The trainings follow these aims and objectives:

  • Contribute to enhancing the commitment and relevance of HE in local communities
  • Develop strategies how universities can increase their social responsibility actively  on student and teacher’s level


  • Ability to solve complex problems by benefiting from service learning experiences
  • Developed sense of responsibility through service learning experiences
  • Experienced self-efficacy and self-respect through a European Summer School Training


  • Possibility to be trained in new teaching methods and new methods of student guidance, especially service learning
  • Increased collaboration between teachers in the collegium and at European level
  • Increased pedagogical methods how to integrate of at-risk students

C1: TEACHER’S TRAINING WEEK on service learning
Two main problems on teacher level lead us to the idea of a teacher’s training:

  • The teachers work under enormous time pressure to deliver good quality teaching, while having to do research at the same time (and publishing in journals and acquiring external funding). Further, teachers work in isolation, having few opportunities to exchange opinions with other teachers.
  • Teachers have to be up to date with their specific technical knowledge (pharmacy, biology, psychology …) but also with their general didactic skills. From experience we know that – when time is short – teachers decide to update their technical knowledge in their field of teaching and place didactic methods back in the queue.

C2: SUMMER SCHOOL for students
Two main problems lead us to the idea of  a summer school for students:

  • Students want to make relevant experiences during their times of study. Studying in Europe without practical working experience in their advanced studies limits their chances to find adequate jobs. Previous studies show that curricula with practical classes are missing and collecting practical experience outside the classroom in internships and practical projects is recommended (Studienqualitätsmonitor 2013), only 31% of students think that university prepares them for the job.
  • A lack of trainings for students in methodologies, which are not research (empirical methods), but practical didactic methods.