Student Bauhaus.modules
Are you studying or doing a doctorate at the Bauhaus-Universität Weimar and would like to design and offer a cross-faculty and cross-degree programme course? On this page you will find all the information on "Student Bauhaus.modules" in the "Interdisciplinary Course Programme".
APPLICATION FOR ‘STUDENT BAUHAUS.MODULES’ FOR THE SUMMER SEMESTER 2025
The current call for applications for the ‘Student Bauhaus.modules’ funding fund for the summer semester 2025 has begun and ends on 20 December 2024.
You can find the documents for the call for applicationshere.
You can submit your applicationhere.
Help with the application
Information and explanations on all questions relating to the application can be found in the FAQs under ‘Application’.
Online information event for interested applicants
The next online information event on applying for the ‘Student Bauhaus.Module’ funding fund for the summer semester 2025 will take place on 13 November 2025 at 3.00 pm. All interested applicants are cordially invited to find out more about the Bauhaus.modules, the requirements and funding opportunities and to ask their questions.
Link to the room: https://meeting.uni-weimar.de/b/ron-tea-zef-z8u
APPLICATION FOR ‘STUDENT BAUHAUS.MODULES’ FOR THE SUMMER SEMESTER 2025
The current call for applications for the ‘Student Bauhaus.modules’ funding fund for the summer semester 2025 has begun and ends on 20 December 2024.
You can find the documents for the call for applicationshere.
You can submit your applicationhere.
Help with the application
Information and explanations on all questions relating to the application can be found in the FAQs under ‘Application’.
Online information event for interested applicants
The next online information event on applying for the ‘Student Bauhaus.Module’ funding fund for the summer semester 2025 will take place on 13 November 2025 at 3.00 pm. All interested applicants are cordially invited to find out more about the Bauhaus.modules, the requirements and funding opportunities and to ask their questions.
Link to the room: https://meeting.uni-weimar.de/b/ron-tea-zef-z8u
The "Interdisciplinary courses" at the Bauhaus-Universität Weimar are aimed at students from various faculties and degree programmes. It is made up of regular compulsory courses that are open to all faculties and degree programmes, as well as additional interdisciplinary courses.
The "Interdisciplinary courses" are divided into three categories. We distinguish between
- "Open courses",
- "Academic Bauhaus.modules" and
- "Student Bauhaus.modules".
Detailed information on the distinction between "Open courses", "Academic Bauhaus.modules" and "Student Bauhaus.modules" can be found here.
Like "Academic Bauhaus.modules", "Student Bauhaus.modules’"are designed as additional cross-faculty and cross-degree programme courses and are therefore not a regular part of the compulsory curriculum. "Student Bauhaus.modules" are subject to uniform organisational rules.
"Student Bauhaus.modules" are designed by students and doctoral candidates at the Bauhaus-Universität Weimar. Mentors, i.e. full-time teachers at the Bauhaus-Universität, are responsible for the modules. "Student Bauhaus.modules" are dedicated to interdisciplinary topics. The aim is to add student perspectives and topics to the curriculum and thus further develop student participation.
What does this mean?
All Bachelor's, Master's and PhD students at the Bauhaus-Universität Weimar are invited to contribute their own perspectives and topics that they consider relevant and urgent to the course programme. The "Student Bauhaus.modules" are designed by students in collaboration with their mentors and carried out independently. Ideally, a learning environment is created in which student teachers and students work together on topics that are missing from the regular university programme.
"Student Bauhaus.modules" are also explicitly additional and interdisciplinary programmes that are aimed equally at all students from all faculties and degree programmes. This means that all students participate outside of their compulsory curriculum. They must clarify the recognition of study and examination achievements in their degree programme with the relevant student advisory service at the start of the course.
What are the special organisational features?
Despite its interdisciplinary profile, a number of different processes and rules have become established in the regular courses offered by the Bauhaus-Universität Weimar's various faculties and in the different degree programmes, which are not always familiar to students and lecturers from other faculties and degree programmes. The organisation of the "Bauhaus.modules" therefore follows uniform processes and rules, regardless of the faculty offering them.
- An application for a "Student Bauhaus.module" must be submitted to the Coordination of Interdisciplinary Teaching Programmes (University Development). The allocation committee for funds to promote teaching and learning, chaired by the Vice President for Teaching and Learning, decides on the application.
- Student teachers need a mentor from among the full-time teaching staff at the Bauhaus-Universität Weimar.
- The entry in the bison course directory is created by the coordination of the "Interdisciplinary Teaching Programme".
- The bison entry follows a standardised structure.
- The course is given a standardised course and examination number.
- Standardised deadlines apply for course and examination registration.
- Teachers and students are supervised and supported by the "Interdisciplinary Course Programme".
"Student Bauhaus.modules" must be applied for. The decision on the application is made by the Funding Committee for the Promotion of Teaching and Learning, chaired by the Vice President for Teaching and Learning. To do this, please complete an online form (see above) so that the Coordination of the "Interdisciplinary Teaching Programme" (University Development) receives all the necessary information to submit your course idea to the committee for approval.
NOTES ON SUBMITTING AN APPLICATION
Student teachers require a mentor for the realization of their "Bauhaus.module". A corresponding mentoring agreement must be enclosed with the funding application.
Important: Each professorship may only support one application for a "Student Bauhaus.module".
The "Student Bauhaus Modules" are an additional course offer that is designed to be cross-faculty and cross-course and can be taken as academic credit. It must therefore meet the requirements of the German Rectors' Conference (HRK) in terms of the qualifications framework, have the aim of acquiring skills and formulate these in clearly identifiable requirements.
In order to ensure that the "Student Bauhaus Modules" can be credited, achievement requirements and assessment criteria must be clearly defined. For this you need the support of a mentor from among the main teaching staff at the Bauhaus-Universität Weimar. Only this group of people can register the credit points at the end of the semester and must therefore support the concept, goal and implementation of the course.
