"Being involved in giving hope to the people in my home country and developing solutions makes me proud," explains the young researcher Fatuma Fora, who is experimenting in the laboratories at ����ֱ�� for six months together with her fellow doctoral student Henry Momanyi. However, for the two of them, six months in Germany also means six months without their family and children: "It's hard," says Henry. "We're used to having to leave home for longer periods of time for research purposes - but it's never been six months before." However, both are aware that their research is helping to solve one of Kenya's biggest problems: Both are looking for solutions against disease-causing fungal toxins, aflatoxins, which pollute the soil and groundwater in their home country.

Drinking water and soil are affected

"Where aflatoxins, the waste product of the fungus Aspergillus, come from remains more of a legend than something that can really be proven," says Fatuma. "Many years ago, the Kenyan harvest fell victim to a drought. Maize had to be bought in. In this case from a country outside Africa, where fungal contamination with Aspergillus does not play a role. The climatic conditions did not provide it with a breeding ground. In Kenya, however, the development exploded," says the young scientist about the unproven origin of the high Aspergillus contamination in her home country. Henry adds: "The bad thing is that the Aspergillus creates its space in Kenya through climatic conditions that are ideal for it, i.e. humid and warm."

Kenya offers the fungus optimal conditions

These conditions can be found in many parts of Kenya - Makueni County is particularly badly affected. The red clay soil in the lowlands there retains moisture particularly well. This makes it an ideal breeding ground for Aspergillus and the toxin it produces. Fatuma explains: "We have very different types of soil in Kenya and each is problematic in its own way when it comes to aflatoxins. In sandy soil, for example, they have no hold, which is why it is not suitable for my study. Aflatoxins are flushed directly into the groundwater with the rainwater. So the problem with sandy soil is that it is the cause of aflatoxins getting into the groundwater."

Farmers are trained in soil health

Fatuma investigates in the field and in the laboratory how the toxin behaves in clay soil: How does it move? How is it distributed? How long does it remain active? Her work is based on two pillars: On the one hand, there is the analysis, the research into the behavior of the aflatoxins. Building on this, she also trains Kenyan farmers on how they can reduce Aspergillus contamination. This didactic work forms the second pillar: "My results are the basis for training concepts on soil health." Because: "Healthy soils mean healthy plants. And healthy plants mean a healthy harvest."

What could be an approach here? One protagonist in the fight for healthy soil is compost. The biological processes cause local temperatures in the soil to rise, making the conditions unfavorable for Aspergillus. Compost is therefore a natural antagonist against the toxin. In addition, the introduction of compost enriches the soil with a number of other microorganisms that put the Aspergillus under competitive pressure.

Another fungus against the toxin?

While Fatuma analyzes the dynamics of the toxin in the soil, Henry is looking for a biological antidote. His hypothesis: there are fungi that can break down or neutralize aflatoxins. In fact, he has isolated a promising fungal culture that shows a neutralizing effect in contaminated soil. In order to characterize it more precisely, he is carrying out DNA sequencing in cooperation with the Max Rubner Institute in Karlsruhe. Molecular genetic analyses will clarify the potential of the organism. Both research projects are part of the SolFOOD project, a German-Kenyan research collaboration that aims to improve food safety in the long term - scientifically sound and practical.

"We don't need Google Maps - we have people"

As serious as the background to their stay at ����ֱ�� is, Fatuma and Henry still have time to get to know the country and its people. Fatuma laughs heartily when it comes to where she sees the biggest difference between people in Kenya and people in Germany: "In Kenya, it's common to simply tap someone when asking for directions. You can be sure that you will be helped or that the person will accompany you in the right direction." They were initially at a loss here. "We had to use Google Maps. For the first time. In Kenya, we don't need Google Maps - we have people," she says with a smile.

"In Germany, people are more distant from each other," adds Henry, describing one of the challenges that everyday life in Germany presents them with. "But on the other hand, we very much appreciate how regular people are in Germany," continues the father of four - and explains this using an example: "In Nairobi, nobody follows the traffic rules. This makes road traffic very dangerous, especially for children." Fatuma, mother of three, adds: "When the children are out and about, I'm always worried about whether they'll get home safely."

In Germany, Fatuma and Henry enjoy the many types of bread and can certainly warm to Palatinate cuisine. But there's one thing they both agree they can't get used to: the winter weather in the South Palatinate. "It's very gray for a very long time," is their conclusion after the winter semester.

It's about food security, income stability and health

But back to the research approaches of the two doctoral students, who emphasize that All projects in the fight against aflatoxins have a direct impact on the lives of people in Kenya. Ultimately, it is about food security, income stability and health.

At the end of the winter semester 2025/26, Fatuma and Henry will return to Kenya - with new data, new methods and new approaches. But what they are taking back with them is more than just scientific expertise. It is the experience that international cooperation can produce concrete solutions. For soils, for harvests, for drinking water.

Wolfgang König has been working with artificial intelligence (AI), learning and training for several years now - and with the misunderstandings that regularly accompany new technologies. He shares his knowledge on , among other places. "Around 10,000 followers show me how great the demand is here." He works as an expert in digital vocational training at the Bildungswerk der Wirtschaft in Mecklenburg-Vorpommern, develops concepts for learning with AI and reaches a large specialist audience with his contributions. It was not planned that this would one day be his professional focus.

His path began as a student in Landau - at what is now ����ֱ��. What particularly shaped him at his alma mater was less a single topic than an attitude: "As a humanities scholar, it became second nature to me to recognize complex patterns and translate them into something suitable for everyday use," he says. His doctoral supervisor Professor Ulrich Sarcinelli played a key role in this: "He was - and still is - a professional at reducing complexity." Not in the sense of simplification, but in the sense of structure. For him, this ability became a tool that can be used far beyond the university: a tool for making complex topics understandable without losing precision. "It's not about breaking something down," explains König, "but about making the structure recognizable - so that others know how to proceed."

Between research, the public and practice

Since the beginning of his Running track, Wolfgang König has been involved at the interface between academia and the public: he has worked on research projects on citizen participation and municipal and administrative reform in Rhineland-Palatinate, and has dealt with political communication and the question of how people perceive and understand political processes. Social media was not a fashionable add-on, but a field of research with social explosive power. "I was interested in how the public sphere works today," he says. This included studies on media use and the democratic competence of trainees, as well as research on TV duels during the German parliamentary election campaign. At the same time, he wrote as a freelance journalist - an experience that further sharpened his focus on comprehensibility: "If nobody understands what you mean, you have a problem. No matter how clever the thought is."

"For me, AI was a stroke of luck" - "Minimal on-board resources, huge reach"

When artificial intelligence suddenly became mainstream with ChatGPT, it wasn't a radical new beginning for König, but rather a logical continuation of his work. "For me, AI was a stroke of luck," he says. "Minimal on-board resources, huge reach." But above all: a technology that raises new questions about learning, knowledge and understanding. His approach is deliberately pragmatic: "AI can help - so it has to be used." He considers bans to be unhelpful. Instead, he advocates teaching how to use the technology. Learning by using, trying out and reflecting. Or, as he puts it himself: "Weighing the pig doesn't make it fat."

Two models for learning with AI

For König, it was clear from the outset that AI should not just be a technical topic. It must be structured didactically. To this end, he developed two central models: the gray box model of chatbot didactics and the AI learning roadmap. Both models are now an integral part of the Q* network and are used in vocational training.

The gray box model: Chatbots like ChatGPT often work like a "gray box": Their internal processes are difficult to see through. The "" developed by Wolfgang König offers teachers a framework for using this technology didactically without having to explain everything technically. The model combines macrodidactics - i.e. integration into the curriculum - with microdidactics, i.e. specific lesson planning, and supplements this with a chatbot-doing cycle. Learners ask questions, interpret answers and reflect on results. "The aim is not to understand the technology, but to embed its use in learning processes," says König.

A practical example: chatbots are used to simulate work instructions in a training course for warehouse logistics specialists. Trainees formulate questions, analyze the chatbot's answers and check them against real processes. The AI is therefore not just a tool, but a reflection partner that actively supports the learning process.

The AI learning roadmap: The starts even earlier. It structures the entire learning process right from the start and makes it transparent for both learners and teachers. It starts by clarifying the framework conditions, data protection issues, the understanding of roles and the specific learning context. This is followed by a joint definition of objectives: what is to be learned, what skills are the focus and what is the AI being used for? Only then does the actual work begin. The learners interact independently with the AI, formulate questions, check answers, reflect on interim results and develop their skills step by step. Finally, the results are documented, evaluated and discussed together. Reflection is not an afterthought, but an integral part of the learning process. "The learning roadmap makes AI learning comprehensible and plannable," explains König. "It's not about abstracting technology, but about making the learning process visible and controllable." In practice, this approach enables trainees to systematically develop their own questions without feeling overwhelmed by the complexity of AI.

Tools for navigating complex systems

Königs' work is less about enthusiasm for technology and more about a basic social science attitude: he is concerned with comprehensibility, structures and tools that can be provided to people to help them navigate complex systems. For him, the fact that this tool is now AI is not a break, but a consistent further development.

* Network Q is a joint project of the Institut der deutschen Wirtschaft (IW), the Bildungswerke der Wirtschaft and other educational institutions. It is funded by the Federal Ministry of Education, Family Affairs, Senior Citizens, Women and Youth (BMBFSFJ). It makes vocational trainees fit for the digital transformation. With further training, lectures and workshops. It strengthens digital skills for modern training processes and future-oriented dual training. Wolfgang König is part of the "Network Q 4.0" (). Since March 2026, he has also headed the "AI Competence" training network in Mecklenburg-Vorpommern (co-financed by the European Union).

When Lennard Reinke stands at the lectern in the Rhineland-Palatinate state parliament, all eyes are on him: the microphone is switched on, the excitement is palpable - but he is prepared. "The situation was unfamiliar," he says looking back, "but I wrote down a few key sentences and then just got started. Suddenly it was really fun to be up there in front."

What looks like everyday parliamentary life is actually part of a simulation game: In January 2026, over 30 students from ����ֱ�� Kaiserslautern-Landau and Johannes Gutenberg University Mainz took part in the seventh Spring School, a collaboration between the Rhineland-Palatinate state parliament and the "Political System of the Federal Republic of Germany" working unit headed by Professor Manuela Glaab from ����ֱ��.

Lennard Reinke is one of the students from ����ֱ��: he is a fifth-semester student teacher of social studies, Catholic religion and geography. Also taking part from ����ֱ��: Tabea Terbrüggen, a third-semester student teacher in social studies and German.

Students take on fictitious roles as members of parliament

In the simulation game, Tabea and Lennard swap their lecture hall for the plenary chamber: they slip into political roles with a clear position and responsibility. At the start of the simulation game, all participants receive a detailed role description with a biographical background and clear parliamentary group affiliation.

As soon as the roles have been assigned, the work begins: parliamentary group meetings, committee discussions, initial coalition talks. Positions are agreed, strategies developed. "It was a bit like a lateral entry into the life of a member of parliament," says Lennard Reinke.

Politics is not a straightforward process - this quickly becomes clear to the participants: "Then there was an immediate row in the coalition. Some wanted this, others wanted something else," reports Lennard Reinke. In the meantime, it even seemed as if the fictitious government could fail. "So everything had to be discussed first."

"It was simply extremely interesting to immerse myself in this world"

Tabea Terbrüggen also experiences how intense state politics can be. In the simulation game, she takes on the role of an executive parliamentary group representative of a fictitious social democratic party. Her job is to keep an eye on internal coordination and ensure unity. However, emotions run high during a committee meeting: "We got really deep into a debate," she says. "We became very vocal and others had to intervene to moderate."

Lennard Reinke and Tabea Terbrüggen notice: What is discussed in theory in the university seminar room takes on a completely different dimension here. "It was simply extremely interesting to immerse myself in this world," says Tabea Terbrüggen. Although state politics is covered in her studies, it is difficult to grasp how parliamentary processes actually work. This is exactly what will change during these three days.

Simulation under real conditions

The fact that the simulation takes place in a real state parliament reinforces this impression. "We got the state parliament to ourselves," says Lennard Reinke. "We were checked, but afterwards we were in the Deutschhaus. And how we continued to work there was up to us." The students are sitting in the committee rooms where MPs normally hold discussions. They enter the plenary chamber and stand at the lectern. Tabea Terbrüggen also feels the difference. "If the simulation had taken place at the university, I wouldn't have been able to put myself in the same position," she says. The location lends seriousness to the simulation.

The common denominator is not easy to find

Multiple parties mean multiple perspectives - the participants internalize this very quickly. Discussions are not just formal processes, says Tabea, but also debates with different interests. Lennard Reinke confirms this: "Sometimes it's not so easy to find a common denominator at all."

Looking at complex processes - getting closer to the topic of state elections

"I have the feeling that I am now much closer to the whole issue of state parliamentary elections because I can better understand how the work is done," says Tabea Terbrüggen. The meeting with State Parliament President Hendrik Hering at the traditional fireside chat reinforced this closeness.

In general, with a view to the election on 22 March 2026, both are now observing developments in a more differentiated way: "You have a better understanding of everything that needs to be organized after an election," says Lennard Reinke. This is because political groups first have to come together, coalitions formed and committees appointed. What previously seemed like a formal procedure now appears to be a complex process of discussion, strategy and compromise.

Showing attitude and understanding - a change of perspective is "refreshing"

Looking back, one aspect remains particularly formative for Lennard Reinke: the change of perspective. It was "refreshing" to take on a role that you might not personally share. "You should sometimes do that in real life too, really put yourself in someone else's shoes." That doesn't mean giving up your own position. But it helps to understand others better.

Tabea Terbrüggen also takes away something that goes beyond specialist knowledge: "Practical thinking in any case." And an increased ability to engage in discussions. Good arguments had an immediate impact.

In the end, Tabea Terbrüggen draws a clear conclusion: "It really gave me a lot. Not just for my studies, but for my political understanding in general." Lennard Reinke also looks back with a smile. By the end, the group had become so familiar with the roles "that we could perhaps have done it for one more day".

Three days in the state parliament turned theory into experience. Observers became temporary co-creators. And parliamentary concepts became an understanding of how politics is actually created: step by step, debate by debate.

When Benedikt Venn first heard about studying biology at what is now ����ֱ��, he was standing in a meadow at Rock am Ring. Between concerts and cans of ravioli, an acquaintance tells him about the degree program in Kaiserslautern. At this point, Benedikt Venn is actually already enrolled at another university. He decides to switch and has no idea that his acquaintance will become a close student friend - and that the switch will lead him to a doctorate.

More than classic biology

His start in Kaiserslautern initially felt like classical biology: In botany, the professor distributes different branches around the lecture hall - hardly anyone can identify them: "And you want to study biology?" asks the lecturer. The scene sticks. But it quickly becomes clear that biology is much more than just factual knowledge. It's not just about cramming material, but about solving problems, planning experiments and classifying data.

Learning and living in a community

What particularly helps Benedikt Venn during his studies are the people around him: "I'll never forget the many evenings and nights I spent with fellow students and friends at university," he recalls. "Be it at parties, study sessions during exams or later in the lab when we were working on a problem."

In order to make contacts and benefit from the experience of higher semesters, Benedikt Venn is involved in the biology student council: "Over time, I was allowed to take on more responsibility, was student council spokesperson and, as a member of the faculty council, was involved in appointments and course reforms."

It's not just his fellow students who guide him through the challenges of the first few semesters; the close support he receives from his professors and staff also helps him to find his bearings.

New field of research

A seminar with Professor Timo Mühlhaus gave him a decisive boost in his Master's degree. Mühlhaus is setting up a new theoretical research group at the department that focuses on data-driven methods. "This area is becoming increasingly important in modern biology because experiments are generating ever larger amounts of data," says Benedikt Venn. "This data can hardly be handled without computer-aided analysis."

For Benedikt Venn, this is his entry into a field that was initially new to him: data science. "Programming was completely foreign to me until then, but the possibilities quickly convinced me to hang up my lab coat and take up this branch of research," he reports.

