating to publications and conferences

ECTS are given for these activities on the basis that they form part of the essential academic training of doctoral candidates and are embedded into their work on the PhD thesis. It is important to recognise that there are diverse traditions among disciplines when it comes to norms relating to publications and presentations. For this reason, the criteria for acquiring ECTS for these activities are kept very broad in the description of requirements below and allow a flexible adaptation to these diverse traditions. It is equally important to ensure that ECTS are only given for significant high quality work on the part of the doctoral candidates, in line with the ECTS policy of the DSHSS. As per this policy, the allocation of ECTS should:

reflect the quality of training offered within the DSHSS;

ensure fairness in the demands made of doctoral candidates;

contribute to the reputation of the DSHSS as a rigorous training programme.

For this reason, supervisors are required to formally acknowledge that doctoral candidates have met quality criteria in their discipline in order for them to acquire ECTS for these activities.

1 We understand this term to refer to any form of intensive residential course, independent of the time of year at which it occurs.

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2. Requirements

2.1 Scientific publication ECTS: 2 Description: This module involves the preparation and submission of a scientific publication on the candidate´s doctoral work. Depending on the traditions of the discipline, this may be a single-authored publication or a multi-authored publication, and the publication may be:

- an article in an international peer-reviewed scientific journal

- a paper in proceedings of an important conference

- a chapter of a book

- a monograph

- other possibilities.

Whatever the format of the specific publication, the essential criteria are that:

- the doctoral candidate has put significant work into the manuscript

- the publication is of high scientific repute within the discipline

- the manuscript has been/will be peer-reviewed

- the publication is international in scope/audience.

The candidate can only acquire ECTS once for this activity. Learning outcomes:

WRITE and SUBMIT a scientific publication according to the requirements of the relevant publication

DEVELOP skills in academic writing

RESPOND constructively to feedback from editors/reviewers

Assessment:

Submission of a manuscript to a high quality publication

Review can be pending: minimum requirement is formal acceptance by editor (eligibility check) and

transmission to reviewers (status: “under review”)

The supervisor must formally agree that the candidate has met the necessary requirements for the

granting of ECTS

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2.2 Conference presentation ECTS: 2 Description: ECTS are given to acknowledge the doctoral candidate’s initiative to present his or her doctoral work at an international conference. This encompasses submission of an abstract, preparation of the conference presentation (manuscript/slides/poster), participation in the conference, and the respective follow-up (networking, publication plans, etc). Depending on the traditions of the discipline, the conference presentation may be:

- a single-authored presentation or a multi-authored presentation

- presented alone or with one or more colleagues

- a paper presentation or a poster presentation

Whatever the format, the essential criteria are that:

- the doctoral candidate has put significant work into the presentation

- the conference is of high scientific repute within the discipline

- the abstract has been peer-reviewed

- the conference is international in scope/audience.

The candidate can only acquire ECTS once for this activity. Learning outcomes:

WRITE an abstract for a conference presentation

PREPARE a conference presentation

GAIN experience in presenting to an international audience

NETWORK with the scientific community

Assessment:

Acceptance of presentation abstract at a conference

Active participation in the conference (attendance and presentation of work)


granting of ECTS

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2.3 Summer school ECTS: 2 Description: ECTS are given to acknowledge training undertaken by the doctoral candidate in the form of an intensive residential course (summer school, winter school, etc) on a topic relevant to their PhD research. The candidate can acquire ECTS more than once for this type of activity, upon the approval of the Head of the Doctoral School. Learning outcomes:

RECEIVE intensive specialized training in an area of relevance to the PhD candidate’s work

NETWORK with the scientific community

Assessment:

Acceptance at a summer school

Active participation in the summer school


granting of ECTS

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3. Procedures Doctoral candidates should follow the procedures below for obtaining ECTS for the above activities:

• When you have met the criteria for one of the activities above, ask your supervisor to sign the relevant

form included in section 4 of this document

• Submit this form to the secretary of the DSHSS (Sanda Cuturic; [email protected])

• Your ECTS will appear on your transcript after the subsequent jury d´examen (held at the end of each

semester)

Doctoral candidates are eligible for 500 euros from the DSHSS once during their degree to travel to present at a conference for which they will gain ECTS, and 500 euros once during their degree to travel to a summer school for which they will gain ECTS. Doctoral candidates wishing to take advantage of this funding should:

Submit an autorisation de voyage form to the DSHSS office before travel,

Make an expenses claim on return from travel, attaching proof of expenses and proof of

o attendance at the conference; or

o attendance at the summer school, as well as supporting materials indicating the topic and

workload of the summer school.

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4. Forms The forms to use for obtaining ECTS for scientific publications, conference presentations and summer schools

are included on the following pages.

Request for ECTS to be granted by DSHSS for scientific publication

I, _________________________________________, supervisor of the doctoral candidate

__________________________________________, confirm that he/she is eligible to receive

2 ECTS within the ´disciplinary training´ module of the Doctoral School in Humanities and Social

Sciences, on the basis of having submission of a manuscript on his/her doctoral work to a scientific

publication, the manuscript being entitled:

__________________________________________________________________________

As supervisor, I confirm that:

- the doctoral candidate has put significant work into the manuscript

- the publication is of high scientific repute within the discipline

- the manuscript has been/will be peer-reviewed

- the publication is international in scope/audience.

Signed: ____________________________________________

Date: _____________________________________________

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Request for ECTS to be granted by DSHSS for conference presentation



2 ECTS within the ´disciplinary training´ strand of the Doctoral School in Humanities and Social

Sciences, on the basis of having made a presentation on his/her doctoral work at a scientific

conference, the presentation being entitled:

__________________________________________________________________________

As supervisor, I confirm that:

- the doctoral candidate has put significant work into the presentation

- the conference is of high scientific repute within the discipline

- the abstract has been peer-reviewed

- the conference is international in scope/audience.

Signed: ____________________________________________

Date: _____________________________________________

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Request for ECTS to be granted by DSHSS for summer school2



2 ECTS within the Doctoral School in Humanities and Social Sciences, on the basis of having

attended a summer school entitled:

__________________________________________________________________________

Based on the topic of the summer school, this ECTS should be attributed to the following module

within the candidate’s doctoral training programme:

disciplinary training

interdisciplinary training

Signed: ____________________________________________

Date: _____________________________________________

2 We understand this term to refer to any form of intensive residential course, independent of the time of year at which it occurs.

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