As student teachers, you are dependent on a reliable and trusting collaboration with your mentors in many ways.
Therefore, please choose carefully and clarify the following points with potential mentors before confirming the mentoring agreement and attaching it to your application:
- Coordination of course performance requirements, differentiated according to Bachelor's and Master's degree programs.
Courses in the "Bauhaus.modules" can be open to both Bachelor's and Master's students. A differentiated performance requirement must be defined according to the different qualification objectives. Further information can be found in the Qualifications Framework for German Higher Education Qualifications. - Coordination of performance assessment in the course
What criteria are used for the grading?
How are the mentors involved in the achievement assessment?
How can the different academic backgrounds of the participants be taken into account? - Coordination of mentoring during the semester
How are the roles and tasks between the mentor and student teachers distributed during the semester? What is feasible and necessary here?
The collaboration between student teachers and their mentors is particularly intensive at the beginning of the semester. Careful and reliable coordination is essential for the following points:
- Scheduling: As a student teacher, consult your mentor regarding a wise choice for a course schedule. The experience of main teaching staff is particularly valuable for this.
- Room requirements: "Student Bauhaus modules" are offered in addition to the regular teaching programme and basic teaching has priority when allocating seminar and event rooms. Consult your mentor regarding suitable rooms and responsible contact persons.
- Bison entry: The most important document for every course is the entry in the Bison course catalogue. Not only do interested students decide whether or not to register for the course, based on this entry, but the academic advisors for each faculty also use the Bison entry to decide whether courses can be credited across faculties and degree programmes in the elective or compulsory elective areas.
The Bison entry must therefore be formulated with particular care and should contain all the important information, especially regarding scheduling and the course's location.
As a rule, the Bison entry must be created by the mentoring professorship 1.5 months before the start of the semester. You should therefore clarify in advance that the collaboration on this important point will function reliably.
Finally, the mentors are entered as "assigned teachers" in the Bison entry for their "Student Bauhaus module". - Moodle course room: As a rule, a Moodle course room can only be set up by the assigned teacher, i.e. your mentor.
- Contracts and compensation: As student teachers, you will receive financing from the "Student Bauhaus.Module" fund. These funds are used to finance your employment as a student assistant at the mentoring professorship during the realisation of your course. Additionally, all contractual matters, such as agreements for guest lectures/exercises or teaching assignments, are concluded by the mentoring professorship.
In view of the diverse and intensive support you will need during the conception and realisation of your "Student Bauhaus Module", it is worth paying attention to trust, reliability and liability for the upcoming collaboration when choosing a mentor.
When looking at the application form, you will notice that there is a whole range of course types that you can choose from. Some of them - such as seminars and lectures - exist in all faculties and degree programs. Other course types only exist in individual faculties, such as subject modules [Fachmodule], integrated lectures [Integrierte Vorlesungen] or study modules [Studienmodule].
You are not as free to choose the type of course as it might seem at first glance.
Of course, the format of your didactic setting is decisive for the choice of course type - a seminar is fundamentally different from a lecture.
In addition, there is a connection between the credit points (ECTS) that can be earned and the type of course: you can earn 2 ECTS in a workshop, while a study module always comprises 6 ECTS. You can find an overview of the most common types of courses and the corresponding credit points below.
However, there is also a connection between your mentoring professorship and the course type of your "student Bauhaus module": For example, an artistic-creative professorship in the Faculty of Art and Design can only offer "subject modules", while "academic modules" may only be offered from the Faculty's academic teaching areas.
You should therefore clarify this before submitting your application:
- What didactic setting should your "student Bauhaus module" have?
- What scope of credits and work should the course have?
- What types of courses may your mentoring professorship offer?
As a rule, "student Bauhaus.modules" should have a maximum scope of 6 credits (ECTS).
The scope of each course depends on the amount of time the participants spend on achieving the learning objectives - this includes not only "attendance study" (i.e. participation in the individual sessions - analog, hybrid, digital) but also "self-study" (i.e. follow-up work and the provision of the final proof of performance, for example in the form of a written examination, a term paper or an artistic work.
When the "European Credit Transfer and Accumulation System" (ECTS) was introduced, the workload (»Arbeitsbelastung«) for one credit point was set at 25 to 30 hours.
Example: For a lecture with 3 ECTS, a workload of between 75 and 90 hours is assumed: Of this, around 22.5 hours are spent on attendance (i.e. attending 15 lectures of 1.5 hours each) and around 67.5 hours on self-study (i.e. following up the lectures and preparing for the final examination).
The definition of the scope of work is also linked to an expectation of teaching performance: Teaching performance is measured in semester hours per week (SWS) and comprises one teaching unit (UE) of 45 minutes each.
Example: For a seminar with 3 ECTS, you as a student teacher are expected to be present in the course for 1.5 hours per week during the entire lecture period (approx. 15 weeks). This corresponds to a teaching performance of 2 SWS, i.e. 2 × 45 minutes. With 6 ECTS, this is already 3 hours per week, i.e. 4 SWS of 45 minutes each.
Finally, it must be taken into account that a specific number of ECTS is predefined for each type of course. However, these definitions may differ between the study and examination regulations of the various faculties and degree programs.
Example: A "workshop" usually has a scope of 2 ECTS, while a "lecture" is completed with 3 ECTS. An "integrated lecture" at the Faculty of Civil Engineering has a scope of 6 ECTS, as it is made up of a lecture (3 ECTS) and a corresponding exercise (3 ECTS). Other formats such as the "subject module" (6 ECTS) or the "academic module" (6 ECTS) exist exclusively at the Faculty of Art and Design, while the "study module" is only available at the Faculty of Media.
credits | for academic teachers | for students |
2 ECTS e.g. workshops | 1.3 SWS = 1.3 SWS = 1.3 UE (45min) × 15 weeks = 17 hours/semester | 2 ECTS of 30 hours each = 60 hours/semester |
3 ECTS e.g. seminar, lecture, tutorial | 2 SWS = 2 SWS = 2 UE (45min) × 15 weeks = 22,5 hours/semester | 3 ECTS of 30 hours each = 90 hours/semester |
6 ECTS e.g. seminar, integrated lecture, study module, subject module, scientific module, etc. | 4 SWS = 4 SWS = 4 UE (45min) × 15 weeks = 45 hours/semester | 6 ECTS of 30 hours each = 180 hours/semester |
The determination of the credit points is therefore based on
a) the workload you expect from the participants in order to achieve the learning objectives.
b) what capacity you yourself have for teaching (i.e. carrying out the on-campus studies) and
c) the predefined scope of performance (module sizes) for certain types of courses.