Timo Mühlhaus also shapes Benedikt Venn's future path: he offers to supervise his Master's thesis, which he completes in 2018 as the best student of the year. In it, he works with image data from brain research and analyzes temporal activity patterns of nerve cells. The aim is to gain a better understanding of neurological activity patterns.

German scholarship helps finance his studies

In order to continue financing his studies, Benedikt Venn is applying for a Deutschlandstipendium scholarship. In addition to academic achievements, his social commitment, which he performs in the student council, also counts here. "I was lucky enough to actually be selected by a private sponsor," he says. "The Deutschlandstipendium enabled me to take part in exciting events where I was able to come into contact with people from different industries in a relaxed atmosphere. This showed me perspectives for my future career path."

Research with social relevance

After completing his Master's degree, Benedikt Venn initially decided to stay at ����ֱ��. He began his doctorate, in which he worked with data that records biological adaptation reactions over longer periods of time. Specifically, he is investigating how plants react to changing environmental conditions. "This field of research particularly appealed to me in the context of climate change," he adds. "A better understanding of such processes can help us to understand how plants and ecosystems could react to future changes."

Organization of an international conference

During his doctorate, Benedikt Venn is working on data science libraries that his research group is developing and making publicly accessible. These tools, originally intended for his own research, are attracting international interest: Benedikt Venn receives a LinkedIn message from a company that wants to use his system and would like his advice. He hesitates briefly - then replies.

The initial contact quickly developed into something more: together with other participants, Benedikt Venn organized an international data science conference in Berlin, which was attended by around 120 researchers. For three days, the focus was on "Data Science in F#". He reports: "I would never have dreamed that I would one day be involved in organizing an international data science conference. I wasn't a model student and had nothing to do with computer science. I then found a real passion during my studies."

From doctorate to career as a data scientist

After completing his doctorate, Benedikt Venn decided to switch to the private sector. Today, he works as a data scientist at the IT consulting firm Exxeta. There he works in various areas: "The project-based work, new questions and the change between topics appealed to me." Nevertheless, his work continues to be shaped by his research mindset: structuring complex problems, recognizing patterns and drawing reliable conclusions from data are part of his everyday life.

His tip: not everything has to be clear from the start

The ����ֱ�� graduate advises students and prospective students to keep an open mind and not to commit themselves too early. Not everything has to be clear from the start. It is important to seize opportunities and try out new things. His path shows that careers do not always need a ready-made plan. They are often a process, characterized by decisions, encounters and the enthusiasm to learn new things.

Emma is studying at the Université Sorbonne Nouvelle in Paris. From there, she began the German-French degree program offered in cooperation with ����ֱ�� - a course that prepares students specifically for teaching in Germany and France. Students who want to teach German and French at grammar school later on can obtain a Bachelor's degree and a dual license within six semesters. They then have the option of completing a Master's degree - which is exactly the path the prospective teacher of German and French has taken. She is completing her Master's degree at the Sorbonne Nouvelle.

Teacher training with guaranteed experience

It was clear to her early on that she wanted more than a traditional teaching degree: "The special thing about the double degree is that you are immediately involved in a permanent exchange between France and Germany," says Emma. An exchange that shapes everyday study life. Two university systems, two educational cultures, two perspectives on school - and in the middle of it all, students who learn to navigate both worlds with confidence. In seminars and lectures, students from both countries sit together and pore over the same content.

Like all French students, Emma spent two semesters in Landau during her Bachelor's degree: "I spent my last two semesters here. Those who study from Landau spend the 3rd and 4th semester in Paris." The subsequent Master's degree course was an intensive time - but one in which she never felt alone. "Here in Landau, the support is super personal," she says. "The Romance studies team is incredibly empathetic, close to the students and really interested in us."

Support: from learning the language to finding accommodation

In Landau, Emma was directly assigned a tandem partner, support with organizational issues and help with finding accommodation. In addition, the mandatory school internships are fully organized for students on the German-French degree program. In return, German students also receive similar support in Paris - a real partnership model.

The atelier interculturel was particularly formative for Emma. "It was like a freshers' week special," she says with a laugh. Getting to know each other, discussions, exchanges about the university, culture and expectations - a space in which interculturality didn't remain theoretical, but became part of everyday life. It was precisely this low-threshold introduction that helped her to quickly feel at home in Landau.

The size of the degree course is manageable: "Smaller than a school class and everyone knows everyone," Emma sums up. This creates closeness, trust and an appreciative learning atmosphere in which questions are allowed. For her, this is a decisive advantage: "You don't just get shuffled through."

Quite different: school systems in Germany and France

In terms of content, she experiences clear differences between the teacher training courses in Germany and France. In France, pedagogy and law are much more important. There is no religion as a subject - instead there is the subject enseignement moral et civique, a mixture of ethics and social studies. German lessons in France cover topics such as the fall of the Berlin Wall, the Third Reich, but also cultural aspects such as carnival, Oktoberfest and career guidance.

No traineeship in France without CAPES

A central point in the French system is the CAPES exam. It is organized centrally by the state and is a prerequisite for entering the traineeship - the stage de titularisation. No traineeship without CAPES. The exam is demanding: two six-hour written exams, followed by two oral exams. Anyone who scores less than five points is eliminated - regardless of their academic performance. "Then you've basically studied for nothing," says Emma frankly.

In Emma's year, everyone who passed the exam was offered a traineeship. Places are allocated strictly according to a ranking list, which counts from the best result downwards. Emma came second in the country - an outstanding result. "I think I was just very relaxed because I knew that I could just as easily do my traineeship in Germany. That's another big advantage of the Franco-German degree program. For me at least, it took the pressure off." After the traineeship, which lasts one year in France, the regular entry into the teaching profession follows. As the CAPES is only valid for a limited period of time, Emma has to make a decision: Will she become a teacher in France or in Germany?

Freedom of choice: Côte d'Azur or Lake Constance

"Even if I find it difficult to choose a country, I see it as a great gift: I can choose between two countries that are so close to me. It's difficult for me because I feel at home in both countries, especially because of my studies." For five years, she not only studied interculturality, she lived it.

Into the deep end: teaching during her Master's degree

In her final year of her Master's degree, she was already working full-time at a French school - an obligation for all students. If you can't get one of the coveted and paid teaching positions, you have to teach as an intern. Emma taught independently during this time. She only saw her tutor five times that year. Responsibility, trust and reality shock included.

Although studying in two worlds brings its challenges, her conclusion is clear: "I would do it again in a heartbeat." The German-French degree program is demanding, but rewarding - especially for language enthusiasts with an interest in culture who enjoy learning. Or as Emma sums it up: for anyone who wants more than just a degree.

The Franco-German degree program at ����ֱ�� is a path that opens doors - between countries, systems and lifestyles.

Here you can find more information about the Franco-German degree programs at ����ֱ�� .

When Julius Remmlinger was looking for a degree program in 2016, he was faced with a challenge: he wanted something scientific, but with practical relevance. Although he is interested in chemistry, he cannot imagine a career exclusively in the laboratory. At ����ֱ�� Kaiserslautern, he finally discovers the industrial engineering and management degree program with a focus on chemistry - and his decision is made. Here he doesn't stop at theory, but finds out how chemical knowledge can be transferred into practice.

Even in the first few semesters, Julius Remmlinger notices how much the versatility of the course appeals to him. "I found it exciting to jump between marketing, process engineering and organic chemistry in one day and to familiarize myself with completely different topics," he says. At the same time, his wish to be prepared for practical work was fulfilled - with presentations, oral examinations and intensive exchanges. "After all, it's not about whether you can recite every formula by heart, but whether you can familiarize yourself with complex topics and ask good questions."

Learning how to learn - from Kaiserslautern to Paris

What particularly shapes Julius during his studies is the realization that learning is more than just absorbing material. This idea is reinforced during his semester abroad at the Institut Mines-Télécom Business School south of Paris, where he takes courses in French. Differences in methods, structure and approaches open up new perspectives for him and confirm what he has already experienced at ����ֱ��: Learning processes thrive on personal activity and looking beyond disciplinary boundaries.

Passion meets entrepreneurial spirit

Julius Remmlinger doesn't just enjoy getting to grips with new topics during his studies. His practical thinking also shapes him beyond the lecture halls. Together with two friends from his youth, he founded a climbing start-up during his studies. The starting point for Banana Climbing GmbH is a small workshop in Saarland, where a friend builds wooden elements for climbing gyms. "At some point, people wanted to buy it," says Julius Remmlinger. "We were in our early 20s and suddenly had to register a company in order to be able to write invoices. We didn't think too much of it, we just did it and suddenly became really big."

Entry into the energy industry

In addition to his work as an entrepreneur, Julius Remmlinger did internships in mechanical engineering and plastics processing until a new impulse arose during his Master's degree: In an entrepreneurship specialization with Prof. Dr. Dennis Steininger, holder of the Chair of Business Administration with a focus on entrepreneurship, he developed business models and wrote a seminar paper on how investors look at start-ups.

His work on innovation and investment logic ultimately led to his Master's thesis. For this, he worked for six months in the strategy department at EnBW AG. "A Master's thesis in a company like this is a huge opportunity and a bit like an internship," says Julius Remmlinger. "You gain a lot of insights, get to know people and work on real issues." His work at EnBW came at a time of intense debate in the energy industry. "At that time, there were an incredible number of new developments and at the same time many opinions that were not always scientifically sound." A field of tension between research, practice and social relevance that immediately inspired him and would shape his future career.

Career start with start-up investments

After completing his Master's degree, Julius moved to EnBW New Ventures, the Group's venture capital arm. There, he spent two years analyzing start-ups in the climate and energy technology sector, talking to founders and supporting investments. He was particularly impressed by the energy of the teams: "You work with people who are super motivated and totally passionate about their idea."

During this time, Julius Remmlinger returns to Prof. Dr. Steininger's lectures twice as a guest speaker. "I really enjoyed giving lectures. Maybe that was also the decisive kick to go back into research," he says.

Energy systems of tomorrow: PhD in the EU network

Today, Julius Remmlinger is doing his doctorate in a Marie Skłodowska-Curie doctoral network on consumer demand flexibility in future energy systems. He is investigating how renewable energies can be integrated at city and state level and what role consumer behavior plays in this. "The doctorate is a perfect opportunity to immerse yourself in a topic for three or four years and develop your own ideas."

Julius is not sure where his doctorate will take him. The energy industry excites him, the research allows for depth, and the start-up experience always remains in the background. Perhaps one day he will come up with another idea that is big enough to pursue.

Networking and staying calm

When Julius Remmlinger thinks back to his time at ����ֱ��, he has particularly fond memories of the campus character of the university: "You see the same people again and again, you can get into conversation and discuss things across disciplines," he says. "Friendships and networks are also formed at Unisport. Of course, it's a hurdle to go there for the first time if you don't know anyone. But it's worth it."

What he gives students is not a step-by-step career guide, but an attitude. "There are always lots of options, but I never took the first one that came up," he says. Instead, he advises seeking out conversations, taking your time and finding out which working environment suits your personality. "It can't hurt to get to know your own needs before making a decision." Serenity is also helpful when studying. "The world won't end if you don't understand something straight away. And you're usually not the only person in the room who feels that way."

Julius Remmlinger has lived what he recommends to students himself: he took advantage of the opportunities at ����ֱ�� and found an environment that has shaped his career to this day. His career makes it clear how much can be achieved if you allow yourself to be guided by curiosity and remain open to what develops.

A video filmed from a bird's eye view shows a classroom scene in which four students are working on a problem in math class. A dynamic develops: one pupil drops out, another pursues an incorrect solution, and in the end there is disagreement. How should a teacher react in such a situation? When does it make sense to intervene and to what extent? Does the disengaging pupil need support or is he possibly underchallenged and bored?

If a prospective teacher is confronted with a scene like this, pure technical skills are only of limited help. What is needed are didactic skills that develop thanks to an interplay of subject-specific didactic theory and concrete teaching practice. In everyday teaching later on, the teacher must keep the focus on the lesson content at the same time as classifying such a teaching situation. The teacher must therefore be able to quickly grasp and assess a situation from a didactic perspective in order to be able to react in a solution-oriented and confident manner.

The aim: To make it easier to get started in everyday teaching

But how can such difficult or unclear teaching moments be trained in advance - before you actually stand in front of a class? ����ֱ�� mathematics didactics expert Professor Jürgen Roth asked himself this question. His idea: prospective teachers are confronted with authentic mathematical group work processes of learners and trained in their diagnostic and problem-solving skills through targeted tasks.

To enable students to analyze teaching situations from an observer's perspective, Roth decided to use digital video sequences that can be paused and replayed at any time. The diagnostic skills of the participating students are trained through analysis tasks tailored to the video sequences. This was the birth of the video tool ViviAn "Video vignettes for analyzing teaching processes". The aim is to diagnose various teaching scenes and to enable students to deal with them professionally even before their traineeship.

Intelligent training system

Initially, each vignette consisted of a single film sequence, a fixed list of questions and a stored sample solution - structured but rigid. Each vignette was a separate research project. This changed fundamentally when Marc Bastian Rieger joined the team. The postdoc, with a penchant for programming and a high demand for scientific quality, rebuilt the entire platform. He developed and programmed ViviAn entirely himself and is also responsible for the technical development of the homepage.

He also provides the AI that will be available in the future with tested expert knowledge. Marc Bastian Rieger trains it exclusively with scientifically validated content and data. External influences, for example from freely available models or the open Internet, are excluded. This ensures that the system works in a technically clean, didactically sound and scientifically controlled manner.

"The perceived safety increases"

The effectiveness of the training can now also be verified empirically: "We can prove that those who spend more time on the videos achieve better grades," says Rieger.

And there is also corresponding feedback from the student body: At the beginning, he had to watch the video sequences three to four times to be able to answer the analysis questions with confidence. Now, one viewing is enough. "My sense of confidence has increased significantly," he says, "I can now classify different teaching situations much more quickly and react appropriately." A sign that diagnostic skills can actually be trained.

"With ViviAn, we are filling a gap in the transition between theory and practice," says Roth. More than 60 course instructors are now working with ViviAn. At ����ֱ�� alone, around 500 students use the tool regularly. Demand is increasing: Lecturers from different departments across the DACH region ViviAn is already training their students' skills in this way. The so-called DACH region includes Germany (D), Austria (A) and Switzerland (CH). The two project owners Roth and Rieger see the high number of hits as an indicator of the need for practical diagnostic training and digitally supported skills acquisition.

ViviAn is also used in teacher training: Roth uses the system in workshops with teachers, who can use it to refresh their diagnostic skills and develop them using current examples.

Another area of application: training prospective psychotherapists

ViviAn has long since grown beyond the boundaries of mathematics didactics. In psychology, for example, ViviAn is used in the training of prospective psychotherapists: they analyze video vignettes in which fictitious patients simulate different therapeutic interview situations, which are then reflected upon professionally.

Further information: Training diagnostic skills with the help of ViviAn

"I'm not that much of a performer," he says and laughs - a statement that anyone who has ever seen Anuraj Sri Rajarajendran on stage would not accept. He fell in love with hip-hop as a teenager, writing lyrics with rhythm and playing with language - but for years the words just stayed in his room. He didn't dare to publish them. But then, during the coronavirus pandemic, he took the first step and uploaded his own song to a social media portal. Looking back, this moment was the starting signal for everything that followed.

While looking for a way to not only write but also share his lyrics, he came across a poetry slam in Speyer and, without hesitation, signed up to perform there. Another performance followed in Landau. His style - a mixture of humor, depth and emotional language - triggers enthusiasm - and there is a member of the audience who recognizes his extraordinary potential: Anja Ohmer, professor of the "Performing Arts" certificate course at ����ֱ��. Impressed by his presence, she approaches him and invites him to take the degree program.

Appearing authentic - building self-confidence

Anuraj quickly realized that he wanted to be there. At the time, Anuraj was studying English and geography to become a teacher and deliberately chose the third subject "Performing Arts".

