معرفی
Prof. Dr. Carla Bohndick serves as Professor for Teaching and Learning at the Hamburg Center for University Teaching and Learning (HUL) at the University of Hamburg since May 2024. Previously, she held a Junior Professorship with Tenure Track position at HUL from October 2017 to May 2024. Her academic career includes research assistant positions at the University of Koblenz-Landau (2016-2017) and the University of Paderborn (2011-2016).
Dr. Bohndick earned her Magister Artium in Educational Science, Psychology, and Business Administration from Ludwig-Maximilians-Universität München (2007-2011), followed by a Doctor of Philosophy in Psychology from the University of Paderborn (2012-2015).
Her research focuses on the psychological and social dimensions of higher education experiences. Dr. Bohndick investigates how students perceive the relevance and value of their studies, examining factors that influence academic motivation, integration, and success. She employs both quantitative and qualitative methodologies to understand the complex relationships between teaching approaches, student characteristics, and educational outcomes. A significant portion of her work addresses the Scholarship of Teaching and Learning (SoTL) and its relationship to disciplinary research.
Analysis of Dr. Bohndick's recent publications reveals a consistent focus on student experiences in higher education. Her work spans multiple dimensions including psychological aspects of learning, social integration, academic motivation, and the perceived relevance of studies. She has developed several measurement instruments, including the WERT scales for assessing perceived professional and social relevance of studies and a scale for measuring study satisfaction in higher education. Her scholarship demonstrates strong connections between educational psychology and practical applications in university teaching.
Dr. Bohndick has successfully supervised doctoral students including Dr. Andreas Eimer (2024) who researched employability in higher education contexts, and Dr. Jonas Breetzke (2024) who investigated disciplinary differences in student motivation. Her mentorship extends to developing measurement instruments and conducting systematic literature reviews on enhancing study relevance.
As a leading researcher in the Scholarship of Teaching and Learning (SoTL), Dr. Bohndick contributes significantly to understanding the complex relationship between disciplinary research and teaching-focused inquiry in higher education contexts. Her work bridges educational psychology and practical applications in university teaching, with implications for curriculum development, faculty training, and student support services.