All of this has an impact on whether and how your "student Bauhaus module" can be credited across faculty and degree program boundaries. The fewest problems arise with courses with a scope of 6 ECTS (i.e. seminars, subject modules, academic modules, study modules). Smaller formats with 2 ECTS (workshops) or 3 ECTS (exercises, tutorials, seminars) can usually be credited in the elective area without any problems, if available.
In any case, please consult your mentors: Their experience can be helpful in choosing the appropriate scope of work for your "student Bauhaus.Module".
The "Student Bauhaus.modules" are designed as interdisciplinary courses and are aimed at students from different faculties and degree programmes, but also at different levels of study (Bachelor's, Master's, PhD). However, this does not mean that the standard must be so low that all interested parties can participate without prior knowledge. For a successful interdisciplinary course, it can certainly be useful to formulate participation requirements.
It is conceivable, for example
- a request to send a letter of motivation or a portfolio,
- the naming of prior knowledge or competences or
- restricting participation to selected faculties, degree programmes and study levels.
If you want to carry out an additional selection procedure (letter of motivation, portfolio, etc.), formulate clearly and comprehensibly
- which documents the students should send,
- to whom these documents should be sent and
- by when they should be received.
The "Bauhaus.modules" are part of the "interdisciplinary course programme". Special emphasis is therefore placed on the interdisciplinary orientation of the course, i.e. the "interdisciplinary approach".
Our understanding of an "interdisciplinary" or "interdisciplinary approach" is based on the didactic model of the "teaching-learning triangle" and has a total of four interlinked components:
- The topic is of interdisciplinary relevance: does the topic appeal to students from different faculties and degree programmes? How do different target groups benefit from working on the topic or issue? What added value does the collaboration of students from different faculties and degree programmes bring to the issue?
- The lecturers form an interdisciplinary team: Do the lecturers come from different faculties? Do they bring different subject-specific perspectives to the course?
- The group of participants is made up of students from different faculties and degree programmes: Which target groups are addressed? How is their specialist expertise activated or expanded?
- The didactic concept (environment) is suitable for interdisciplinary courses: Are the heterogeneous participation requirements of the different target groups taken into account when planning the course? How is a common basis of knowledge and competences established? Are additional courses planned to compensate for specific deficits?
As a rule, not all four dimensions can be fully formulated in every interdisciplinary course. In the "interdisciplinary approach", you define the focus that you want to set with your ‘Bauhaus.module’ in the field of tension between the dimensions of "topic", "teachers", "learners" and "didactic concept".
Under "Learning outcomes and skills acquisition", explain from the students' perspective what they will know and be able to do after successfully completing the module. Setting appropriate and competence-oriented learning objectives is the basis for planning teaching in a learner-centred and focused manner.
Learning objectives follow a taxonomy (according to Bloom) of successive levels:
- Remembering
- Understanding
- Apply
- Analyse
- Judge
- Creating
Learning objectives are always tailored to the level of the students: At Bachelor's level, (at least) the first three taxonomy levels (remember, understand, apply) should be addressed. At Master's level, the upper taxonomy levels (analysing, judging, creating) should be addressed.
The formulation of learning objectives follows clear rules:
- One sentence per learning objective: ‘The participants know the rules for defining competence-orientated learning objectives.’ (Taxonomy level 1: Remembering)
- one verb per learning objective plus context: ‘Participants can formulate competence-oriented learning objectives for their module.’ (Taxonomy level 6: Create)
- Learning objectives must be achievable: In a 3-ECTS seminar, for example, 90 hours are available to achieve all learning objectives.
- Learning objectives must be determinable and measurable: The chosen assessment format must be suitable for assessing the achievement of each learning objective.
The "didactic concept" refers to the methodological and tactical approach used to achieve the formulated learning objectives and ensure the acquisition of competences. The teaching and learning methods are adapted to the subject matter of the course, the target group, the learning objectives and the examination formats.
The "didactic concept" combines various aspects:
- Module types: Lecture, seminar, workshop, excursion, ...
- Formats: Face-to-face teaching, online teaching, hybrid teaching, blended learning, inverted classroom, self-directed learning, ...
- Methods: plenary sessions, discussion rounds, input lectures, peer review, project work, ...
A good "didactic concept" is characterised by the fact that these keywords are translated into a coherent plan that ensures the achievement of competence-oriented learning objectives and successful examination participation.
The "examination performance" results from the "didactic concept" and the question of how the formulated learning outcomes and the acquisition of competences can be determined. Since learning outcomes and skills acquisition must be differentiated according to study level (Bachelor's, Master's), the examination performance must also be differentiated.
For example, the achievement of learning objectives at the lower taxonomy levels (memorising, understanding, applying) can be tested well using multiple-choice tests or examinations, whereas these examination formats are completely unsuitable for the upper taxonomy levels (analysing, assessing, creating). Essays, design projects or simulations are much better suited for this.
So think about which learning objective and which skills acquisition can be determined with which type of examination and what the corresponding criteria could be for the different levels of study.
The "Bauhaus.modules" thrive on the ideas and commitment of the academic teaching staff and the students, who want to help shape the interdisciplinary curriculum with their topics. As a result, the range of courses on offer changes every semester.