He had already liked performing arts at school - now, for the first time, he had the chance to really understand the methods behind body presence, posture, expression and stage impact. While Anuraj is now studying for a Master's degree, he says looking back that the degree program has completely changed his performance. He learned to "feel himself", as Anja Ohmer calls it: to appear authentic, to build up self-confidence and not just to read out his texts, but to perform them. And that in a competition where every detail counts - posture, breathing, pauses and voice.

Anuraj's further development was not long in coming. More and more performances followed, he won numerous slams, came fourth at the state championships, then runner-up the next year - and finally became poetry slam champion.

His talent did not go unnoticed for long in Rhineland-Palatinate: event organizers invited him to perform and the audience grew with every appearance. And along the way, he publishes his first book: a collection of his texts that reflect exactly what defines him - emotions and depth mixed with a pinch of humor.

His lyrics are "born out of a feeling"

But how do these brilliant texts actually come about? Anuraj laughs at this question, because his answer is surprisingly simple: "Out of a feeling." When a thought occurs to him, he writes it down immediately by sending it to himself via WhatsApp. And then the fine-tuning begins: he tests new texts at small slams and gauges how well they are received by the audience. He spends several months preparing for major competitions.

Before his performances, he seeks peace and quiet, takes a deep breath and lowers his heart rate. "From the moment I start speaking, all the tension falls away."

To South Africa for the Poetry Slam Championships

Things will be particularly exciting in 2026, as he is traveling to South Africa for the Poetry Slam World Championships. Different rules apply there: sometimes only three minutes, and all texts must be in English. Although this is a new challenge for Anuraj, it is also an opportunity to further develop his work and use the rest of his studies - after all, he is studying to be an English teacher.

Anja Ohmer watches his development with pride. For her, "Performing Arts" is much more than just theater. The degree program, which combines aesthetic education, didactics, independent theater projects and intensive bodywork, is designed to strengthen students - regardless of the other subject they are studying.

Presence, self-confidence, body language, public speaking, assertiveness and the ability to guide pupils: These are all skills that prospective teachers need in everyday life. She hopes that the degree program will also be opened up to primary and, above all, special education students in the future, because it is precisely there that pupils need special support and a very specific understanding of their individual learning situation. Artistic work makes it possible to get to know young people in a way that is hardly possible in regular lessons.

Versatile: skills from the "Performing Arts" degree program

Ohmer emphasizes that anyone can take part - without any stage experience. An aptitude workshop is all about having the desire to try things out and get to know each other. Technique, stage, language - or completely different talents - can all be discovered and developed there. The "Performing Arts" degree program can be taken from the fifth semester onwards or "on top", even if you have already finished your studies.

Later on, you can not only teach drama as a school subject or run a drama club at your own school - Professor Anja Ohmer is convinced that the skills you learn can also be used wonderfully in subjects such as biology, sport or math and help graduates to make lessons more creative.

For her, Anuraj is a prime example of how visible this personal development can be. "He has a huge talent that can continue to grow," she says. At the same time, she hopes that he will not lose sight of his teaching degree despite his successes.

Finding out who you are and what you want to be

For Anuraj himself, one thing is important: "You have to find out who you are and what you want to be." His path shows exactly that. He started with a feeling, with a few words that he didn't show anyone at first. Today, he touches many people with his performances and travels to international competitions - and remains someone who always wants to keep learning.

Anuraj's story inspires and motivates because it makes us realize once again that art is not created through innate ability and perfection, but through courage. Courage to write and publish your first text. Courage to step onto a stage. Courage to show yourself and your own feelings. And, above all, the courage to keep going, even if you don't yet know where the path will lead.

There have been surveys at ����ֱ�� for a long time. What is new or different about the "Campus Tour"?

Maike Rech: That's right, we've been conducting student surveys at the university for a long time. We will continue to conduct digital surveys by email at regular intervals. We can already work well with the data obtained from these surveys, but we have noticed that there are still one or two issues that remain unresolved. As a result of the merger to form ����ֱ�� Kaiserslautern-Landau, we will also reposition ourselves in the quality management of studies and teaching and find new ways to receive direct feedback from students. And that's how we came up with the idea of the campus tour.

Julia Kleine: We set up large metaplan walls in central locations on the Kaiserslautern and Landau campuses, making it hard for students to miss. Some students came in small groups and discussed the posted questions with each other - or directly with us. It was great that we from Quality Management were also able to have a direct exchange with the students. There was a high level of engagement. However, as with the digital surveys, the answers given on the metaplan boards remained anonymous.

Was there a particular focus during the campus tour?

Maike Rech: In this case, our focus was on the topic of "student engagement/participation". There was a fixed set of questions that was specifically tailored to one focus, such as "Why is student engagement changing?" or "Why is participation in surveys falling?". At the same time, we also asked very broad questions, such as "Do you have any general feedback at ����ֱ��?". The students had the opportunity to use cards and pens to share their own personal opinions and experiences on the metaplan board. In the end, we were able to gain good and new insights.

Were there any opinions and experiences during the campus tour that came as a surprise?

Julia Kleine: When we were developing the questions for the students, there were already thoughts about what the biggest sticking points might be, because we noticed some of them ourselves. Even though the majority of the answers actually confirmed our expectations, it was important for us to feed back our thoughts to the students.

Maike Rech: In some cases, however, there were also topics that we had not previously considered - partly because they do not fall within our usual area of work. Nevertheless, we took the votes on board for feedback in the relevant teams at ����ֱ��. Thanks to the personal exchange, we were able to scrutinize the answers directly, unlike in a digital survey, and discuss individual points in greater depth.

How exactly does this work? How do you process the information provided by the students?

Maike Rech: To give a concrete example in the area of accreditation, the campus tour made it clear that we use a technical vocabulary with abbreviations in quality management that the students are not even familiar with. Thanks to their honest feedback, we have now been given the specific task of adapting our website and documents accordingly.

Julia Kleine: We also asked students why student involvement is declining overall - for example in committees and student councils. The feedback we received was that students are often unaware of what opportunities there are to get actively involved. This is important feedback for us so that we can discuss with other teams at ����ֱ�� how we can make participation opportunities within the university more visible.

To what extent can students use their voice to make a concrete contribution to changing university life?

Maike Rech: Surveys such as the campus tour or the first semester survey - which is aimed at those who have enrolled for the first time in the winter semester - offer students the unique opportunity to share their opinions outside their community with other university stakeholders. Whether positive experiences or challenging points.

Julia Kleine: Students don't need to have any prior knowledge, just a willingness to share their own experiences and perhaps new ideas or impulses. Even if they do not immediately see the implementation and thus the success of their opinion sharing, their voice is very important. The development of our university is a generational contract: things as they are today were partly shaped by the opinions of other students from the past. For example, there was feedback from the first-year students who took part in the first semester survey that they needed more time to settle into everyday university life and that they needed orientation after their time at school in order to be introduced to academic work. These voices were one of the reasons for the introduction of the ����ֱ��zero orientation program. So it's quite valuable to share your own opinion, because you can really contribute to making a difference at university - for yourself and for future students.

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Good to know: In the first week of January 2026, the first semester survey on starting and choosing a degree course will take place. The campus tour with a survey of all students on the topic of studying and university life takes place every summer semester as planned. And as you have read, your voice is heard and your opinion can play a key role in shaping university life. So it's worth taking part!

Then one thing led to another: Participation in a Math Talent School workshop for MINT-EC schools at the Fraunhofer Institute in Kaiserslautern, the simultaneous Math Day at ����ֱ�� Kaiserslautern and the first information about FiMS, the early entry into mathematics studies.

FiMS: Early math studies for puzzlers and researchers

"FiMS was the perfect opportunity for me to test whether math is really exactly what I want to study - after all, before the workshop at Fraunhofer, I was still sure that I would go into computer science," says Laura Engels. When the budding mathematician began her early studies, she was 17 years old, still attending grammar school in Cuxhaven and preparing for her Abitur. "The good thing about FiMS is that it's a distance learning course." The students in the early study program receive their assignments from the supervising lecturers and submit the solutions digitally. Thanks to the flexibility in terms of time, Laura was able to integrate FiMS well into her everyday school life. "I have to say that I often took learning a little too seriously. The FiMS tasks were like a short break from my stressful everyday life." The full focus on puzzles, riddles and finding solutions outside of the school curriculum was a distraction I quickly grew to love.

Preparing for proper studies

"Unfortunately, I only became aware of FiMS late on. So I only had the pleasure for just under a semester." Theoretically, she could have started her early math studies at the age of 15. In addition to the joy of puzzling and a first insight into university life, this also has advantages for your later studies: if you decide to study math afterwards, you can have credits from FiMS credited and thus shorten your study time.

"Unfortunately, that didn't work out for me. I started too late for that and I didn't manage to write the final exam in addition to my A-levels." In retrospect, Laura doesn't think that's such a bad thing: gaining something from FiMS is much more important to her than passing an exam. "For me, it has given me the certainty that math is exactly what I was looking for." Laura actually assumed that math was dry and not very application-oriented - just like the math she knew from school. "But it's not comparable at all: University mathematics is still very theoretical in the Bachelor's degree, but during the Math Talent School at Fraunhofer in Kaiserslautern, I realized how practically applicable this knowledge is."

The influence of the teacher

Laura is honest: up until sixth form, she assumed that math wasn't exactly her strong point. "I was always between a two and a three in math - there were other high-flyers." Perhaps this was also due to the fact that her math teacher at elementary school told her that she would not make it to grammar school based on her performance in math. "My high school math teacher was the game changer. He focused on logic, among other things, and suddenly math suited me too. Solving puzzles and finding logical solutions has always been easy for me."

"At first, FiMS sounded to me like some kind of gifted program, but it's not at all." Of course it helps to do well at school, because FiMS requires a letter of recommendation from your own math teacher, among other things. But the most important requirement is a penchant for puzzles and research. And Laura has always had that: "I've been in the Jugend forscht AG since seventh grade. For me, the AG was the door opener to all the MINT-EC programs and that in turn was the door opener for FiMS." However, Laura emphasizes that no prior knowledge is necessary.

FiMS was like a cherished hobby

It has now been almost two years since Laura completed FiMS. She is now a Felix Klein scholarship holder. Her passion for applied mathematics runs like a thread through her studies.

"When I look back on FiMS, I have to say that it was like a cherished hobby: it was fun, I could be flexible, without pressure and - like any other hobby - I needed time for it." On average, Laura spent around eight to twelve hours a week on her FiMS studies. "FiMS was 'studying light' for me," she concludes. Thanks to a lot of personal support, the workload was easy to manage. "The only thing I missed was the analog contact." Although the video calls provided flexibility in terms of space, they could not replace analog contact for Laura.

Things are different now: she has long since found her new home in Kaiserslautern. The diversity of the city, the international atmosphere and the flair of the campus university with its short distances have made it easy for her to feel at home. "I enjoy student life. The personal interaction and working on mathematical solutions together," beams the bachelor's student of mathematics.

Although she is now studying hard, she makes time to think outside the box. Just this autumn, she took part in the Felix Klein Center's one-week autumn school, which was held at the neighboring Fraunhofer Institute in Kaiserslautern. "For me, ����ֱ�� at the Kaiserslautern campus is a huge stroke of luck: research institutes are located right next to the campus and the campus itself offers a very comfortable place to study. I would say: Kaiserslautern is my feel-good campus - everything is right here: studies, opportunities and support."

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Good to know: Participation in FiMS is possible in the winter semester (registration by September 15) and in the summer semester (registration by March 15). You can find more information on this and what preparation is helpful in advance on the .

Or should it be physics? With FiPS, ����ֱ�� also offers a program for early entry into physics studies. You can find more information on this and for whom it is suitable on the .

When Linh Nguyen began her bachelor's degree in Mannheim, she was interested in the basics of business administration. She doesn't have a concrete idea of where she wants to go professionally. Perhaps she would like to go into banking, insurance or real estate later on. In order to clarify her goals, she looks for a job as a working student in a start-up. Linh Nguyen came across a subject area that immediately fascinated her: patent law and intellectual property rights.

"My working student job was the first time I delved deeper into the topic of intellectual property," she explains. "It fascinated me so much that I wanted to study it in my Master's degree." However, finding a university with the right program is difficult. Only ����ֱ�� offers the electives and research specializations she is looking for. This is what tipped the scales in favor of moving to Kaiserslautern.

Small hurdles and great opportunities

The move from the University of Mannheim to ����ֱ�� in Kaiserslautern is an important step for Linh Nguyen. Before she enrolled for the Master's degree, she did a lot of research into chairs, electives and fields of research. "I found a lot of well-structured information about the research fields and electives on the website. That was incredibly helpful in making my decision," she says.

The change of university brings with it everyday challenges: "Just topping up my Mensa account was something completely new for me," she says with a smile. At the same time, she received a lot of support from fellow students in the first few days, which made it easier for her to get started. At the same time, the change has given her a great opportunity to pursue her interests and get to know new professors whose perspectives and research focuses have noticeably expanded her specialist knowledge.

Growth through mistakes and role models

Linh Nguyen particularly remembers the close supervision structures and the intensive support she received during her research work on the Master's course. After all, not all experiments went as planned, especially at the beginning. "I had a lot of failures at the beginning," she says, "but Professor Steininger and the staff at the chair showed me how I could improve my research. I received incredibly great support."

During her studies, Linh Nguyen conducts online experiments in which participants evaluate products and their reactions are analyzed. In her Master's thesis, she is working on the question of what influence customer reviews have and what strategies companies should use to deal with them. She is learning how to develop study designs, interpret results and understand errors as part of the scientific process.

"Even if not all hypotheses were always confirmed, I took a lot away from these moments in particular. I learned to keep at it and approach complex issues in a structured way."

Between lecture hall and large corporation

During her Master's degree, Linh Nguyen applied for another student trainee position, this time at the software company SAP. She was accepted and quickly found her feet in the structures of the large corporation: "I was able to work in the team right from the start and realized that I really enjoyed the work.".

Linh Nguyen is once again experiencing how she can apply business management methods, analytical thinking and the technical basics from her studies in the corporate world. The working student job also shows her which tasks suit her and how important team culture and a suitable working environment are for her. "It's incredibly enriching to work with an international team," she says. "Everyone brings different strengths and perspectives to the table."

During her time as a working student, Linh Nguyen has also found that she feels comfortable in roles that lie at the interface of business and technology. Where strategic thinking, teamwork and real added value for customers come together.

Working at SAP: complexity as motivation

SAP also sees that the work is a perfect fit for Linh Nguyen: She is offered a permanent position after completing her studies. The fact that she was already part of the team as a working student made the transition to the job easier. She knew what to expect - and her team knew what she was capable of.

Today, Linh Nguyen works at SAP in the Customer Success department. Her area of responsibility is where customer consulting, business development and strategic process support come together. What sounds abstract to the outside world is a fascinating field of work for her, in which she draws on the skills she learned at ����ֱ�� on a daily basis. "Analytical thinking, structured work, scientific precision - I need all of that all the time these days," she says.

Patience and willingness to learn as a recipe for success

When Linh Nguyen talks about her path, one thing comes through above all: a clear, practical attitude. Based on her experience, she advises students to consciously combine practice and theory and to deal openly with mistakes. She says that research has taught her that not every result has to be immediately clear and that patience and trial and error are part of the learning process.

When asked whether she has always been so organized and determined, she laughs: "My mother still rolls her eyes at the chaos on my desk sometimes." She learned how to work in a structured way during her studies: planning days, setting priorities, organizing to-dos. Skills that became particularly important during exam periods and now benefit her in her day-to-day work.

A path that has grown through experience

Linh Nguyen's career clearly shows what has advanced her career: the willingness to try things out, take responsibility and learn something from every step. Whether in a start-up, in research or at SAP, it has always been complex issues and concrete experiences that have pointed her in the right direction.

This is precisely why Linh Nguyen sees her path as the result of many small steps, decisions and encounters. Practical experience, academic work and people who have accompanied her along the way have sharpened her view of her own professional profile. Today at SAP, she realizes how all these building blocks come together to form a whole. And that the move to ����ֱ�� and the part-time jobs gave her exactly the right impetus at exactly the right time.

