Educational Innovation Projects

What the projects have in common is that they are designed to specifically promote practical knowledge and the ability to reflect. They all address key job-related challenges.

The various HAREBE projects incorporate and/or develop service learning approaches in different forms. They choose a problem- and research-oriented learning approach and, despite the broad range of subjects across all schools of the University of Mannheim, have something fundamental in common: The chosen teaching-learning models make it possible to learn in and with society.

A central control project evaluates the subprojects on the basis of the common criteria and supports them in interdisciplinary networking.

What the projects have in common that they are designed to specifically promote practical knowledge and the ability to reflect. They all address key job-related challenges.

The various HAREBE projects incorporate and/or develop service-learning approaches in different forms. They choose a problem- and research-oriented learning approach and, despite the broad range of subjects across all schools of the University of Mannheim, have something fundamental in common: The chosen teaching-learning models make it possible to learn in and with society.

A central control project evaluates the subprojects on the basis of the common criteria and supports them in interdisciplinary networking.

In the follow-up project RE², five (sub-)projects realize learning on authentic problems with a high practical and professional relevance in innovative teaching-learning formats, and cooperate with non-university partners (service learning, campus community partnerships).
The theory-practice-reflection as a learning-effective element is the focus of all projects. A control project accompanies and evaluates the teaching formats academically and supports the transfer throughout the university.

The aim of the working group is to thoroughly evaluate knowledge, experiences and methods from the “pandemic semesters” and to transfer promising findings to the time after the coronavirus pandemic. This evaluation process includes, among other things, two surveys (first survey among students at the University of Mannheim in the fall semester 2020/2021, second survey among students and lecturers at the University of Mannheim planned for summer 2022), and the production of a joint position paper describing quality criteria and case studies of good digital teaching.

You can find the processed results of the first student survey here.

Head of the working group was Professor Dr. Stefan Münzer, who served as spokesman for the ZLBI. The ZLBI coordinated and supervised the work process.

Within the framework of the campus-community partnership approach, employees of the university, participating and interested schools (usually represented by the school management), the Department of Education of the City of Mannheim, and the Institut für Bildungsanalysen Baden-Württemberg (IBBW) are involved. An exchange of participants takes place, for example, in moderated workshop meetings.

Challenge of Heterogeneity: Combining theory and practice for evidence-based and practice-oriented professionalization of (future) teachers at secondary and vocational schools.

The project aims to prepare future teachers for dealing with increasing heterogeneity in the classroom. Taking into account the different circumstances and abilities of pupils is a crucial component in the professional work of teachers.

Together with cooperating secondary schools, the University of Mannheim has set itself the goal of meeting the challenges of heterogeneity in a practical, problem-oriented and research-based manner. In collaboration with the cooperating schools, future teachers gain practice-oriented, structured learning experiences.

At the same time, scientifically supported school and teaching development processes evolve. The project links practice-relevant learning, teaching development and accompanying research in teacher education, and thus connects central learning and development areas. The project is headed by Dr. Stefan Münzer, Professor in the field of Educational Psychology, and Dr. Jürgen Seifried, Professor of Economic and Business Education.

Term and funding: EUR 998,575 in the period from 15 January 2016 to 14 January 2021. Funded by the Ministry of Science, Research and Arts Baden-Württemberg.