At the same time, feedback from lecturers and students indicates that there are topics and subject areas that are of ongoing interest and should be offered and covered with greater reliability. Four "thematic focal points" of recurring interest were identified:
- The "Social Transformation" focus area deals with topics such as "Democracy", "Climate Justice", "Decolonization", "Feminism" or "Antiracism".
- The "Critical Ecologies" focus area covers topics such as "climate change" and "resource distribution", "sustainability" and "the future of mobility".
- The "Radical Curiosity" focus area discusses approaches that question existing patterns of thought and action and create scenarios for a future worth living.
- The focus area "Co-creative Technologies" focuses on topics at the interface of man, machine and environment, the digital transformation of society, artificial intelligence and augmented reality.
- These "thematic focuses" serve as orientation, not to restrict your creativity. If "no allocation possible" for your teaching idea, this will not result in any disadvantages for your application.
Students who would like to offer and run a student "Bauhaus.module" are employed as student assistants at the mentoring professorship. The associated costs are applied for in the application form under "Financial planning" and "Personnel costs for student teachers/assistants".
The number of hours applied for depends on the "size" of the course, i.e. the number of credit points (ECTS) offered. The number of student teachers involved is not taken into account. In addition, different calculation bases apply for students on Bachelor's and Master's degree courses on the one hand and doctoral and PhD students on the other.
Students in Bachelor's and Master's degree programs: 1 ECTS = max. 20 hours at €13.41 (gross)
3 ECTS = max. 60 hours = max. 804.60 € (gross)
6 ECTS = max. 120 hours = max. 1,609.20 € (gross).
Doctoral and PhD students: 1 ECTS = max. 10 hours at € 35.00 (gross)
3 ECTS = max. 30 hours = max. 1050.00 € (gross)
6 ECTS = max. 60 hours = max. 2100,00 € (gross)
Basis: Statutes on the remuneration of teaching assignments (status: 16.12.2020)
Guest lectures/exercises and teaching assignments are differentiated according to the scope of the services provided by the external lecturers.
Guest lectures/exercises usually comprise a coherent individual contribution: a lecture or input, the organization of a teaching unit (usually 90 minutes) up to a two-day workshop.
Guest lectures/guest exercises require
the "Agreement on the organization of a guest lecture/exercise" (G-001) (Link: de/en) and
the "Control notification" (K-003) (Link: en/en).
The "Agreement on the organization of a guest lecture/exercise" (G-001) is signed twice: Before the contribution is made, the "Client" (mentor/professor/employee) and "Contractor" (external lecturer) sign the agreement. After the contribution has been made, the "supervisor" (usually the mentor/professor) confirms that the guest lecture/exercise has been carried out properly.) Only after proper implementation has been confirmed can the agreement be forwarded for billing (to Anja Gehrcken) - together with the control notification completed by the contractor.
All signatures must be handwritten; the documents can be submitted as hard copies or scans.
Teaching assignments usually extend over a longer period of time, for example over several course units or a maximum of an entire semester.
Teaching assignments therefore include an extensive contribution from external lecturers. The following is required for billing
- the "Issuance of a remunerated teaching assignment" [Erteilung eines vergüten Lehrauftrags] (L-002) (Link: de/en),
- the "Data sheet for the award of teaching assignments" [Datenblatt für die Lehrauftragserteilung](L-005) (Link: de/en),
- the "Teaching assignment verification scheme" [Prüfschema zum Lehrauftrag ] (L-004) (Link: en/en),
the "Settlement of a teaching assignment" [Abrechnung eines Lehrauftrags ](L-001) and
the "Control notification"[Kontrollmitteilung] (K-003) (Link: en/en).
The "Erteilung" (L-002), "Datenblatt" (L-005) and "Prüfschema" (L-004) must be completed and signed before the teaching assignment begins. At the end of the teaching assignment, the three forms together with the "Statement of Account" (L-001) and "Kontrollmitteilung " (K-003) are forwarded to Anja Gehrcken for accounting.
All signatures must be handwritten; the documents can be submitted as hard copies or scans.
Guest lectures/guest exercises and teaching assignments are differentiated according to the scope of the services provided by the external speakers.
GUEST LECTURES/GUEST EXERCISES usually comprise a coherent individual contribution: a lecture or input, the organization of a teaching unit (usually 90 minutes) up to a two-day workshop.
Important: When calculating guest lectures/guest exercises, only the actual attendance time (analog/hybrid/online) is taken into account, but not the preparation or follow-up time. When calculating the fee, the duration of the contribution must be specified in academic units (45 minutes each).
The amount of the fee is regulated by the statutes on the remuneration of teaching assignments (as of 16.12.2020) and depends on the academic degree of the external lecturer:
min. 25€/hour with a Bachelor's/Master's/Diploma degree,
min. 35€/hour with a doctorate,
min. 43€/hour with a habilitation or comparable qualification, or
up to 60€/hour in special cases.
Example 1: 60 minutes lecture plus 30 minutes discussion with a habilitated person:
= 2 academic units of 45 minutes each at € 43.00
= 86,00 € remuneration
Example 2: Two-day workshop of 6 hours each with a person with a Master's degree:
= 2 days of 8 academic units of 45 min each (= 6 hours) at € 25.00
= 400,00 € remuneration
LECTURE TASKS usually extend over a longer period of time, for example over several course units or a maximum of an entire semester.
Important: When calculating guest lectures/guest exercises, only the actual attendance time (analog/hybrid/online) is taken into account, but not the preparation or follow-up time. When calculating the fee, the duration of the contribution must be specified in academic units (45 minutes each).
The amount of the fee is regulated by the statutes on the remuneration of teaching assignments (as of 16.12.2020) and depends on the academic degree of the external lecturer:
min. 25€/hour with a Bachelor's/Master's/Diploma degree,
min. 35€/hour with a doctorate,
min. 43€/hour with a habilitation or comparable qualification, or
up to 60€/hour in special cases.