How did you come to choose the Socioinformatics degree program?

I was already interested in social sciences at school, but also in technology. So I thought to myself: is there a way to combine the two? Then a friend of my mother's happened to read a newspaper article about Prof. Dr. Katharina Zweig, who helped develop the degree program here at ����ֱ��. Apparently, the two of them talked about my interests and that I was about to choose a degree course. That's how I got the tip to take a look at the Bachelor's degree course in Socioinformatics.

At first, I couldn't quite imagine what the term socioinformatics meant. But what I read about the degree program and its content sounded very interesting to me. I then spoke to students on the degree program at the information day and that's when I knew: this is it.

Socioinformatics... What exactly is it?

Socioinformatics is about linking computer science with the social sciences. This is necessary because technology and software are increasingly deeply rooted in specific social contexts and processes. In addition to the development of software, it is also about how technology and society interact with each other. The main part of the socioinformatics course is made up of 60 percent computer science, although this is more applied computer science. The remaining 40 percent is made up of various content from Sociology, Psychology, Law and Business Studies and Economics.

This gives us a good overview of the respective sciences, which helps us to understand the impact of technologies on the different areas. Working with people from these fields is also an advantage for your future career, as you fundamentally understand their motivations for making decisions. Socioinformatics specialists are, so to speak, a link that brings many disciplines together.

At the time, I compared similar degree programs at other universities and colleges, but didn't actually find anything comparable.

The Socioinformatics degree program is therefore unique in its kind, which is why it could only be at ����ֱ�� in Kaiserslautern for you. How do you like it here?

I originally come from a small town in Baden-Württemberg and to be honest, like probably many others, I didn't have a particularly good image of Kaiserslautern. But that didn't stop me from studying the degree program and moving to Kaiserslautern for it. The city is surprising, I have come to love many things here and in the surrounding area. I think the Wine Festivals are great and that the Palatinate Forest is right on my doorstep because I like to go hiking in the countryside. The CampusPlus and Unisport offers are also very diverse and ����ֱ�� is simply very well positioned in the field of computer science.

Other cities offer different opportunities, but ultimately it's the friends you make and have around you during your studies that make the difference. It doesn't matter where you do what together: for me, the people are more important and I've definitely found my friends here. At ����ֱ��, you can feel the cohesion and that we are a community. I really like that. So it was definitely the right decision.

Now you have almost completed your studies and are writing your Bachelor's thesis. It's essentially about the TikTok algorithm and the question of how interactions influence the visibility of political party content. What exactly does your research look like? And let's be honest: how often do you watch TikTok for fun when you should actually be working?

(Benjamin laughs) I actually downloaded TikTok again especially for my bachelor's thesis. I tend to use other social media platforms, which is why it's not so difficult for me to use TikTok exclusively for my bachelor's thesis. First, I take a look at how often TikTok shows me content from a party on the "For you" page. I then use computer programs to simulate various user interactions such as likes and watch time, i.e. how long a piece of content is viewed. These interactions represent different party preferences: The more interaction, the more favored the party seems to be. And then I always look at how the frequency of content displayed changes based on user interactions and what differences there are between the parties.

Why TikTok in particular?

Because there hasn't been as much research into this compared to Facebook or X (formerly Twitter). And because TikTok is one of the social media platforms with the widest reach, especially with regard to the influence and influenceability of young people. As some of them now only obtain news via social media, political parties have also recognized this, making TikTok increasingly relevant in election campaigns.

And what comes next: Do you already have plans for what to do after your bachelor's degree?

I definitely want to stay in the field of socioinformatics and specialize. I am particularly interested in the topic of fake news, botnet activities and the systematic manipulation of discourse through coordinated interaction between foreign troll factories on social media. I am interested in how political opinions are formed, how political content is provided and how we humans consume it. Especially through generative AI, for example text, image and video generation by artificial intelligence, it is becoming increasingly important to bring the technological and social sides together and no longer look at them individually in isolation. This no longer works. Because even if something is technically well made or robust, it can have a negative impact on society.

This is precisely why we have to increasingly think about the topics together and this is what we do on the course. The Bachelor's degree course in Socioinformatics at ����ֱ�� provides a good basis for assessing the impact of technological developments on society and for delving even deeper into this area in the future.

Who is this degree program suitable for? What skills should you have?

Logical thinking is helpful, as the computer science part of the course is the largest. But basically you should have a broad interest. You don't have to have been extremely good at math at school or have had very good grades in social studies. I also had no previous knowledge of programming and computer science was not offered as a subject at my school. But if you have a real interest, you can do it - I'm sure of that. There is also a math pre-course parallel to the freshman weeks, before the lectures start. This is very helpful for the math part of your studies, so you can start from scratch in Socioinformatics.

What other tips do you have for first-year students?

Right at the beginning, find people with whom you can work on exercises together, for example. One person is better at one subject, while you have your own strengths elsewhere. This way, you complement each other really well and can support each other. My other tip is to spend a semester abroad. I was in Oulu in Finland, the northernmost major city in Europe.

Why Oulu of all places?

I knew from the start that I wanted to go north to one of the Scandinavian countries. Another important criterion was that it should be a university that has student residences for international students, like here in Kaiserslautern, so that I didn't have to look for a private residence. That narrowed down my choice and then I looked at which of the courses and study content on offer appealed to me the most. In the end it was Oulu. The cost of living in Finland is somewhat more expensive than in Germany, for example for food and drink. But at 300 euros, I actually paid about the same for a room in a hall of residence there as I did here in Kaiserslautern. And Kaiserslautern is already very cheap as far as rental costs for students are concerned.

It was a great experience that I would recommend to anyone, regardless of their degree program and regardless of whether they want to go north or south like me. You develop your social skills during your semester abroad and get to know a different country and a different culture. It's simply fun to experience university in a new place with students from different countries - and also to get to know the party life there. That's simply part of the Erasmus experience! 😊

"For me, climbing is about switching off, doing my thing," says Jonas Ecker, who has been scrambling on the rocks in the south of France since he was a small child on family vacations. He now trains five times a week, literally at a high level: "I have no stress on the climbing tower, I like the feeling of being free." Through his sport, he has learned to focus on the moment. And, he adds with a grin, his frustration tolerance has increased significantly in recent years. Because in climbing, and in life in general, it's not uncommon: If you try to change your perspective, then a route that initially seems hopeless might work out after all.

The 21-year-old is originally from Heidelberg. He is currently studying to become a high school chemistry and biology teacher at ����ֱ��. He decided to do this because he needs a clear goal in mind: "I want to teach later, I've taken a liking to it." He has been giving children climbing training for some time now.

"Bouldering teaches you for life"

Without a rope, Florence Grünewald climbs a boulder, a climbing route that is several meters high and secured to the ground by thick mats. Rocktown in Kaiserslautern is her training venue, a 1,500 square meter bouldering hall. Just like at the climbing tower, a glance at the climbing walls there is striking: The routes have different colors depending on the challenge. Whether beginner or pro - there is a suitable level of difficulty for everyone. Florence Grünewald has been tackling the particularly challenging routes for a long time. She has come top in competitions several times. In 2020 and 2022, she even took second place at the German Bouldering Championships. In 2024, she competed in a World Cup in the USA for the first time - and made it to the semi-finals.

"I've built my whole life around the sport," says Florence. She has been competing for 14 years and trains seven times a week. What fascinates her about it? "You learn for life." Climbing a boulder is like solving a puzzle: "First I ask myself what I want, what do I want?" When looking at an upcoming route, you are faced with a problem "and have to find the best solution for yourself". However, her sport also thrives on the fact that you fall - "and then get up again". Mistakes are there to be analyzed - that's her motto.

Florence is originally from Saarbrücken and is now an ����ֱ�� alumna: she has had her Bachelor's degree in Sports Science and Health in her pocket since August 2025. Her university timetable included health promotion, prevention, occupational health management, sports education and didactics. "This relatively new degree program really appealed to me at the time," she replies when asked why she chose to study at ����ֱ��. "In addition, the training opportunities in Kaiserslautern turned out to be particularly attractive."

Sport at a high level - and studying at the same time

Playing sport at a high level - and studying at the same time. At ����ֱ��, both are possible without any problems - perhaps better than at some other universities, emphasize both Florence Grünewald and Jonas Ecker. "If I have a lecture at lunchtime, for example, I can train at the climbing tower before or after," says Jonas, who also sees his flexible timetable as an important part of his success so far. He has been able to postpone modules if necessary - and also: "I've heard from friends at other universities that they have a lot more courses where attendance is compulsory." This means you are more restricted in terms of time. How did the professors deal with it when they were absent from lectures, for example because there was a competition coming up? "It wasn't a problem for most of them," says Florence. "They always found a way."

What do the two of them think students and prospective students should know if they want to do sport at a high level alongside their studies? What should you look out for? Florence: "Arrange fixed dates, such as competitions, with everyone involved in good time." Jonas adds: "Be open. And don't stress about wanting to finish in the standard study period."

Florence now works as a base coach at the state performance center in Kaiserslautern. She also sees herself working as a coach in the future. As an active athlete, she has set herself the goal of competing in international competitions again in 2026. Jonas, meanwhile, is focusing on his bachelor's degree and wants to continue teaching children to climb on the side. Their successes prove them both right: they have found their way.

Fancy climbing too? Click here for the .

What exactly is the student council and what exactly is the student council? Basically, it's quite simple: all students of the relevant subjects belong to the Student Council for Mechanical and Process Engineering. Students elected by the entire student council are actively involved; they form the student council. In addition, there is always the opportunity to get involved in individual projects, for example, without being a member of the student council.

Networking and finding support

There are several advantages to coming to the student council rooms: For one thing, there is always someone there - so you can get to know people or simply not be alone when the ceiling falls on your head in the student hall of residence. There is also a comfortable sofa in the common room and a drinks fridge that is regularly restocked by the student council. For a small fee, every student can get coffee, mate, soft drinks or even a beer here. "We have three rooms in total: the lounge in Building 42 Room 479, the PC pool in Building 42 Room 475 and the study room in Building 42 Room 258. For me, the study room is the most important," says Rico Schwab, a member of the student council, with a smile. He is probably biased, because the LAN parties he initiated take place in the study room. Once a semester, the night is spent here with pizza, slush and games.

On the other 363 days of the year, the door to the study room is always open to all students in the Department of Mechanical and Process Engineering. "There are several larger screens in the study room to which you can connect your own laptop to work with two screens. Everyone can also use the fridge, microwave and bubble machine or coffee machine. Donations are welcome," explains Elias Groel. "One thing is particularly worth mentioning - perhaps not now in the winter semester - but next summer is sure to come: The study room has air conditioning and guarantees work without oppressive heat in summer," adds Rico Schwab. "Of course, you can also just come to study and are rarely alone - a great advantage, especially when questions arise that higher semesters can help with," says Elias Groel.

Responsibility and co-design

Rico Schwab is the current managing director of the student council. Why does he get involved alongside his studies? For him, it's a clear-cut matter. "For me, having a say in the various university committees is an important point. We are in close contact with the departments and the examinations office. We also sit on other university-related committees. We were able to achieve the latest change with regard to elective subjects." According to Rico, a fellow student representative successfully managed to get robotics lectures included in the compulsory elective lists for mechanical engineering with a focus on computer science. "I myself, with my enthusiasm for electrical engineering, approached the head of the degree program to have other suitable subjects added to the compulsory elective list for energy and process engineering. On the one hand, working on the student council is a responsibility, but on the other, it's fun to be able to actively help shape things," says the energy and process engineering student.

Elias Groel, spokesperson for the student council and a fourth-semester mechanical engineering student, has a similar view: "I also wanted to give something back. The Freshers' Days organized by the student council made it much easier for me to arrive at university and they were also really well organized." Now he is a member of the student council himself, the person responsible for everything and the person in charge of the shot stand at the big Masch parties.

Commitment: it's fun and adds something to your CV

"Our parties are legendary - we have a big stage, lighting technology, DJs and various stands. I organize the shot booth, from purchasing to managing around six people," says Elias Groel. "That's also an important point: you not only learn a lot and can actively shape university life - student council work also looks good on your CV," adds Rico Schwab, adding: "The student council issues certificates to the council members for their work. I'm convinced that this has given me an advantage when applying for my exchange place in Norway. Commitment is appreciated."

Anyone who would like to go from party-goer to party-maker or get involved in other areas of the student council can seize the opportunity and stand for election. But of course, anyone who wants to get involved or is curious about student council work is welcome to drop by. Either in one of the student council rooms or digitally at .

"Energy technology is incredibly social for me," Anja beams as she enthusiastically explains why such a technical subject meets all her requirements for social content. "For me, the climate crisis is a big issue. To solve it, we need renewable energies, and we need to develop and optimize them." This is precisely the focus of the Energy and Process Engineering degree program at ����ֱ��'s Kaiserslautern campus.

Optimizing energy use means conserving resources

Renewable energies, Anja continues, are an important prerequisite for making our world fit for the future - so that everyone can participate. "And that's what my degree program is made for: we deal with how energy can be converted efficiently and used sensibly. From mechanical engineering, the main focus of our course is on plant engineering. And then, from process engineering, there is the planning, control and optimization of processes." Her aim is to contribute to advancing the production of renewable energies and optimizing them so that they are accessible to everyone - no matter where. "But you don't necessarily have to go in this direction with this degree," explains Anja. The course not only deals with renewable energy sources, but also with processes that help to use energy more efficiently overall. Process engineering and process management skills open up a number of career opportunities in industry, "because there are always processes everywhere".

Anja breaks the women's quota

Anja is one of very few women in her already small degree program. "I'm a little surprised why so few women choose to study engineering. A little more female thinking in technical developments certainly wouldn't hurt," she smiles. "Well," she quickly puts it into perspective and grins, "at least we women are at least as good as the men in these areas and should dare to do more."

For her, mechanical engineering was part of her everyday life from an early age. Both her mother and father studied at ����ֱ�� in Kaiserslautern. "When both parents are engineers, you listen to a lot of technical conversations as a child." Above all, however, Anja grew up with the idea that women are naturally also engineers.

Anja's goal: more girls in STEM

Anja would like to pass on this self-image to other girls and women. That's why she is involved in the Ada Lovelace Project in her free time. For around 25 years, the project, named after the British mathematician Augusta Ada King-Noel, Countess of Lovelace, has been committed to introducing girls and women to STEM subjects or supporting them in pursuing a STEM career. This Rhineland-Palatinate competence center for women in STEM subjects offers STEM school clubs, various workshops with topics such as programming, soldering, cosmetics from the test tube and CSI:Ada. Anja travels to schools for the Ada Lovelace project to help schoolgirls overcome their inhibitions about STEM subjects. At the same time, as a student of energy and process engineering, she is always a role model who can be asked questions directly. "I really enjoy that! Especially because the cliché of it being a man's job has persisted to this day."

Math pre-course: well prepared for university

Many students are concerned about the high proportion of mathematics in engineering degree programs. "At university, of course, mathematics is structured differently than at school," says Anja. "But you grow into it step by step." To ensure that all students have a similar mathematical basis, there is a preliminary math course. Freshers spend two weeks cramming math shortly before the start of lectures.

"There wasn't much new for me in terms of content - I had math and physics classes at school. But I found the way it was taught very catchy. Even those who only had a basic math course at school were able to pick up the necessary knowledge." Should everyone take the math pre-course anyway, even if they already have the knowledge? "Absolutely," Anja is convinced, "after the two weeks at the university before the actual start, you already know how the Wi-Fi works, you have access to OLAT and, above all, you know at least a few faces of your fellow students."

Small degree programs, intensive support, lots of practice

All first-semester students of a STEM subject take the preliminary math course together. The Energy and Process Engineering degree program itself, on the other hand, is small and manageable. "We know each other. For example, we have a WhatsApp group that includes all students on our degree programs - across all semesters. We help and support each other. That makes studying a lot easier for me, for example." Those who are in their fourth semester help those who are just starting out. Due to the two compulsory labs in the Bachelor's degree, the practical component is high. And, according to Anja, the lecturers are always approachable and provide support where necessary. If you have any other questions, are looking for a place to study or want to get in touch with other students, you can contact the student council.

