Faculty Excellence at UMUC

Interviewer:

Please tell us about yourself—what made you decide to teach at UMUC? What kind of work do you do when you are not teaching at UMUC? Are there any life experiences that have influenced your teaching at UMUC? If so, please share one story.

Bruni Kuenne:

I was teaching English at a German Gymnasium (Prep School) when I had my first child. Balancing child rearing and career responsibilities appropriately can be quite difficult. Fortunately, UMUC’s European Division’s flexible course schedule enabled me to continue teaching and fulfill my primary duties of raising three children, managing a household, and caring for my invalid father.

In addition to acting as a secretary for my husband’s business, I teach German to UMUC colleagues and women in my community from Afghanistan, Iraq and Iran on a volunteer basis. Although I have been involved in numerous community committees and projects, I especially enjoy translating German texts into English or vice versa for newspapers or community institutions such as museums, historical institutes, etc. Politically, I am an active member of Democrats Abroad Germany and of the German SPD. I am also a member of Soroptimist International.

Since I have been living in a predominately German environment for many years, teaching American students and interacting with American and German colleagues has refreshed and benefited my personal life tremendously. UMUC is my link to the US.

Interviewer:

How would you describe your teaching style or philosophy? What experiences or person(s) have influenced your style or philosophy?

Bruni Kuenne:

My task is to facilitate the students’ studies so that they are not overwhelmed by the strangeness of their journey, but are instead enticed by the novelty of their perspectives and ultimately convinced of the value of continuing along this path of learning - preferably with the UMUC European Division. Step by step, I lead my students from one grammatical concept to the next with relevant vocabulary and within a natural framework of questions/answers, exercises and assignments. If they have to miss class, they can access the homework assignments on my homepage. If they have to take make-up tests, we make special arrangements. To practice German conversation, we have a weekly Stammtisch at the Deutsches Haus on Ramstein Air Force Base. Over thirty years of teaching adults and attending workshops with my colleagues have helped to mold the style of teaching which I find to be most effective for foreign language learning.

Interviewer:

Please explain if you do something special or unique in your teaching and what made you develop this.

Bruni Kuenne:

To supplement the classroom experience, I have founded a “German Culture Club” to introduce my students to German life and culture.  We interact with the German community. This makes learning German more relevant and meaningful for them.

Interviewer:

What do you think it is about your teaching style that appeals to students?

Bruni Kuenne:

Since I realize how very frustrating and bewildering it can be to learn a foreign language, I provide effective and immediate support mechanisms for students’ success. I keep the lessons as simple and structured as possible to ensure that everyone is following the course of instruction.

My students seem to appreciate the fact that I am very concerned with each individual’s efforts and progress. For instance, I make a point to know all my students by name within the first week of class so that I can call on them personally for classroom interaction. I also take their military duties seriously and arrange make-up tests or assignments for them when necessary.

Interviewer:

Do you teach face-to-face, online, or both? Do you have a preference between teaching face-to-face and online? If so, please explain.

Bruni Kuenne:

I have taught online; however, I prefer face-to-face. Now that our face-to-face courses are Web enhanced, I do use online instruction for additional practice and to put useful links in the Webliography.

For foreign language teaching, especially in the beginning classes, I prefer face-to-face courses. The interaction is more natural, spontaneous and genuine.  Listening comprehension, an essential component of communication, can be taught more effectively in the “live” classroom.

Interviewer:

Please tell us about your chosen discipline-i.e., what made you interested in the area initially? What do you do to stay current in your discipline? What do you like best about teaching in your discipline?

Bruni Kuenne:

With my dual German American background, I was predestined for this academic area, and I love German and American/English literature.

After my second Master’s degree in 2001, I completed the Web Tycho training, as well as UMUC faculty workshops on PowerPoint presentations and Web enhancement. I also completed additional computer science courses within UMUC and German institutions, and a seminar for business German at the University of Düsseldorf. As a member (since 1989) and secretary (since 2005) of the American Association of Teachers of German, I have attended numerous German language conferences and continue to update my academic awareness of current trends and resources in language teaching. This summer I will attend the XIV. Internationale Tagung der Deutschlehrerinnen und Deutschlehrer in Jena/Weimar. My topics of interest will be "Textbooks” and "X: More Media, More Success!”

You can discern significant progress at all levels of instruction.  Especially rewarding is the “Ah! ha!” moment when students suddenly understand and recognize the meanings of new combinations of letters and symbols.  It is like solving a mystery or entering a secret chamber - very exciting!

Since my students live in Germany, their newly acquired skills can be directly applied in their environments and in their daily lives.  They often proudly report their stories of success in handling situations which required a working knowledge of German.  

Interviewer:

What is the most challenging to you in teaching in this area? What teaching strategy do you use when you encounter the challenge? Are there any special challenges in teaching this subject matter online?  If yes, please explain what could be done to meet the challenges.

Bruni Kuenne:

Many adult students are shy about speaking out loud in a foreign tongue in front of others. It is my task to make them feel comfortable with this. We first practice new sounds, words and sentences in chorus altogether; alle (everyone) is one of the first words my students learn! Then, when they are ready to respond individually, I provide plenty of assistance and encouragement. Phrases like wunderbar, prima, sehr gut, super help everyone feel they can do it.

Interviewer:

What suggestion would you give to students who are interested in majoring or working in your discipline?

Bruni Kuenne:

Perseverance and patience are prerequisites for learning a foreign language. There is no fast track to language proficiency.  However, the rewards are immediate and many. New personal, social, cultural and professional experiences are among the greatest rewards. Today and in the future, German can be a significant asset in the business world.

Interviewer:

In your opinion, what makes UMUC the college of choice for students?

Bruni Kuenne:

The UMUC European Division has high academic standards and experienced instructors who are not only competent but also dedicated to their profession.  UMUC’s superior infrastructure in Europe, Asia and the Middle East allows students to attain the degrees they desire and need.

Interviewer:

In your opinion, what makes UMUC the employer of choice for future faculty members?

Bruni Kuenne:

In Europe, there is, of course, the European experience! Plus our adult students are motivated and responsible.  UMUC has flexible schedules and instructors enjoy a large amount of independence in their work.

Interviewer:

What suggestion would you give to new faculty who are interested in teaching in your discipline at UMUC?

Bruni Kuenne:

Although teaching for UMUC is interesting and rewarding, faculty must be flexible, innovative and able to deal with unusual challenges in regard to facilities and the students. Our classes and our students who work full time, have families, and other duties need to be approached somewhat differently than the “typical” college class and student in the US.