Example: Teaching assignment for an entire semester (3 ECTS) for a person with a doctorate:
3 ECTS = 15 weeks of 90 minutes each = 2 academic units of 45 minutes each
= 60 hours at 35€ each
= 1,050 € remuneration
A teaching assignment for an entire course with 3 ECTS can be worth €1,050 for a lecturer with a doctorate.
In some cases, external lecturers travel to Weimar to give a guest lecture/exercise or a teaching assignment. In justified cases, travel and accommodation costs can be applied for.
Important: Travel and accommodation costs are not paid out as a lump sum. Once the trip has been completed and the guest lecture/exercise or teaching assignment has been completed, only the actual costs incurred will be reimbursed. If they exceed the amount applied for, only the amount applied for will be paid out; higher costs will not be covered.
There are some guidelines for calculating travel costs:
Train/bus: 2nd class
Flight: economy class
Car: 0.30 € / kilometer
Basically, the calculation of travel costs is therefore an estimate. For example, research the average cost of a train journey and include this sum in your application.
The calculation of accommodation costs is based on the city catalog of the Thuringian Travel Expenses Act (as of 01.03.2020). For an overnight stay in Weimar, the costs may not exceed €80.00/night.
There is no binding rule for calculating breakfast and prices vary depending on the accommodation. Our tip: If breakfast is not included in the room price, calculate around €15 to €20 per breakfast and make sure that the accommodation and breakfast costs appear together on the hotel bill.
Award Committee
The decision on the funding provided by the »Bauhaus.Module« Promotion Fund is made by an award committee appointed by the Presidium under the leadership of the Vice President for Student and Academic Affairs. The four faculties have each nominated a representative from the status groups of students, academic/artistic staff and professors.
students | academic/artistic staff | professors | |
A&U | Jenny Oltmann | Nicolas Goez | Frank Eckardt |
CE | Jannick Schmees | Alexander Flohr | Christian Koch |
A&D | vacant | Pio Rahner | Markus Weisbeck |
M | Salma Virág Pethö-Zayed | Lorenzo Gineprini | Andreas Jakoby |
Award Committee
The decision on the funding provided by the »Bauhaus.Module« Promotion Fund is made by an award committee appointed by the Presidium under the leadership of the Vice President for Student and Academic Affairs. The four faculties have each nominated a representative from the status groups of students, academic/artistic staff and professors.
students | academic/artistic staff | professors | |
A&U | Jenny Oltmann | Nicolas Goez | Frank Eckardt |
CE | Jannick Schmees | Alexander Flohr | Christian Koch |
A&D | vacant | Pio Rahner | Markus Weisbeck |
M | Salma Virág Pethö-Zayed | Lorenzo Gineprini | Andreas Jakoby |
As soon as the Funding Committee for the Promotion of Teaching and Learning has made its decision, you will receive the relevant information from the Coordination of the "Interdisciplinary Teaching Programme". If you receive a positive decision, an intensive preparation phase will begin for you:
1. preparation of the entry for the bison event directory.
You can now finalise your event planning. You have already outlined and pre-structured your teaching idea for the preparation of the application; now it is a matter of concretising and finalising these ideas: Get in touch with your mentors* and compile all the information you need for a meaningful bison entry.
We will ask for this information in another online form. The structure is similar to that of the application form so that you can build on this preliminary work. The deadline for submitting all the information required to create the bison entry is usually seven weeks before the start of the semester, i.e. by mid-August for the following winter semester and by mid-February for the following summer semester. The exact dates can be found in the timeline (right-hand column).
When looking at the application form, you will notice that there is a whole range of course types that you can choose from. Some of them - such as seminars and lectures - exist in all faculties and degree programs. Other course types only exist in individual faculties, such as subject modules [Fachmodule], integrated lectures [Integrierte Vorlesungen] or study modules [Studienmodule].
You are not as free to choose the type of course as it might seem at first glance.
Of course, the format of your didactic setting is decisive for the choice of course type - a seminar is fundamentally different from a lecture.
In addition, there is a connection between the credit points (ECTS) that can be earned and the type of course: you can earn 2 ECTS in a workshop, while a study module always comprises 6 ECTS. You can find an overview of the most common types of courses and the corresponding credit points below.
However, there is also a connection between your mentoring professorship and the course type of your "student Bauhaus module": For example, an artistic-creative professorship in the Faculty of Art and Design can only offer "subject modules", while "academic modules" may only be offered from the Faculty's academic teaching areas.
You should therefore clarify this before submitting your application:
- What didactic setting should your "student Bauhaus module" have?
- What scope of credits and work should the course have?
- What types of courses may your mentoring professorship offer?
As a rule, "student Bauhaus.modules" should have a maximum scope of 6 credits (ECTS).
The scope of each course depends on the amount of time the participants spend on achieving the learning objectives - this includes not only "attendance study" (i.e. participation in the individual sessions - analog, hybrid, digital) but also "self-study" (i.e. follow-up work and the provision of the final proof of performance, for example in the form of a written examination, a term paper or an artistic work.
When the "European Credit Transfer and Accumulation System" (ECTS) was introduced, the workload (»Arbeitsbelastung«) for one credit point was set at 25 to 30 hours.
Example: For a lecture with 3 ECTS, a workload of between 75 and 90 hours is assumed: Of this, around 22.5 hours are spent on attendance (i.e. attending 15 lectures of 1.5 hours each) and around 67.5 hours on self-study (i.e. following up the lectures and preparing for the final examination).
The definition of the scope of work is also linked to an expectation of teaching performance: Teaching performance is measured in semester hours per week (SWS) and comprises one teaching unit (UE) of 45 minutes each.
Example: For a seminar with 3 ECTS, you as a student teacher are expected to be present in the course for 1.5 hours per week during the entire lecture period (approx. 15 weeks). This corresponds to a teaching performance of 2 SWS, i.e. 2 × 45 minutes. With 6 ECTS, this is already 3 hours per week, i.e. 4 SWS of 45 minutes each.