For Anja, energy and process engineering is more than just a degree. It is a way to secure the future viability of energy production through engineering know-how and to shape it in a socially just way.

Studying as an optional extra - not a duty

In his position, he works with contracts on a daily basis - and, as he emphasizes, they are "essentially always applied law". That's why a deeper dive into law has appealed to him for a very long time. "I can look back on a very fulfilling professional life. At our company, I am a specialist for large-scale project financing in French-speaking countries. However, I am now entering a phase in which I would like to pass on and hand over to the next generation step by step," says Weissmann. Parallel to his gradual departure into "active" retirement, the application of artificial intelligence (AI) in his department is enjoying a steep career. "I have already asked myself how much legal understanding and judgment will still have to come from humans in the future," says the newly qualified lawyer critically.

As AI is an everyday tool for the next generation, it was important for Weissmann to be able to hand over competently. "For me, this meant that I wanted to get to grips with it in depth. In my Master's thesis, I therefore chose a topic in which I examine whether an AI can be given legal classification for my field of work."

Between legal precision and AI doubts

The decisive factor here is his special professional case: European large-scale project financing not only concerns German law, but also different European legal systems, which must be included in the assessment. The exact title: The transfer of construction risks from the concessionaire to the general contractor with different scope of liability of the contractual partners - legal due diligence in project financing with the support of generative AI-based large language models: an empirical study.

His conclusion is clear: "The study shows that generative AI can provide valuable support in the legal analysis of complex project financing. However, it is no substitute for legal methodology or the professional judgment of experienced legal advisors. Its benefits currently lie primarily in increasing efficiency and linguistic precision, not in independent legal assessment." An insight that, for him, not only has academic value, but also practical significance in everyday professional life.

Why at ����ֱ��?

Before deciding on the digital lecture hall, he first presented the study program to law firms with which he regularly works. The unanimous conclusion: the program at ����ֱ�� in cooperation with Saarland University has a solid foundation. "But there were immediate doubts as to whether this scope could be achieved in just four semesters of standard study time. That spurred me on even more," smiles Weissmann.

"I love lifelong learning and am simply incredibly hungry for knowledge. You can definitely use that for a degree course like this," he smiles. When he passed his last exam and had his LL.M. degree in his pocket, he reported back to his employer - who was impressed and promptly contributed to the tuition fees retroactively.

The fact that Hartmut Weissmann chose ����ֱ��, of all universities, was due to the combination of depth of content and flexibility. "Other universities also have LL.M. degrees in their portfolio," he says. "But none were as open as at ����ֱ�� when it came to the question of admission." The university recognized his 20 years of professional experience in European project financing as relevant - without any bureaucratic hurdles. "That impressed me. This flexibility and practical relevance run through the entire program."

Demanding, but rewarding

He was particularly impressed by the brilliance of the course content. "The course demanded commitment - the officially stated 20 hours per week was often significantly more for me." Alongside a full-time job, it was definitely a time challenge for him. He studied in the evenings, at weekends, on the train or sometimes early in the morning before work. Hartmut Weissmann didn't see this as a burden. "I really wanted to do it. I also have the advantage that I can afford the time - our four daughters are grown up, so I don't have any care responsibilities alongside my job."

He also found the structure of the distance learning course ideal: clearly structured, with practical modules and easy-to-understand teaching of even complex legal topics. The theory was very important - but the focus was on applicability in many areas. A convincing concept for Weissmann.

"I particularly appreciated the way the lecturers treated me as an equal. I had the feeling that this was because many of us students are fully immersed in our own professional lives. That creates a special learning atmosphere." He still had stage fright before the exams - not just because of the material, but mainly because of writing by hand. "That's when you realize that you type almost everything in your professional life," he says with a laugh. But he has mastered that too. "Regardless of this rather minor hurdle, I have to say that my studies have given me the expected gain in legal expertise: I am now able to classify legal issues relating to large-scale European project financing from a technical perspective." This is precisely the interface he has been working on for years.

Looking ahead: passing on knowledge

When Hartmut Weissmann retires, he wants to remain active. "I can well imagine volunteering for an arbitration tribunal," he says. There he would like to contribute his decades of experience in project financing and his in-depth knowledge of contract law. "I have learned to look at things from several angles - economically, legally and humanly. That is worth its weight in gold in such proceedings."

At the same time, he sees it as his generation's responsibility to pass on knowledge - and not to demonize new developments, but to accompany them critically. "AI will change many things. But it is no substitute for judgment, experience and conscience. That's exactly what we need to pass on to the next generation."

For him, the Master's in Business Law closes a meaningful circle of interdisciplinarity. "For a long time, law was part of my daily work - business administration meets law. By studying at ����ֱ��, I have given the existing interface a professional framework."

Christine Strickler is studying technophysics in her sixth bachelor's semester. Lara Steuerwald is a Master's student of food chemistry. And Sarah Jung is studying computer science and is currently in her third master's semester. All three are experienced ����ֱ�� students. But that is by no means the only thing they have in common: the three of them are mentors. In other words, they support and accompany a first semester student in their respective subject, a mentee.

The mentoring scheme for first-year students was set up by the Equal Opportunities, Diversity and Family Office. It is an offer of support, as women are still underrepresented in some subjects. "We match mentees and mentors in tandem," explains Christine Klein, who coordinates the program at ����ֱ��. The aim is for the more experienced student to advise the younger student in her first two semesters, give her a helping hand - and sometimes warn her of the odd stumbling block. The number of female participants proves the success of the project: A total of 150 female students from different research groups are once again available as mentors this year.

"The mentee decides for herself when and what help she needs"

"The program helps first-year students to find their feet at university," reports Christine Strickler, who was accompanied by a mentor herself at the beginning of her own time at university. It gives you a different perspective on many things: "With a mentor, you have another pool of knowledge."

How exactly do the three perform their voluntary role? Sarah Jung, who has already mentored three mentees, remembers that there are lots of conversations at the beginning: "I'm always available for the mentees via WhatsApp." Lara Steuerwald adds: "For example, we give them information about the organization of their studies. We talk about when, where and how to register and prepare for exams." Sometimes mentor and mentee also study for exams together. "The whole thing is very individual," says Lara Steuerwald. "The mentee decides for herself when and what help she needs."

Speaking of individual - the 1:1 support also takes into account the special features of the respective degree program: "In computer science, for example, if you start your studies in the summer semester, there are options from the first semester onwards. I have already given advice on this too," says Sarah Jung. And Christine Strickler adds: "I've already helped with the study plan. And given tips on when and why you should do a certain internship earlier."

Interested first-year students can get in touch at any time

Christine Klein receives very good feedback on the mentoring program: "I keep hearing from the mentees that they benefit from the safety net that the program offers them." Interested first-year students can make initial contact with her by email: "In the next step, I ask them to fill out a questionnaire." In addition to the field of study, hobbies and other interests are also taken into account. "I then use this knowledge to try to bring together the most suitable tandems." To clarify further expectations, the prospective mentee can write a letter to their future mentor. This is followed by an initial meeting - usually in Christine Klein's office on campus in Kaiserslautern.

Workshops and events: A community of its own at ����ֱ��

In addition to the individual mentee-mentor relationship, all participants in the program also benefit from the workshops offered by the Equal Opportunities, Diversity and Family Office: "It's all about expanding soft skills," says Christine Klein. "For example, self-motivation, how to master challenging communication - or discovering your own strengths. These are all topics that help female students to get through their studies well." Joint barbecue parties, games evenings and Christmas parties round off the social events. "And we have information events that are organized by some of the mentors themselves," adds Christine Klein. The focus here is on experiences with a doctoral thesis, stays abroad during studies or scholarship programs.

But back to the three mentors: They reflect on their own start to their studies, learning to guide others in a certain way. A skill that is important for one or two of them for their future careers: "For example, if you supervise student assistants during a doctorate," says Christine Strickler. As a mentor, you gain an understanding of "what problems others may have. What problems you are confronted with. You gain empathy".

And what else does Christine Klein hear from the mentees? "One or two have already told me that their mentor was like a big sister to them at the beginning of their studies. A big sister who you can ask anything." Female power that makes the start of your studies easier.

Contact and further information:

Christine Klein

Mentoring for female students

Equal Opportunities, Diversity & Family Office

At ����ֱ�� in Kaiserslautern

Mail: zv-mentoring[at]rptu.de

In contact with first-semester students, for example at the timetable consultation for the two-subject Bachelor's, I often see highly motivated students who usually overfill their timetable with lectures or tutorials. However, these are sometimes only scheduled for the second or even third semester. In addition, people often ask whether the degree program can be completed in the standard period of study. Don't get me wrong, I think it's totally commendable to approach your studies with such commitment and enthusiasm, and I recognize my freshman self in these questions. But there is one thing I always miss: the free time that everyone should use, in addition to lectures and seminars, to arrive, try things out, have fun, celebrate and learn new and interdisciplinary things.

But I also have to say that I only really learned to appreciate this during my studies. How nice it would be to study without financial pressure and not have to finish my studies quickly. In my opinion, studying is an excellent time to make contacts for life and to make the most of your youth. But also to discover your own strengths and interests, to grow and develop. With mistakes, failed exams and all that goes with it.

When I failed my first exam, I was so annoyed that I was on the verge of exmatriculating. I probably wouldn't have done it, but the thought did cross my mind. I thought "you just can't do it and maybe studying isn't the right thing for you?" Looking back, I can't help but smile a little, because as deeply as it affected me at the time, today I couldn't care less and it couldn't be less relevant to my current life.

Of course it's unpleasant to fail exams and I was lucky that it was only my first attempt at the time. But messing up an exam or two doesn't make your studies more or less suitable, worse or better. You always take something away from such personal defeats - even if it's just the realization that you should start studying earlier.

My expectations of myself have also dropped, not because I don't care anymore, but because I've become kinder to myself. It took me a while to find out how I can learn best and how I can take something away for myself in the process. As trite as it sounds, when I have the time and interest to engage with a subject, I find it much easier to study and gain more for my upcoming exam.

At the beginning of my studies, I had no real idea or clue what you can do at university. Of course I passed many stands at the Freshers' Fair, but I was so excited and received so much input that I couldn't really grasp everything. It wasn't until weeks later that I realized how many offers and opportunities the university had to offer me. Starting with the student associations and student councils, in which every student can get involved. There seems to be a group for every area of interest and if not, students can set up a new group. I like the and activities, which take your mind off the stress of lectures and offer a great opportunity to try out new things.

Not forgetting the various university events and parties that characterize student life. The university offer is also rounded off by academic lectures, key skills courses, workshops, student jobs, language courses and much more. I often wished I had more time to take part in all the things that appeal to me.

What I'm interested in and what I'm not interested in has also changed during my studies. I gained some interests that I hadn't paid attention to before. Conversely, I thought I was totally enthusiastic about a subject or a direction, which later turned out to be less interesting. In my opinion, the time spent studying is predestined to broaden your horizons. This also prompted me, for example, to change my subject combination after two semesters, even though that wasn't actually my plan. Doubts about my studies have also accompanied me throughout my studies. Do you know this too? In my column about study doubts, I've put together what helped me personally.

Fortunately, I was able to overcome my doubts during the course of my studies, because I also started the first semester with them. German Studies and Educational Sciences are not a common combination with which I study for a specific profession. I wanted to be broadly positioned, but at the same time I was afraid of studying something 'breadless'.

What I can already say after eight semesters (and they won't be the last): It wasn't my subjects alone that qualified me to develop an individual professional profile, but it was above all the interdisciplinary courses and opportunities that helped me. My involvement in the student council, my student jobs, the student associations, workshops and events made my time at university exciting and varied. At the same time, I learned many new skills and expanded old ones, acquired a lot of knowledge, tried things out, made mistakes and turned my back on interests. These are the things that I remember most when I think back to my time at university.

My study record so far? The idea of my studies that I had as a first semester student does not correspond one-to-one with the reality that has occurred. Instead of six semesters, I'm still not finished, I'm not an A candidate as I would have liked, and I can no longer recite everything I've learned by heart. But I can say that I've learned an incredible amount, including a lot about myself, had a great time studying and now know much better what I can and can't do. But above all, I no longer have any doubts and have some initial ideas about the direction my career could take later on.

My personal insight is that we usually don't even realize how much we have developed over time and what we have already achieved. Relatively early on in my studies, I started two jobs as a student assistant, at the Competence Center for Studies and Careers (KSB) and in the University Communications Office. A reflection meeting with my bosses made me realize what a positive development I had undergone and how I had been able to develop during these three years thanks to my diverse areas of responsibility and the support of my employers. I didn't expect this development, but I am very grateful for it.

Most of the time things don't go as planned, but wouldn't that be terribly boring?

For Nina Macher, a graduate of the Organizational Development course, her enthusiasm for her subject began around five years ago with an aha moment at a cross-industry campus involving several organizations, including her employer at the time. "I hadn't previously realized how well strangers can work together and develop completely new ideas if such a process is properly prepared, planned, communicated and supported," she says. Today, she is the Managing Director of the Worms Service Center of the Rheinhessen Chamber of Industry and Commerce.

Fluctuation costs money

"The Cross Industry Campus Worms sparked my enthusiasm for organizational development. More precisely, it was a workshop held by an organizational developer on the topic of skills shortages, including a concept development," she explains. "I was particularly enthusiastic about the fact that there are scientific methods for developing a company into an economically strong, functioning structure, without the usual shambles on a human level. For the first time, I felt that there was real sustainability, because it takes into account that people and their individual needs carry organizations." Even if the motives for satisfied employees in organizational development are often focused on the perspective of corporate management and profitability, this does not contradict taking this path through measures that are geared towards employee satisfaction. "I am convinced that the profitability of a company requires that employees have the desire and motivation to follow this path," says Macher.

High staff turnover due to dissatisfaction, for example, is an expensive affair for a company. New people have to be constantly trained and integrated into the processes, says Nina Macher.

Master's thesis on psychological safety

In her Master's thesis, she looks at one aspect of employee satisfaction with a magnifying glass: psychological safety in the onboarding process.

"When I started studying, I was still at Worms University of Applied Sciences in the Research and Transfer department. In the middle of my studies, I received an offer from the IHK and decided to take on a new challenge despite my ongoing studies. Focusing on the onboarding process in my Master's thesis had a lot to do with my own situation at the time," she smiles. "Thinking my way into something that I'm already involved in makes a lot of things more tangible for me."

But how does psychological safety in onboarding play a role in organizational development? According to Macher, the figures suggest that this topic should be taken seriously. According to Haufe (HR Services, 2024), 36 percent of companies receive a termination notice from new employees before their first day at work. 56 percent of companies complain about false expectations on the part of the onboardee, which leads to early turnover, and only 25 percent of companies have a centrally organized onboarding process. In addition, according to Softgarden (Candidate Experience, 2023), there are increasing numbers of resignations by employees in the first 100 days at the company. In 2023, these amounted to 23 percent of all new hires.

For Nina Macher, these alarming figures, which show a clear imbalance, were the trigger to take a closer look. What does it take for employees to feel so safe, accepted and valued from day one that they have the courage to ask questions, develop from mistakes, contribute ideas and thus achieve performance more quickly? How can corporate culture promote this feeling of psychological security?

"In times of a shortage of skilled workers, a company can simply no longer afford to ignore people and their needs," says Macher. Her thesis identifies factors that promote and hinder psychological safety in the onboarding process and provides levers for an optimized arrival at the company. "For me, my master's thesis is a core topic of organizational development. In today's world, where employees' willingness to change is vital for companies' survival, the human factor is more than ever a key economic factor. This is exactly where the course content at ����ֱ�� Kaiserslautern comes in - practical and application-oriented," explains Macher.

