Prof. Fani Lauermann, Ph.D.
Mail: fani.lauermanntu-dortmundde
Center for Research on Education and School Development
Phone: 0231 / 755 - 5501
Campus Nord, CDI | Room 224
The campus of the TU Dortmund University is located near the freeway junction Dortmund West, where the Sauerland line A45 crosses the Ruhr expressway B1/A40. The Dortmund-Eichlinghofen exit on the A45 leads to the South Campus, the Dortmund-Dorstfeld exit on the A40 leads to the North Campus. The university is signposted at both exits. All FAIR PIs have offices on the North Campus. FAIR's main offices will be located a bit off the North Campus on Martin-Schmeisser-Weg 17 (parking behind the building).
The "Dortmund Universität" S-Bahn station is located directly on the North Campus. From there, the S-Bahn line S1 runs every 15 or 30 minutes to Dortmund main station and in the opposite direction to Düsseldorf main station via Bochum, Essen and Duisburg. In addition, the university can be reached by bus lines 445, 447 and 462. Timetable information can be found on the homepage of the Verkehrsverbundes Rhein-Ruhr, and DSW21 also offer an interactive route network map.
From Dortmund Airport, the AirportExpress takes just over 20 minutes to Dortmund main station and from there to the university by S-Bahn. A wider range of international flight connections is offered by Düsseldorf Airport, about 60 kilometers away, which can be reached directly by S-Bahn from the university's train station.
One of the landmarks of the TU Dortmund is the H-Bahn. Line 1 runs every 10 minutes between Dortmund Eichlinghofen and the Technology Center via Campus South and Dortmund University S, while Line 2 commutes every 5 minutes between Campus North and Campus South. It covers this distance in two minutes.
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Mail: fani.lauermanntu-dortmundde
Center for Research on Education and School Development
Phone: 0231 / 755 - 5501
Campus Nord, CDI | Room 224
Fani Lauermann earned her PhD in education and psychology from the Combined Program in Education and Psychology at the University of Michigan. After completing her PhD, she worked as a postdoctoral researcher in the Gender and Achievement Research Program at the University of Michigan (2013-2014), accepted a position as an assistant professor at the University of Bonn's Center for Teacher Education in 2014, and became a full professor for Empirical Educational Research at the Center for Research on Education and School Development at TU Dortmund University in 2019. Fani Lauermann served as an elected senior coordinator of the Special Interest Group SIG-08 "Motivation and Emotion," the second-largest SIG of the European Association for Research on Learning and Instruction (EARLI). She is a co-editor of EARLI's flagship journal Learning and Instruction (2018–2021).
Wan, S., Lauermann, F., Bailey, D.H., & Eccles, J.S. (in press). When do students begin to think that one has to be either a math person or a language person: A meta-analysis. Psychological Bulletin. https://doi.org/10.1037/bul0000340 For a preprint, see: https://psyarxiv.com/uwtkg
Lauermann, F., Meißner, A. & Steinmayr, R. (2020). Relative importance of intelligence and ability self-concept in predicting test performance and school grades in the math and language arts domains. Journal of Educational Psychology, 112(2), 364–383. https://doi.org/10.1037/edu0000377
Lauermann, F., Tsai, Y.-M., & Eccles, J. S. (2017). Math-related career aspirations and choices within Eccles et al. expectancy-value theory of achievement-related behaviors. Developmental Psychology, 53(8), 1540-1559. https://doi.org/10.1037/dev0000367
Lauermann, F. (2017). Teacher motivation, responsibility, pedagogical knowledge and professionalism: A new era for research. In Organisation for Economic Co-Operation and Development [OECD] (Eds.) Teachers’ pedagogical knowledge and the teaching profession. OECD: Paris.
Lauermann, F., Chow, A., & Eccles, J.S. (2015). Differential effects of adolescents’ expectancy and value beliefs about math and English on math/science-related and human services-related career plans. International Journal of Gender, Science and Technology, 7(2), 205-228. URL: http://genderandset.open.ac.uk/index.php/genderandset/article/view/393/674 (invited paper for a special issue)