Finally, it must be taken into account that a specific number of ECTS is predefined for each type of course. However, these definitions may differ between the study and examination regulations of the various faculties and degree programs.
Example: A "workshop" usually has a scope of 2 ECTS, while a "lecture" is completed with 3 ECTS. An "integrated lecture" at the Faculty of Civil Engineering has a scope of 6 ECTS, as it is made up of a lecture (3 ECTS) and a corresponding exercise (3 ECTS). Other formats such as the "subject module" (6 ECTS) or the "academic module" (6 ECTS) exist exclusively at the Faculty of Art and Design, while the "study module" is only available at the Faculty of Media.
credits | for academic teachers | for students |
2 ECTS e.g. workshops | 1.3 SWS = 1.3 SWS = 1.3 UE (45min) × 15 weeks = 17 hours/semester | 2 ECTS of 30 hours each = 60 hours/semester |
3 ECTS e.g. seminar, lecture, tutorial | 2 SWS = 2 SWS = 2 UE (45min) × 15 weeks = 22,5 hours/semester | 3 ECTS of 30 hours each = 90 hours/semester |
6 ECTS e.g. seminar, integrated lecture, study module, subject module, scientific module, etc. | 4 SWS = 4 SWS = 4 UE (45min) × 15 weeks = 45 hours/semester | 6 ECTS of 30 hours each = 180 hours/semester |
The determination of the credit points is therefore based on
a) the workload you expect from the participants in order to achieve the learning objectives.
b) what capacity you yourself have for teaching (i.e. carrying out the on-campus studies) and
c) the predefined scope of performance (module sizes) for certain types of courses.
All of this has an impact on whether and how your "student Bauhaus module" can be credited across faculty and degree program boundaries. The fewest problems arise with courses with a scope of 6 ECTS (i.e. seminars, subject modules, academic modules, study modules). Smaller formats with 2 ECTS (workshops) or 3 ECTS (exercises, tutorials, seminars) can usually be credited in the elective area without any problems, if available.
In any case, please consult your mentors: Their experience can be helpful in choosing the appropriate scope of work for your "student Bauhaus.Module".
The "Student Bauhaus.modules" are designed as interdisciplinary courses and are aimed at students from different faculties and degree programmes, but also at different levels of study (Bachelor's, Master's, PhD). However, this does not mean that the standard must be so low that all interested parties can participate without prior knowledge. For a successful interdisciplinary course, it can certainly be useful to formulate participation requirements.
It is conceivable, for example
- a request to send a letter of motivation or a portfolio,
- the naming of prior knowledge or competences or
- restricting participation to selected faculties, degree programmes and study levels.
If you want to carry out an additional selection procedure (letter of motivation, portfolio, etc.), formulate clearly and comprehensibly
- which documents the students should send,
- to whom these documents should be sent and
- by when they should be received.
The "Bauhaus.modules" are part of the "interdisciplinary course programme". Special emphasis is therefore placed on the interdisciplinary orientation of the course, i.e. the "interdisciplinary approach".
Our understanding of an "interdisciplinary" or "interdisciplinary approach" is based on the didactic model of the "teaching-learning triangle" and has a total of four interlinked components:
- The topic is of interdisciplinary relevance: does the topic appeal to students from different faculties and degree programmes? How do different target groups benefit from working on the topic or issue? What added value does the collaboration of students from different faculties and degree programmes bring to the issue?
- The lecturers form an interdisciplinary team: Do the lecturers come from different faculties? Do they bring different subject-specific perspectives to the course?
- The group of participants is made up of students from different faculties and degree programmes: Which target groups are addressed? How is their specialist expertise activated or expanded?
- The didactic concept (environment) is suitable for interdisciplinary courses: Are the heterogeneous participation requirements of the different target groups taken into account when planning the course? How is a common basis of knowledge and competences established? Are additional courses planned to compensate for specific deficits?
As a rule, not all four dimensions can be fully formulated in every interdisciplinary course. In the "interdisciplinary approach", you define the focus that you want to set with your ‘Bauhaus.module’ in the field of tension between the dimensions of "topic", "teachers", "learners" and "didactic concept".
Under "Learning outcomes and skills acquisition", explain from the students' perspective what they will know and be able to do after successfully completing the module. Setting appropriate and competence-oriented learning objectives is the basis for planning teaching in a learner-centred and focused manner.
Learning objectives follow a taxonomy (according to Bloom) of successive levels:
- Remembering
- Understanding
- Apply
- Analyse
- Judge
- Creating
Learning objectives are always tailored to the level of the students: At Bachelor's level, (at least) the first three taxonomy levels (remember, understand, apply) should be addressed. At Master's level, the upper taxonomy levels (analysing, judging, creating) should be addressed.
The formulation of learning objectives follows clear rules:
- One sentence per learning objective: ‘The participants know the rules for defining competence-orientated learning objectives.’ (Taxonomy level 1: Remembering)
- one verb per learning objective plus context: ‘Participants can formulate competence-oriented learning objectives for their module.’ (Taxonomy level 6: Create)
- Learning objectives must be achievable: In a 3-ECTS seminar, for example, 90 hours are available to achieve all learning objectives.
- Learning objectives must be determinable and measurable: The chosen assessment format must be suitable for assessing the achievement of each learning objective.
The "didactic concept" refers to the methodological and tactical approach used to achieve the formulated learning objectives and ensure the acquisition of competences. The teaching and learning methods are adapted to the subject matter of the course, the target group, the learning objectives and the examination formats.
The "didactic concept" combines various aspects:
- Module types: Lecture, seminar, workshop, excursion, ...
- Formats: Face-to-face teaching, online teaching, hybrid teaching, blended learning, inverted classroom, self-directed learning, ...
- Methods: plenary sessions, discussion rounds, input lectures, peer review, project work, ...
A good "didactic concept" is characterised by the fact that these keywords are translated into a coherent plan that ensures the achievement of competence-oriented learning objectives and successful examination participation.