"One factor that promotes a successful onboarding process, for example, is clear communication of opportunities and expectations - a lack of personal contacts, on the other hand, can be a hindrance, often giving the feeling of being left alone or indifferent." For Nina Macher, the distance learning course in Organizational Development at ����ֱ�� Kaiserslautern is an exemplary combination of academic depth and directly applicable practice. The course enables her to help shape the heart of entrepreneurial transformation. Organizational development at ����ֱ�� starts where change works: with people - through scientifically sound transformation strategies, employees become the strongest lever of sustainable companies.

"Depression has been with me for a long time. When I started the Bachelor's degree course in Mathematics in 2019 and Corona came along, that was the decisive trigger. Due to the sudden isolation, my mental health really went downhill. I realized that I no longer had any drive. Even getting up in the morning became a problem. The depression had never shown itself in this form before and had never affected me so badly. It makes you wonder: what's wrong with me?

To be honest, the new stress of everyday life at university and a failed exam right at the start of my studies didn't exactly help to get me out of my depressive thoughts. Instead, I kept asking myself: 'Is studying the right choice for me?' 'Should I have done something else?' 'Am I good enough?"

Thoughts of failure

"Eventually, my parents also noticed that I had changed. I told them how I was feeling. We then went to the GP together, who referred me to a psychotherapist. I then started my therapy in November 2020. In the 2020/2021 winter semester, I tried to continue studying. But I quickly realized that nothing was working anymore. I had to drop out of the semester. Followed by a semester off in the summer semester of 2021.

Depression and mental illness can be cured, but it's a long process, my therapist told me - in my case, it could take around three to five years. I had a session with him once a week. There was a lot to work through. I was given appropriate medication and learned methods that I can use to react in certain situations when I notice that I'm getting worse again. Step by step, I found my way back into a regular daily routine. Only then did we tackle the subject of studying.

In the beginning, I often fell back into this mental spiral of insecurity and memories of failure just thinking about studying mathematics. Of course, failing exams is nothing unusual among students. But depression simply makes negative feelings much more pronounced. I had a lot of questions running through my head: 'What will I do if I fail again?' 'What if I fail again? After corona, the face-to-face events returned. I tried twice to resume my studies after the semester off - without success. I wasn't mentally ready after all. It wasn't until the third reintegration attempt that it worked."

Back to studying - with support from the mathematics department

"The reintegration also worked because I knew that I would get support from the Department of Mathematics. I spoke openly with my department about my mental illness. Together, we worked out timetables tailored specifically to my situation and determined the best pace of study for me. Because we all wanted me to continue my studies and not drop out. At the same time, they didn't treat me with kid gloves, but treated me - as far as possible - like a 'normal' student. I thought that was good, because I didn't want any special treatment. But when the depression became more present again and I informed them about it, they were understanding and considerate. As a result, I slowly started to enjoy mathematics again and I can now structure my studies quite well myself. My contacts in the department continue to support me and I feel that I am in good hands.

The mathematics department at ����ֱ�� is small, which is definitely an advantage for the personal support I received. Lecturers and professors take time for their students. I particularly like the family atmosphere at the university. You realize that you're not just a student number and that you're really not alone if you have problems. You get very close support, especially at the beginning of your studies."

Studying with depression: first aid for mental illness with MFHA

"Looking back, I can give advice to all those affected: Don't be afraid to face what's going on inside you right now. Find someone you can confide in. It's best to get in touch with people who are trained and can help you get the right help. At ����ֱ��, the best initial contact is via the contact persons.

At MHFA, students and employees have received appropriate and are available as first aiders to help you out of your mental spiral. Over the course of several training days, they learn about various mental illnesses, how they can best respond to them and how to behave in critical crisis situations. And also how they should behave when there is no acute crisis. The training concludes with an oral examination in which the participants are given a case study that they have to solve accordingly. I completed my training as an MHFA first aider in 2023 and have been a contact person in my department ever since. After my long and arduous journey out of depression, I want to give meaning to my own experiences. I want to show those affected that they are not alone in their situation and that they can talk to someone who understands them - because they have experienced it themselves.

Those affected are therefore welcome to approach us MHFA first aiders. We listen to what is on their mind and provide support where they need it. This may simply be the case, for example, if they don't have the confidence to see a therapist or if they don't know where to start. We can then support them and pave the way to professional therapy."

Looking ahead

"It ultimately took me 12 semesters to complete my Bachelor's degree and I'm now in the Master's program. I'm still in therapy, but nowhere near as regularly, only when needed. I'm doing well today. Depression teaches you to enjoy every day when you don't have depressive thoughts. It was a long process to learn that. But I'm now positive about the future because I know that I get so much support at home and also here at the university."

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Are you looking for help?

If you have problems and need support, don't hesitate to get in touch with the MHFA mental health first aiders.

In Landau:

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• Open consultation hours and appointments are available by appointment via campusplus-mhfa-ld(at)rPTU.de

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"Here in Mexico, Germany has a reputation for being brilliant in all engineering sciences," says Iram Diaz, who worked at CENAM-México, the Centro Nacional de Metrologia, before deciding to gain further qualifications with a Master's degree. It was clear to him that he would prefer to study in Germany.

English Welcome

There was just one problem - from his point of view: "My German language skills are not particularly good," he says carefully. His main concern was that he would move to a foreign country and end up isolated - both in his private life and during his studies - because he didn't speak the language and wouldn't be able to interact with others. During his research for a suitable Master's degree, he stumbled across a student portrait written in English on the ����ֱ�� website. "After I also read that the lectures are held in English and that the entire degree program is very research-oriented, the decision was made for me." So a good two years ago, he packed his bags and moved from the Mexican highlands to - as he says - much greener Kaiserslautern.

Laboratory as a second home

He has never regretted his choice. "Here at ����ֱ��, we students spend an incredible amount of time in the labs." This intensive practical proximity is special in and of itself. "But at ����ֱ��, I feel, you go one step further. The lab doors are always open. Anyone who comes by is welcome to take a look over your shoulder and because there is always something to do in the individual projects, you can also lend a hand if it suits you."

What he enjoys most is the trust placed in the students. "We are given a task and are allowed to try our hand at it. There is always support if needed, but we are very much encouraged to find a solution ourselves."

Soft robotics research as a Hiwi job

This is exactly how he experiences his student job in the Computational Physics in Engineering (CPE) department at ����ֱ��: in his research project, engineering graduate Leon Schindler is working on the further development of soft and flexible robots, so-called soft robots. These robots are suitable for use in sensitive areas or environments that are difficult to access. As the differences between the soft robots are enormous depending on the area of application, the designs are currently often test-driven. This means a lot of time in the laboratory. And this is exactly where Iram provides support as part of his Hiwi job: he conducts his own experiments on soft robots in snake form. "I really like the fact that we Hiwis have such freedom to find out a result and are allowed to work very independently," says Iram.

Discovering Europe

However, there is one small drawback to studying in Germany. "There aren't really any vacations. Because there are exams during the semester break." This makes it somewhat difficult for him to discover European countries and cultures in terms of time. "My solution is to extend my standard period of study a little so that I have enough time to discover Europe." So before he returns to one of the labs at ����ֱ�� in the fall, he and his brother will spend four weeks traveling across Europe.

He studied to become a secondary school teacher for chemistry and mathematics in Saarbrücken. He then completed his doctorate in chemistry didactics there and completed his traineeship at a school in Contwig. "Then I applied for the junior professorship for chemistry didactics at ����ֱ�� in the chemistry department in Kaiserslautern," says Johann-Nikolaus Seibert looking back: "That was a lucky draw. The position was a perfect fit for me and still is."

The 35-year-old feels completely at home in Kaiserslautern. He still holds a tenure-track professorship. A probationary period of several years, so to speak, which should ultimately lead to a full professorship. "My activities will be evaluated," he explains, in other words, we will see how his academic career develops.

It quickly becomes clear in conversation with him that he has nothing to hide in this respect. He is involved in his research group in a variety of ways - for example, he wants to continuously improve the training of future teachers: Together with the Center for Teacher Education, he analyzes difficulties that chemistry teacher candidates face at ����ֱ��: "We want to identify stumbling blocks. Get them out of the way. Optimize chemistry learning at the university, reduce drop-out rates and thus counteract the shortage of teachers in the STEM subjects."

Promoting skills in the areas of Digitalization and Sustainability

In addition to teaching, research is a top priority for him. His scientific projects focus on teaching and learning processes. Central questions here are: How does self-regulated learning succeed at school and at university? How can research-based learning help to gain knowledge - and what didactic and methodological aspects play a role in this? "And we want to know how digital skills and sustainability skills can be profitably integrated into schools."

Together with his team, he wants to find out, among other things, how artificial intelligence, or AI for short, can be used in science lessons. In a current project, Seibert and his team of researchers are developing a chatbot that supports pupils in working out experiments in chemistry lessons.

Under the keyword of sustainability, they want to teach evaluation skills, promote critical thinking - and strengthen media skills at the same time. Seibert is currently working on a project that is being funded by the German Federal Environmental Foundation - and is set to take shape in a number of selected schools in the 2025/26 school year. "We have a communications agency on board," he adds. In terms of content, the aim is for pupils to learn how to critically evaluate information on the topic of sustainability through a journalistic lens.

Nachwuchsring at ����ֱ�� supports "young science"

The TU-Nachwuchsring at ����ֱ�� 2024 helped him prepare this project. "As part of preliminary funding." He is very grateful that this opportunity exists at his university.

The TU Nachwuchsring supports young academics in their development and career planning. In addition to research funding and interdisciplinary networking, workshops are also offered, for example. Seibert himself is actively involved in the TU-Nachwuchsring and is deputy spokesperson. "We have a classic bottom-up structure, by young academics for young academics. We decide things together in an appreciative atmosphere." For example, the junior professor assesses funding applications for research projects that do not originate from chemistry. "This gives me an insight into different areas of research."

Decision to become a teacher: "You have a huge opportunity to help and shape things"

Why did he decide to study to become a teacher? "For me, it wasn't a career choice, but a vocation," he says. "You have to want this job. If you choose it, then you have a huge opportunity to help and shape things."

At the beginning of his studies, he saw himself primarily as a future math teacher. At the time, he only studied chemistry because he needed a second subject. But during his academic training, he quickly realized how exciting chemistry didactics is: "The subject of chemistry has the immense potential to use experiments to motivate and excite pupils. And with this experimental focus, we can arouse enthusiasm." He adds: "Our chemistry students already spend more time on practical work than in lectures and are prepared for school practice with a strong experimental profile."

Interdisciplinary work is a top priority

Johann-Nikolaus Seibert attaches great importance to interdisciplinary approaches and networks with other departments at ����ֱ��. His team is in charge of the student laboratory "CLeVerLab" - short for "Chemistry, Learning and Understanding Laboratory". Seibert: "In the Sportistry project, for example, student teachers from the subjects of chemistry, sport and health and the Bachelor's degree program in Sport Science and Health jointly led small groups of high school students." They set up series of experiments and evaluated the results. "The students contributed their different areas of expertise to all of this. The pupils were able to learn something - the students learned and taught. A didactic double-decker on several levels, so to speak."

Another of his projects is the ExperiMINT bus, reports Seibert proudly: "The bus is a mobile school laboratory. It travels directly to school playgrounds." Anyone who is interested can get on board and join in the experiments. Making scientific knowledge and thinking accessible - that seems to be what drives the junior professor.

Teacher training at ����ֱ��: practical and research-oriented

What advice can he give prospective students? What are the benefits of studying to become a teacher at ����ֱ��? ����ֱ�� is the largest teacher training university in Rhineland-Palatinate, he emphasizes. The range of subjects and courses on offer is correspondingly large. In addition, the training is not only practice-oriented, but also strong in research: "In many ways, you are close to current specialist research and developments in teacher training." If you look at Johann-Nikolaus Seibert's main areas of work, it quickly becomes clear that this is not least possible thanks to dedicated lecturers like him.

The topic of his Bachelor's thesis is part of a project led by Professor Thorsten Stoeck: the aim is to identify and validate a marker that can be used to detect oil pollution in marine sediment. The samples for this have traveled far and come from the Persian Gulf - Tim is examining them in the laboratory in Kaiserslautern. "I wanted to do biology as a degree program and, above all, do research and spend a lot of time in the lab," says Tim with a laugh. "I wanted to get to the test tubes and analyze data - molecular biology offers exactly that." And he emphasizes: "In Kaiserslautern, you get the complete package. The biological 'basic training' is very comprehensive," he emphasizes.

Molecular Biology at ����ֱ��: hands-on science

The Bachelor's degree course in Molecular Biology at ����ֱ�� is designed in such a way that theory and practice go hand in hand. The high practical component of the course takes place in the laboratories at ����ֱ�� in Kaiserslautern. "Almost every basic module is linked to a practical module," explains Tim. For example, the human genetics lecture of the human biology module is followed by the corresponding practical module, in which students create their own chromosome karyogram - not on a screen, but in real life.

In the fifth Bachelor's semester, all students complete a compulsory campus internship in the university laboratories. There is always room for individual initiative, by arrangement. Instead of a laboratory internship at the university, Tim decided to do one at a research facility in Sweden, specifically at the Kristineberg Center for marine research and innovation in Gothenburg. There he worked on an international project on deep sea mining. "It was exciting to experience the areas in which we could end up later with our studies," says Tim.

In the fifth semester, students choose their specialization in molecular biology. Tim opted for biotechnology with a focus on bioinformatics - a combination that he would like to work with in industry later on.

����ֱ�� Kaiserslautern: Nature campus, university city and added value

Why Kaiserslautern? For Tim, the decision was quickly clear: "Everything is on one campus here, the distances are short - and you're right on the edge of the forest." In addition to excellent study conditions, the so-called nature campus offers students space to take a deep breath: the Palatinate Forest begins directly behind the university, a hammock park invites you to relax, the "Pausenexpress" lends out sports equipment, picnic blankets and even mountain bikes free of charge. The canteen is popular, and anyone who gets hungry outside of opening hours can use the in-house cooking robot, which a start-up is testing for its suitability for the canteen. "It's really practical - and sometimes better than expected," says Tim with a grin.

Even the housing market is student-friendly: "An apartment in a student hall of residence starts at 201 euros a month - that's unbeatable," says Tim. With a population of around 100,000, Kaiserslautern is also just the right mix: big enough for an active student life with pubs, clubs and events - but not anonymous.

Biology student council: much more than just party organizers

Tim has been active in the student council - the student heart of the degree program - from the very beginning. "Whether it's Freshers' Days with timetable help and a university rally, DKMS campaigns or semester parties - the Biology Student Council team is very active and always has an open ear. "Building 13, room 303 - there's always someone there," says Tim. "Just drop by, we're always happy to see new faces." Offering a mental health consultation is particularly important to him: "Studying can be demanding - it helps to know that you're not alone."

In the midst of everyday life as a researcher

Molecular Biology at ����ֱ�� in Kaiserslautern is practical, comprehensive and informal. Only around 100 students start each winter semester. "Molecular Biology in Kaiserslautern offers a really well thought-out, very comprehensive basic education in the first four semesters," says Tim. The university's many laboratories as well as the Max Planck Institute and the Fraunhofer as neighbors bring close cooperation in current research into everyday university life: "Even during the first four semesters, you get a connection to current research topics, both national and international, and also those that really carry weight. In other words, it's a degree course where you already know in the foundation course what topics you can expect in research or the private sector afterwards." His conclusion: "At ����ֱ��, you are right in the middle of research.

"If you want to study computer science as a teacher, now is exactly the right time to start," recommends student teacher Maike Fremgen, when asked about the fact that computer science will become a compulsory subject at secondary schools in Rhineland-Palatinate from the 2028/29 school year: "Of course, you should be interested in the subject and in teaching, as far as the criteria for choosing a course are concerned." Either way: "If you start now, you have the best chance of getting a permanent position at the end of your studies." In addition, topics related to computer science are becoming more and more important, emphasizes the prospective teacher - the subject has long since become a cross-sectional discipline: It is impossible to imagine our everyday lives without data-driven processes.

Daniel Stockhausen, who teaches computer science and mathematics full-time at a grammar school - and at the same time works as a seconded teacher at ����ֱ�� - also knows that there are few school subjects with such a strong connection to everyday life apart from computer science. Computer science used to be more of a niche subject - it had a somewhat "nerdy" reputation, he smiles. But that is currently changing: "The decision to make computer science a compulsory subject opens up the content to the wider society. As computer science teachers, we no longer just want to appeal to a small group of pupils. We want everyone to be able to help shape and think." In addition, the proportion of female students in computer science subjects is also increasing - they even make up the majority of students on the specialist Master's degree at ����ֱ��.

"You don't have to be a math genius or programming pro"

Who might be interested in studying to become a computer science teacher? "You don't have to be a math genius or a programming pro. But you do need to be interested in technology and logical thinking," says Maike Fremgen. Daniel Stockhausen agrees and also recommends that prospective students familiarize themselves with their first programming language at their own pace. "And, of course, you shouldn't have a general aversion to mathematics." After all, you will encounter it from time to time in computer science.

In terms of content, the course covers topics such as how algorithms work, how the internet is networked, artificial intelligence and the associated social aspects. Student teachers at ����ֱ�� receive an all-round scientifically sound education, enriched with many exciting insights into research. In didactics, on the other hand, students deal with how computer science lessons can be prepared.

"Don't be afraid of studying," says Maike Fremgen. "It may seem difficult at first. But it gets better. You have to keep at it. And be prepared to do some extra work at home from time to time." Daniel Stockhausen says, "Just try it out." You can sit in on lectures in advance and see if the subject appeals to you.

Maike Fremgen is studying mathematics, biology and computer science - and wants to teach at a grammar school later on. Her example shows: With the option of a third subject, computer science can be added to existing majors during the course of a teacher training program. She decided to study at ����ֱ�� because the university enjoys a very good reputation in the technical and scientific subjects. Daniel Stockhausen, who once studied in Kaiserslautern himself, looks back fondly on the wide range of options offered by studying computer science: "The course content can often be put together according to your own interests."

Students also benefit from the close proximity to renowned research institutions such as the German Research Center for Artificial Intelligence (DFKI), the Max Planck Institute for Software Systems and the Fraunhofer Institute for Experimental Software Development, where they can work as student assistants during their studies, for example. Student work is of course also in demand directly at the university or as part of the Ada Lovelace project, which is based at ����ֱ�� and aims to get girls and young women interested in STEM subjects.

Gaining practical experience during your studies

Maike Fremgen is in the final stages of her studies. She is currently completing her Master's thesis in mathematics - but this is also related to computer science: "I am investigating how students can use artificial intelligence in mathematics lessons." She then plans to start her traineeship in January 2026: "In the time between my Master's thesis and my traineeship, I will be working as a substitute teacher."

Various school internships are integrated into the course to prepare students for teaching in practice. This gives student teachers the opportunity to put what they have learned into practice and receive feedback on lessons they have taught. They also gain valuable insights into different types of schools. As far as teaching materials are concerned, the digital textbook at offers sound assistance - the portal is maintained by the Pädagogisches Landesinstitut and supported by ����ֱ�� in terms of content.

Maike Fremgen adds that it is also important to network and exchange ideas with other students: "Form study groups. And do things together in your private lives too." Alumnus Daniel Stockhausen fondly remembers the "campus feeling" that ����ֱ�� in Kaiserslautern has to offer: "Everything is close together. The area is characterized by student life." Maike Fremgen and Daniel Stockhausen - two computer science teachers who, looking back, are very satisfied with their choice of course - and are now looking for more colleagues.

Computer Science at ����ֱ��: a springboard into the world of tomorrow

In addition to the teacher training program, ����ֱ�� also offers two subject-specific Bachelor's and Master's degree programs: Computer Science and Socioinformatics. Students not only learn how to develop the technologies of tomorrow, but also how to shape them responsibly. With this approach, ����ֱ�� enables its students to critically reflect on the use and benefits of software systems, particularly in the Socioinformatics degree program, which is unique in Germany. The computer science degree programs in Kaiserslautern regularly receive top marks, for example in the most important , which is based on student evaluations. Diversity in computer science is also evident in the coexistence of cultures: more than half of the current 1,400 students and two thirds of the 200 doctoral students come to Kaiserslautern from abroad.

Further information about the computer science degree programs and all other courses offered at ����ֱ��: https: //rptu.de/studienangebot/

Aaron Bodendörfer was already interested in aspects of climate change and issues relating to the world's resources at secondary school. After completing his Abitur, he did a voluntary ecological year in a world store in Nuremberg: "I got involved with fair trade and the associated social aspects." He was involved in public relations work and developed educational programs for schools: "It was all about sustainability - also viewed from an economic perspective." He quickly realized that he wanted to study something along these lines. During his research, he came across the Bachelor's degree course in "People and the Environment" at ����ֱ��. "The interdisciplinary nature of the degree program immediately appealed to me. You have basics in psychology, communication and economics." He then moved from Bavaria to Landau for the 2021/22 winter semester as a first-year student - four hours by train from his home town. But it was worth it: "The degree program is something unique. You won't find it anywhere else in Germany."

Humans and the Environment is a relatively small degree program - as a first degree in natural, environmental and social sciences, it is aimed at those interested in a broad-based course with a focus on the environment. You can start in the winter semester. Around 30 to 40 students are enrolled each year. They have a "great community", describes Aaron Bodendörfer. "We all have a similar mindset. We talk about sustainability issues or events at the university." They never run out of things to talk about.

Interdisciplinary with the opportunity to specialize

From the second semester onwards, or after the third semester at the latest, students specialize in one of the sub-areas of their degree program - i.e. psychology, communication or economics. Aaron Bodendörfer: "Most choose psychology. I chose communication." Because: "Psychology focuses primarily on people. But I wanted to get a broader picture." In addition to the specialization, the other sub-areas are also included in the timetable. For Aaron Bodendörfer, for example, these include courses in environmental management and environmental psychology.

Bachelor's thesis in the field of communication

Aaron Bodendörfer is now in his sixth semester and is already working on his Bachelor's thesis. In terms of content, it is about sustainability communication and he is carrying out a "qualitative content analysis", as he explains. Put simply: "I am analyzing videos produced by the 'Climate before eight' initiative." Short videos that explain aspects of climate change and could be shown during prime time - before a news program such as Tagesschau, for example. "I compare these videos with a similar journalistic format, namely 'Weather before eight'." What has he already found out? "Unlike 'Weather before eight', 'Climate before eight' gives recommendations for action. In other words, how could politicians or private individuals take action?" There are also fewer general formulations and repetitions in "Climate before eight" than in "Weather before eight".

Climate protection management or sustainability communication: the career prospects are diverse

Environmental issues go hand in hand with professional communication - he could imagine working in the field of sustainability communication later on. What would he then deal with, for example? "Many companies publish sustainability reports," he says as one possible area of work. He could also imagine working as a project manager "who deals with adaptation strategies in the environmental sector. Perhaps when it comes to renewing a forest and then setting up the communication." He has lots of ideas. In general, many doors are open to you with his degree program: "You can also go into climate protection management, be employed by a city or the state. Or become a communicator for a non-governmental organization."

"The first semester is tough. But you shouldn't let that put you off"

But let's go back to the beginning of his studies: what advice would he give prospective students? "Don't be put off at the beginning of your studies. The first semester is tough. Simply because you have so many courses. Once that's over, the worst is over." And you shouldn't be put off by the fact that Landau is a small town: "If you ever want to go to a big city, Mannheim or Karlsruhe aren't far away." And what's more, you don't have to be an "eco" to study humanity and the environment. "The degree program is also for normal people," he laughs.

What should first-year students bring with them? "It's good if you already have some knowledge of biology and chemistry, and perhaps even took these subjects as advanced courses at school." If this is not the case, you can also familiarize yourself with these subjects in the first two semesters - with a little effort. "I had geography in the sixth form. That's also helpful. There was also some overlap here at the beginning of the course." It's also good if you can speak English, adds Aaron Bodendörfer: "You read a lot of papers in English. Some subjects are also taught in English."

Campus life: It's good to meet new people, especially in the first semester

And how else do you find your feet at university? "Just do everything in the first semester." Pub crawls, for example, or university sports events. "I've found that it's particularly easy to meet new people in the first semester. Later on, most people have their own group and some are no longer so open."

And what will Aaron Bodendörfer do after his bachelor's degree? "First of all, I want to go abroad for a year. Do an internship in nature conservation management there." He is currently exploring the relevant options. "After that, I'd like to do a Master's degree. Where and what exactly, I don't know yet." Either way, many doors are open to the Bachelor's graduate.

"Another time, we were given a gearbox kit and were allowed to try out whether we could get it to work properly," he continues. Mark Decker was enrolled for one semester, but not for a specific subject. He was a participant in ����ֱ��zero, the orientation program at ����ֱ��. This program is aimed at all prospective students who are not sure whether the university world is what they are looking for or, for example, do not yet want to decide which subject is right for them.

"����ֱ��zero was just the right thing for me," Mark sums up. Even at primary school age, he was fascinated by everything technical. From printers to steam engines. Whenever there was something to solder, his eyes would light up. "It was clear to me that I wanted to study something technical. But I couldn't really make up my mind." So he enrolled on the orientation course at ����ֱ��.

Passed exams can be credited

A manageable group of trial students started university life with him in semester zero. "The support and the courses on offer were really well thought out." First of all, there were introductory days on which, in addition to campus tours and detailed explanations about university life, there were also Q&A sessions on the individual subjects. And then it started: during ����ֱ��zero, every Zeronist has a free choice. They can attend seminars or lectures from any department - without restrictions. A little mechanical engineering, a little biology. "The big advantage is that if you decide on a subject after ����ֱ��zero, exams or internships you've passed can be credited towards your degree - provided the subject matches," explains Mark, explaining why he was able to enjoy a little more free time during his Bachelor's degree than others. He passed two exams with zero marks in his semester: Advanced Mathematics I and Engineering Mechanics I.

Stay in touch: support through semester zero

"The overall support during ����ֱ��zero is really something special," emphasizes the mechanical engineering student. There were regular reflection meetings and workshops on various topics, such as learning methods. At the end, all the Zeronists met again for a joint graduation. "After ����ֱ��zero, I had the feeling that I knew university life. And above all, I already know other students. This made it really easy to start studying mechanical engineering."

The orientation semester was the right way for him to start university life: getting to know all the departments, no time wasted, no pressure, intensive supervision and complete freedom in choosing subjects. "It also took the pressure off me during my first exams because I knew that this semester was like a free pass. If I had failed, I would still have been well prepared for further studies." When he started studying mechanical engineering, Mark was not only well prepared, sure of what he wanted, but also well oriented: "With ����ֱ��zero, I was able to skip all the usual difficulties at the beginning of my studies. I would do it again at any time," concludes Mark.

And even now, in the regular mechanical engineering degree course, things are continuing in a practical way: "Studying at ����ֱ�� is very tangible, as theoretical knowledge is optimally combined with regular practical exercises and project work." The orientation semester not only made it easier for him to get started, but also showed him that theory and practice go hand in hand at ����ֱ��. "As a result, I feel well prepared for starting a career later on: I will not only be a mechanical engineer in theory, but will also have practical and application-oriented knowledge."

"International genetically engineered machine", or iGEM for short, is the largest interdisciplinary competition in the field of synthetic biology for students who research a real-life problem over a longer period of time. ����ֱ�� is also represented again this year: With the project SUSPACT - "Sustainable Use of Synthetically Produced Antibodies for Cancer Treatment" - in German as much as "Nachhaltige Nutzung von synthetisch produzierten Antikörpern für die Krebsbehandlung".

The approach of this year's iGEM team is to make the production of an antibody that is already being used successfully in cancer treatment simpler, more efficient and more resource-friendly. The 13-member team has been working on this challenge since September 2024.

You should know the initial situation: Chemotherapy and radiotherapy are well-known treatment methods for cancer. In recent years, antibody-based therapy approaches have also become established: "Highly specialized proteins specifically attack cancer cells without unnecessarily damaging healthy tissue," explains iGEM team member Julia Beck, who is in her sixth semester studying molecular biology. "One promising antibody is cetuximab, which is used for bowel and throat cancer, among other things," adds fellow student and also iGEM team member Fynn Kirsch.

Cetuximab is directed against a protein that is found in the membranes of human body cells, the so-called EGFR receptor. EGFR stands for "epidermal growth factor receptor". This receptor receives chemical signals, so-called growth factors, which stimulate cell metabolism. Cancer cells often have a large number of EGFR molecules in their cell membranes. Cetuximab now binds to these receptors, which has the effect of reducing the spread of cancer cells to other regions of the body - and presumably also inhibiting tumor growth in general.

DNA construct introduced into green algae

Sounds good - but there is a catch: antibodies are one of the most effective, but also one of the most expensive methods of cancer treatment. The approach currently costs at least 10,000 US dollars per therapy because antibodies have to be produced in mammalian cells, which is very resource-intensive. This is exactly what the iGEM team wants to change: they are using a genetic engineering method called modular cloning. Put simply, individual DNA components are assembled into larger units. A DNA construct created in this way is then inserted into the genome, i.e. the genetic material, of a living organism. The iGEM team works with the green algae Chlamydomonas reinhardtii. Julia Beck explains: "In our case, we insert the genes for the cetuximab antibody into the green algae." The desired effect: the green algae then produces the antibody - and much more cheaply and easily than is possible with conventional methods. Julia Beck and Fynn Kirsch proudly report that it took them around two to three months to actually achieve this in the laboratory for the first time.

The iGEM team had to familiarize themselves with the various molecular biological methods - and also wanted to find out how the antibody could be produced particularly efficiently: "We prepared two strains," explains Fynn Kirsch. "One kept the antibody in the cell, the other also produced it in the cell, but then secreted it." In this way, the junior research team wanted to find out whether the same amount of antibody "comes out" with both approaches. In fact, it worked very well with the strain that secretes, explains Fynn Kirsch: "Which is an advantage. Because when the protein is secreted, we don't have to destroy the cells to get to the antibody." Ideally, the antibody should later be produced on an industrial scale. That is why they are currently also working on the question of how their approach can also be used to produce large volumes.

"We have learned to work as a team"

"We've all completed laboratory internships during our studies," adds Fynn Kirsch, "but this time we're working on everything ourselves from scratch." Julia Beck remembers standing at the lab bench in awe at the beginning: "I thought to myself, don't do anything wrong." But now she approaches things very independently. "We've learned to work as a team," adds Fynn Kirsch: "Over time, you also get an eye for detail. So, what do you have to pay attention to when setting up experiments? And also how to publish the results later."

In addition to the laboratory work, the team is also responsible for the external presentation of the project. Through public relations work, iGEM aims to make synthetic biology more accessible to the general public. The results and experiences are published on a self-programmed wiki (website). Julia Beck: "We are also in contact with companies for sponsorship, for example." They want to finance some of the laboratory equipment in this way.

iGEM is a full-time job for almost a year: the student team works in the lab from 10 am to 5 pm. Sometimes they even have to work at the weekend - to check an experimental setup or to prepare one or two things. "Some of our team study an extra year to have time for iGEM," says Fynn Kirsch. But the students see all of this as an advantage for their future careers: the confidence they now have in the lab will also be very useful for their Bachelor's thesis - which could be a follow-up project to their iGEM project.

Producing antibodies for cancer treatment at low cost

They are being supervised by Professor Michael Schroda, who heads the Biotechnology and Systems Biology research groups at ����ֱ��. "We have a meeting with him every two weeks." They are also very well supported by the doctoral students and Master's students in the department, explains Fynn Kirsch.

In the next step, the iGEM team - in collaboration with the toxicology department - wants to find out whether the antibody they have produced is actually able to bind the EGFR receptor. This will soon be tested on cancer cells. The iGEM team is still working out exactly how.

The special thing about their work, they both emphasize, is that this approach - using green algae - could theoretically also be used to produce other antibodies, perhaps even other drugs. "We initially only worked with cetuximab. However, the approach could also be transferred to other issues," says Julia Beck.