The "examination performance" results from the "didactic concept" and the question of how the formulated learning outcomes and the acquisition of competences can be determined. Since learning outcomes and skills acquisition must be differentiated according to study level (Bachelor's, Master's), the examination performance must also be differentiated.
For example, the achievement of learning objectives at the lower taxonomy levels (memorising, understanding, applying) can be tested well using multiple-choice tests or examinations, whereas these examination formats are completely unsuitable for the upper taxonomy levels (analysing, assessing, creating). Essays, design projects or simulations are much better suited for this.
So think about which learning objective and which skills acquisition can be determined with which type of examination and what the corresponding criteria could be for the different levels of study.
2. copy of the employment contracts
As part of the application process, you have usually also applied for remuneration for your work as a student lecturer. The number of approved hours depends on the ‘size’ of the course, i.e. the number of credit points (ECTS) offered. The number of student lecturers involved is not taken into account.
Students on Bachelor's and Master's degree programmes are employed as student or research assistants at the mentoring professorship.
Doctoral and PhD students conclude an agreement to give a guest lecture/guest exercise
Students who would like to offer and organise a ‘Student Bauhaus Module’ are employed by the mentoring professorship.
Students on Bachelor's and Master's degree programmes are employed as ‘student assistants’ or ‘research assistants’. In contrast, doctoral and PhD students conclude an agreement to give a guest lecture/guest exercise (next section).
The associated costs were applied for in the application form under ‘Financial planning’ and ‘Personnel costs for student lecturers/assistants’. The approved costs can be found in the funding information. The number of hours applied for depends on the ‘size’ of the course, i.e. the number of credit points (ECTS) offered. The number of student lecturers involved is not taken into account.
All information on concluding a contract can be found on the website of the Human Resources Department for Student and Academic Assistants (Hilfskräfte).
Students who would like to offer and carry out a ‘Student Bauhaus.module’ receive a commitment to the mentoring professorship.
Doctoral and PhD students conclude an agreement with the mentoring professorship to give a guest lecture/guest exercise. In contrast, Bachelor's and Master's degree programmes are employed as ‘student assistants’ or ‘research assistants’ (previous section).
The associated costs were applied for in the application form under ‘Financial planning’ and ‘Personnel costs for student teachers/assistants’. The approved costs can be found in the funding information. The number of hours applied for depends on the ‘size’ of the course, i.e. the credit points (ECTS) offered. The number of student teachers involved is not taken into account.
You will need two forms:
- G-001 Agreement to hold a guest lecture/guest exercise: this form is completed by you and signed twice by your mentor; once before the course begins and once after the course has finished at the end of the semester.
- K-003 Supervision report: In this form you enter your personal data in the upper section for checking by the tax office.
After completing the course, please submit both forms together to Anja Gehrcken (University Development: Controlling) so that she can arrange payment of the remuneration.
Step 2
The form has four sections. In the sample (see below), all entries are marked in blue,
- marked in blue, which you must complete as a doctoral candidate or PhD student and
- marked in red, which your mentors must complete.
Enter the information you have in sections 1, 2 and 4:
Section 1: Client and contractor
- Client: Surname and first name of your mentor
- Contractor: Your personal data and bank details
Section 2: Details of the course
- Tick ‘guest exercise’
- ‘on": remains blank
- Remuneration: ‘hours’ remains blank, ‘hourly rate’ remains blank, ‘remuneration’ can be found in the funding notice
- Date and signature: You sign as the contractor before the start of the course
Section 4: Person responsible for funds
- Enter the funding number from your funding notification under ‘Intended use’.
Step 3
Hand the printed and signed form to your mentor for signature in section 2 before the start of the course.
The signed form remains in their possession until the end of the course.
Step 4
After completing the course, i.e. at the end of the semester, hand the G-001 form to your mentor a second time to confirm that the ‘Agreement has been duly executed’.
Step 5
After your mentor has confirmed that the course has been held properly at the end of the semester, please submit the form together with the K-003 control notification to Anja Gehrcken (University Development: Controlling) so that she can arrange for the payment of the remuneration.
3. didactic training
To prepare you for your role as a student teacher, we will register you in the Moodle course room "Bauhaus Modules - Student Teachers". Here you will have the opportunity to exchange ideas and network; you will find materials on Moodle and all the information on didactic training.
The didactic training is compulsory for all those who wish to design and organise a "Student Bauhaus Module". It usually takes place shortly before the start of the semester, i.e. in September for the following winter semester and in March for the following summer semester. The exact dates can be found in the timeline (right-hand column).
The didactic training provides you with valuable tips and advice for planning and organising your course. It is part of the quality management of the "Student Bauhaus.modules" and is organised by University Development. The funding commitment will be withdrawn if the training is not completed.
completed.
4. Organisation of a seminar or course room
To organise your "Student Bauhaus.module", you will generally need a suitable seminar or course room. Rooms for courses are usually allocated by the faculties. You should therefore contact your mentor in good time: they know the faculty-specific procedures and contact persons and will support you in reserving rooms. As soon as you have found a suitable room, the secretary's office can add the information to the bison entry.
Important: Please note that securing basic teaching always takes priority over additional courses such as the "Bauhaus.modules".
5. Setting up a Moodle course room
To run your "Student Bauhaus.module", you will generally need a Moodle course room. You can use the "Student working groups" option and create your own course.
- Go to the Moodle website.
- Log in with your login details.
- Click on the "Blocks" drop-down menu in the right-hand sidebar and scroll down.
- Under ‘Course creation’ you will find the option "Student workgroups" and follow the menu.
Practical tips for setting up the Moodle learning platform can be found on the eLearning Lab website.
6. Organisation of registration for your "Student Bauhaus.module"
"Student Bauhaus.modules" are subject to uniform organisational rules, which also applies to event and examination registration.
Interested students register for a "Student Bauhaus.module" online in the bison event directory. This is possible within a registration period that is standardised for all "Bauhaus.modules". It usually begins on 1 October for the winter semester and on 1 April for the summer semester and lasts two weeks.
If required, you can combine the online registration procedure via the bison course catalogue with an additional selection procedure (letter of motivation, portfolio, ...).
Registration and list of participants
"Bauhaus.modules" are subject to uniform organisational rules, which also applies to event and examination registration.
Interested students register for a "Bauhaus.module" online in the bison event directory. This is possible within a registration period that is the same for all "Bauhaus.modules": it usually begins on 1 October for the winter semester and on 1 April for the summer semester and lasts two weeks. The exact dates can be found in the timeline (right-hand column).
After the deadline, you will receive the registration list from the Coordination of the "Interdisciplinary Course Programme" (University Development). It contains the data of the registered students, including matriculation number, e-mail address, degree programme and valid examination regulations.
You can use this information to invite all registered students to your kick-off event. At the kick-off event, you will present your "Bauhaus.module", explain the details and clarify with those present who would like to participate.
Important:
- Point out to those present that this is a "Student Bauhaus.module" and that they should clarify the recognition options with their academic advisor and, if necessary, conclude a Learning Agreement. Some students will have already done this, others will still need some time.
- Some students want to complete their module with a grade (1.0-4.0), others only need a certificate (pass/fail). Please enter this information in the list.
- Some students may have missed the online registration deadline and have contacted you by other means. You can add these to the list.
- Some students change their mind at short notice and cancel their registration with you. You can delete them from the list.
- You may have combined the online registration procedure via the event directory with an additionalselection procedure (letter of motivation, portfolio, etc.). You can then delete those people from the list who have not passed the additional procedure.
You generally have four weeks for this clarification process - i.e. until mid-November in the winter semester and mid-May in the summer semester. The exact deadlines will be communicated to you in good time by the Coordination of Interdisciplinary Teaching Programmes.
After this four-week period, please send the final and binding list of participants to the Coordination of the Interdisciplinary Teaching Programme. Based on this information, we will update the status of the students in the bison course catalogue:
- Students who are on the final and binding participation list will be changed from the registration status "registered" (AN) to "admitted" (ZU).
- Students who are not on the final and binding participation list are given the status "cancelled" (ST).
- Students who have not yet been registered in bison are entered by us and receive the status "admitted" (ZU).
In some faculties and degree programmes, it is common practice not to register for the course but only for the respective examination. Binding course registration - but also proper deregistration if necessary - allows lecturers to keep track of the participants. This is particularly important when available places are limited, such as in seminars, work or specialised modules. Binding registration and admission gives students the certainty that they will be allowed to take part in the course in question and that they will also be allowed to take an examination.
What is a Learning Agreement?
If you have already fully booked your elective module area, you should clarify with your academic advisor whether the course you have selected can be recognised in the compulsory elective area. This agreement between you, your academic counsellor and the lecturer is recorded in the form of a Learning Agreement. You can find the Learning Agreement and instructions on how to proceed in the download area .
Important: Learning Agreements must be concluded before the start of the course, at the latest during the first four weeks of the lecture period (i.e. in October or April). They cannot be issued retroactively at the end of the semester.
For "Student Bauhaus.modules", the "grade lists" with all details of the credits earned and the grade or certificate are sent by the mentors to the secretariats (or the authorised persons of the faculty offering the course) so that they can be recorded in the POS examination management system.
However, this requires that all participants have registered online for the examination. This is possible within a specified period (see ‘Timeline’ in the right-hand sidebar). A data record is created in the POS examination management system once the examination has been duly registered, which makes it possible to book services.
If you have not properly registered for examinations online, the mentors will send the list of grades to the examination office responsible for you. The grades for students from other faculties and degree programmes can be recorded there. The list must contain the following information:
- Surname, first name, matriculation number
- Credits and grade or certificate
- Details of the degree programme and the associated examination regulations
The latter can be found in the registration list in bison.
The credits are then recognised in a separate step on the initiative of the student and by the examination office responsible for them.
01.09.2024
Freischaltung des Veranstaltungsverzeichnisses bison
01.09.2024
Deadline für den Abschluss der Anstellungsverträge als Studentische Assistenzen an der Mentoring-Professur
03.09.2024
Veröffentlichung der Veranstaltungen auf die Website »Bauhaus.Module«
01.10.–11.10.2024
Veranstaltungsanmeldung für alle »Bauhaus.Module«
14.10.2024
Übermittlung der Anmeldelisten an die Lehrenden der »Bauhaus.Module« durch die Koordination des »Interdisziplinären Lehrangebots«
14.10.–15.11.2024
Finalisierung der verbindliche Teilnahmelisten durch die Lehrende, Rücksprache der Studierenden mit den Fachstudienberatungen und ggf. Abschluss der Learning Agreements
16.12.2024–23.01.2025
Online-Prüfungsanmeldung (obligatorisch) für alle »Bauhaus.Module«
10.02.2025
Beginn der Prüfungszeit
14.10.–20.12.2024
Online-Antragstellung für »Studentische Bauhaus.Module« im Sommersemester 2025
Januar 2025
Sitzung der Vergabekommission und Information an alle Antragsteller:innen
14.02.2025
Deadline für die Übermittlung aller Daten zur Erstellung des bison-Eintrags
01.03.2025
Freischaltung des Veranstaltungsverzeichnisses bison
01.03.2025
Deadline für den Abschluss der Anstellungsverträge als Studentische Assistenzen an der Mentoring-Professur
03.03.2025
Veröffentlichung der Veranstaltungen auf der Website »Bauhaus.Module«
Mitte März 2025
Methodisch-didaktisches Training (obligatorisch) für alle Studentischen Lehrenden der »Bauhaus.Module«
01.04.2025
Beginn des Sommersemesters 2025
Downloads
Ronny Schüler
Coordination "Bauhaus.Module"
Tel.: +49 (0) 36 43/58 12 63
E-Mail: bauhaus.module@uni-weimar.de