Final in October 2025

The fact that students work so independently on their own research project early on in their studies is part of the practical training offered at ����ֱ��'s Biology department. The aim is for students to apply their theoretical knowledge in practice. Julia Beck and Fynn Kirsch really appreciate having the opportunity to do this. In general, they like studying at ����ֱ�� very much. Julia Beck: "You can tell that the professors are very concerned about how we are doing as students."

The grand finale of the iGEM competition will take place in Paris in October 2025. At this "Giant Jamboree", the teams will present their projects to a jury and the other teams. Medals will then be awarded for various categories. Julia Beck, Fynn Kirsch and the whole iGEM team are well prepared. And all fingers are crossed at ����ֱ��.

At Veldenz Gymnasium in Lauterecken, the subject "Artificial Intelligence", or "AI" for short, is now compulsory for year eight: "AI is on the timetable once a week. We take turns as teachers, like in a lecture series, with everyone contributing their specialist knowledge," reports teacher Lisa Häßel, who is not only responsible for organizing the new subject at her school - but also for the content of "prompting": she and her students explore the question of how to give an AI the right instructions to be able to control it.

In parallel to her everyday school life, Lisa Häßel is conducting research at ����ֱ�� in Kaiserslautern in the working group of Junior Professor Dr. Seibert. As part of her doctoral thesis, the 32-year-old wants to find out how AI can be used in the classroom, as a learning assistant so to speak. More specifically, she is developing a chatbot that supports pupils in science lessons in the development of experiments.

She calls her chatbot version KIVa. In studies, she wants to compare it with a "raw" chatbot version, a freely accessible version that has not been edited by her. In tests, intervention studies, she analyzes whether and how effectively her students can work with KIVa: "In addition to learning effectiveness, I also look at how high the cognitive load is. Whether they are overwhelmed. Whether the students accept the new technology at all." And she compares whether KIVa, with its metacognitive prompts, supports pupils in self-regulated learning more efficiently than the "raw" chatbot version.

In which teaching situations could KIVa be used? Lisa Häßel: "If I have 30 students in a class and they plan and develop an experiment - then KIVa can support each student individually and provide feedback." As a teacher, she can't look after everyone at the same time in situations like this. "In terms of content, the experiments are about the question of when something rusts, for example - and under what parameters. Or in biology, it's about the growth of plants. What happens if I change the parameters of light and fertilizer?"

Once everything is in place and the first tests with the pupils have been completed, she wants to offer teacher training courses on KIVa. "The architecture of the learning assistant is so flexible that it could easily be adapted to all science subjects."

Lisa Häßel herself studied in Kaiserslautern, back then at the TU Kaiserslautern. In addition to her teaching subjects of chemistry and mathematics, she also has a teaching license for biology, she explains. She was very well prepared for her job in terms of her subject knowledge. She appreciates the fact that she can remain loyal to her alma mater in the area of research: "At ����ֱ��, I'm not the only one working on AI in subject didactics - we are several researchers. The content will be incorporated into teaching. In other words, in the training of student teachers."

Three quarters of pupils use AI - schools have not played a major role so far

As experts in their subject, adds Lisa Häßel, teachers - but also student teachers - should know how AI can be used in their own subject: "An ethics teacher could focus on the ethical issues of AI, for example. A social studies teacher, perhaps in the run-up to an election, on deepfakes." In other words, on recognizing photo, video and voice recordings that look real - but are artificially generated.

Artificial intelligence and schools - a future topic that everyone will have to face up to: "AI is becoming increasingly important in all areas. In the education sector too. AI is here to stay." Studies show that three quarters of all pupils in Germany are already using the new technology. "And mostly on their own initiative," adds Lisa Häßel. Ideally, however, they would have to be taken by the hand in order to be able to engage critically with the topic. "But so far, schools have not been a factor when it comes to AI."

Self-taught as a student teacher with AI - "so that you get a feel for it"

How can student teachers prepare for this challenging task? Lisa Häßel explains that she taught herself a lot. "In addition to the theory, it's important to get to grips with the practice. In other words, how to communicate with a chatbot. So that you get a feel for it."

Yes, of course, AI is viewed skeptically by some of her colleagues, she adds. "Some wonder whether a homework assignment was solved by the student themselves or by an AI. But teachers usually know their students very well and usually for a very long time - and can correctly classify their behavior." Lisa Häßel thinks it's right that AI has a place in the classroom. And she welcomes the fact that computer science will be a compulsory subject at general education schools in Rhineland-Palatinate from the 2028/29 school year: "Hopefully, the content will not just be about what AI is. But also how it can be used for learning."

Open to exchange with other schools and teachers

If other schools and teachers are interested in her research work, they are welcome to contact her, adds Lisa Häßel. If time permits, she could also involve other pupils in her current research. "I'm open to suggestions and questions. I would also find it exciting to see how AI is used by other schools and in different subjects." Networking is important to her - and a very good thing. Ultimately, it's about making AI an enrichment for schools.

Moritz Liesegang has been a junior professor at the Chair of Materials Science at ����ֱ�� since 2024. If you look at his career, it quickly becomes clear that he has always been enthusiastic about scientific and technical issues: "I was already very curious when I was at school. For example, I wanted to understand the content of the advanced chemistry course even better than we were taught back then. I wanted to understand the structure behind it." His teacher repeatedly had to put him off studying later, smiles Moritz Liesegang - his thirst for knowledge has long since earned him the title of "Dr.-Ing." - a doctorate in engineering.

Description of his later degree program immediately inspired him

He originally comes from the Ruhr region, he explains. He studied materials science in Darmstadt, partly because some of his family live there. Between 2010 and 2015, he first completed a Bachelor's and then a Master's degree at TU Darmstadt. Why did he choose this subject of all things? "When I was at school, I got my hands on a book that described various degree programs. When I saw the subject of materials science, I knew that was it." In other words, a degree program that combines mathematics, science and engineering. "After graduating, I wanted to work in the field of development and also do a doctorate." He applied for various job offers. "The doctoral position at the then TU Kaiserslautern particularly appealed to me. I received an extremely warm welcome."

He has been part of the university community since 2016 - "and the support, especially from the head of the department, Professor Beck, continues to this day". The fact that he started the doctoral phase as a young father was never a problem, he emphasizes: "Not only was there never a negative word about this, but in conversation I was given the impression that there was absolutely no reason to question our somewhat atypical family path."

His field of research: modifying materials using power ultrasound

Today, he is working on the topic of power ultrasound as part of his research work and now heads his own at ����ֱ��. From a layman's perspective - what is it all about? Everyone is familiar with ultrasound examinations at the doctor's. In medical ultrasound, the sonicated material does not change. "With power ultrasound, however, it does." Plastic, for example, can be processed in this way. This is relevant for a wide range of industries - in the production of packaging, for example. "From a scientific point of view, we observe the processes in materials that are sonicated in this way. Our work is both fundamental and application-oriented."

He adds: "Power ultrasound can also be used to bond different materials together. Metal with fiber-reinforced plastics, for example."

Deformations and structural changes occur in sonicated materials. However, Moritz Liesegang emphasizes that we do not yet know exactly what happens in detail. "There are various theories. But nothing precise yet." Moritz Liesegang and his team are researching the formation of joints during ultrasonic welding of metals, glasses, ceramics, magnetic materials and polymer composites. "All of this is interesting for the aviation industry, among others," he says. Even during his doctoral thesis, he worked with Airbus, Europe's largest aerospace company.

Research funding from the TU Nachwuchsring: "The basis for much of what came afterwards"

An important supporter of his research is the TU-Nachwuchsring at ����ֱ��. An institution that supports young researchers in many ways - and thus helps to advance their academic development and career planning. In 2021, Moritz Liesegang received start-up funding as part of the TU-Nachwuchsring's research funding program: "Thanks to this funding, I was able to investigate the properties of various materials." Important preliminary tests - "and the basis for much of what came afterwards."

Building on the preliminary tests, he developed a research project that is currently being funded by the German Research Foundation (DFG). In simple terms, it is about titanium alloys using power ultrasound for future lightweight construction applications. "This would not have been possible without the TU Nachwuchsring." And he emphasizes: "The Nachwuchsring is highly motivated to provide meaningful support." And thanks to the financial support, he has also been able to technically upgrade his welding equipment.

Junior professorship is also a PR event

What are his plans for the future? He wants to push ahead with his research, he says. "Acquire funding, publish papers and train doctoral students." Ultimately, it's about getting a call, i.e. a position as a "real" professor. "Being a junior professor is also a PR event," smiles Moritz Liesegang.

A technical degree gives you flexibility later on

What advice can he give prospective students? "Basically, you are very flexible with a degree in a technical field. You can also quickly familiarize yourself with related disciplines later on. With a degree in materials science, you don't necessarily have to develop materials." His tip for pupils who may not yet know exactly whether and what they want to study: "Come to the study information days ." Here you can come into direct contact with students and future lecturers - and get a taste of campus life.

Moritz Liesegang still feels very much at home at ����ֱ�� - also because the technical university is interdisciplinary. This provides interesting opportunities for exchange. "And students have personal support right from the start. That's not necessarily the case at larger universities," he emphasizes. One thing is clear: his career, which once began as a curious schoolboy, is far from over.

Jan Mecker is a dual-subject Bachelor's graduate from ����ֱ�� in Landau and successfully completed his studies in conservation biology, environmental chemistry and geography in the summer of 2024. When I met him for our first conversation to interview him about his plans after graduation, he was still in the middle of writing his Bachelor's thesis. He already had a plan for afterwards: a Master's degree in Bioinformatics at Lund University in Sweden. To understand his story chronologically, I asked him how he came to Landau and he replied that his path led him to the Southern Palatinate via detours: "I actually wanted to study biology after my Abitur, but I was worried that I wouldn't be able to find a job or earn any money with a biology degree." After a few semesters of business psychology in Cologne, a year in Australia and a job as a forestry worker back in Germany, he started studying environmental sciences in Landau in the winter semester of 2019. Although he found the subject matter interesting, he realized that the two-subject Bachelor's degree offered him a combination that was even better suited to his inclinations and interests. He quickly realized that he would switch: "Funnily enough, I ended up exactly where I originally wanted to go via a detour."

His choice of course turned out to be the right one: Jan is good at what he does. He was even able to present the data he collected for his Bachelor's thesis entitled 'Effect of Artificial Light at Night (ALAN) and historical contingency on benthic periphyton communities' at two research events. First at an inspection by the (DFG) in July 2023 and then at the '12th Young Environmental Scientists Meeting' in Landau in August 2023. At the DFG visit, for example, he was the only Bachelor's student among doctoral students and postdocs to present his Bachelor's thesis topic, which in summary is about demonstrating an effect from theoretical ecology, the so-called 'priority effect'.

Given this interest in Jan's qualifications, it is not surprising that he was also accepted when he applied for the few coveted places on the Master's degree course in Bioinformatics at Lund University in Sweden. I quickly realized that Jan is not studying to learn as much theory as possible, but that he wants to make a difference, as he says himself: "In my opinion, there is a lot of future in this field, for example, and I don't just want to keep learning and learning, but to help and contribute in the areas where results follow." To this end, he also tackles topics that are not his strengths, as he revealed to me: "Bioinformatics is actually not my strength, but rather my weakness. However, I want to be able to do everything in this subject area at some point, so I thought it would be smartest to learn this subject from scratch during my Master's degree."

When we met again for an interview, he had already turned down the place in Sweden. He is staying in Landau, a city that Jan really likes and where he clearly feels at home. He is now doing his Master's in Environmental Sciences at ����ֱ��, an English-language program with students from all over the world. Despite deciding against Sweden and thus his previous plan, he remains true to his initial goal and feels that he is getting even closer to it with his current Master's degree: "I'm broadening my professional focus and not running the risk of only serving a niche. One of my main motivations is to have the widest possible radius and the greatest possible impact in the world, especially in the field of the environment."

Through his two-subject Bachelor's degree, Jan has gained specialist expertise that he can now use in his Master's degree: "We already have many answers to a wide range of problems, such as those relating to the environment and climate protection. By having a greater impact at an interface between science, politics, society and business, which my current Master's gives me, I have the opportunity to communicate and implement science. In a way, I first learned about the problems in my Bachelor's degree and am now learning how to solve them in society."

Jan's story is an example of how normal it is that plans can change during your studies. It's also okay if someone doesn't have a precise plan at the beginning or at the end. Studying is also about trying things out and getting to know as many new things as possible. Jan sees it the same way when he tells me what he advises other students in retrospect: "Students should see their studies and all other offers from the university as an opportunity to go and shape their own path. Even if it can be a burden at the beginning because you are so flexible and don't know exactly where you want to go at first. But it's worth going through your studies with open eyes."

Thank you, Jan & a successful start to your studies to all first-year students!

Inken Wengst, a Master's student in General Psychology, has already gained valuable experience in the university's own outpatient clinic. She has not only completed an internship there, but has also been working as a student assistant (HiWi) in the administrative area since April 2024.

The outpatient clinic is an official continuing education outpatient clinic at ����ֱ�� Landau. This means that students not only have the opportunity to work and learn in the outpatient clinic as part of an internship, but also throughout their training. "The outpatient clinic is a place where you receive practical and well-supervised training," says the student, who came to Landau from the north of Germany to study psychology and appreciates the advantages of a smaller university with very good supervision.

An internship with added value

"I have already completed my three-month mandatory internship in the outpatient clinic," says the 23-year-old. "It was very motivating for me to finally be able to put what I had learned in theory into practice." In addition, the outpatient clinic is always up to date with the latest scientific findings and the resulting new possibilities for psychotherapy thanks to its affiliation with the university. It thus offers prospective psychotherapists and psychology students at ����ֱ�� training at a high therapeutic and scientific level.

The Landau outpatient clinic has specialized in a particular area of therapeutic diagnostics - autism spectrum disorders. Wengst found this specialization interesting, especially because it is a field in which science is currently making great progress. In addition, the Landau psychotherapeutic outpatient clinic directly implements the latest scientific findings. This specialization offers a unique opportunity for psychotherapists in training to deal with such a specific and complex subject area.

In addition to working with patients and the therapeutic team, the internship also involved administrative tasks: Creating patient files, organizing therapy processes and ensuring correct documentation were all part of her duties. "I learned how much space bureaucracy takes up in therapeutic work. This makes it an important field from my perspective. During my studies, this area tends to play a subordinate role."

A flexible working environment with a lot of responsibility

Following her internship, Wengst was employed as a student assistant (HiWi) in the outpatient clinic. The working hours are flexible and the pay is above average, which makes the outpatient clinic an ideal workplace for students. "I am an administrative assistant. Because my tasks also include documentation and creating files, I can learn a lot from how the different therapists work." Every new file is a new case with a new problem and a different therapeutic approach. "I also learn a lot about the bureaucracy behind therapy. It's perhaps not always the most exciting part of the job, but it's incredibly important," she explains.

The administrative and organizational work has a particular advantage for Wengst: she feels well prepared when she starts working as a therapist after graduation. "When I eventually work as a therapist myself, I will already have mastered the bureaucratic tasks from the FF."

Training and exchange in practice

Despite the focus of her student job on the administration of her future profession, she still has enough time to interact with the therapists at the outpatient clinic. "You always get specific tips and insights that help you to sharpen your own idea of your future work in practice," explains Wengst.

Expensive training so far

Training to become a psychotherapist after graduating is currently very expensive. It can cost between 18,000 and 25,000 euros. "In Landau, however, you can now do the KliPP (Clinical Psychology and Psychotherapy) Master's degree. This means that when you graduate with a Master's degree, you also have a license to practice as a psychotherapist in your pocket." This significantly reduces costs.

Another point in Landau's favor is that it is a small but nice faculty in the field of psychology, Wengst continues. The good support for students here is truly unique. "There is always someone to help you. The small groups mean you get the individual support you need," she explains.

Master's thesis on a difficult topic

Wengst is currently writing her Master's thesis on "Feelings and fears of psychotherapists when dealing with suicidal children and adolescents". She is being supervised by Dr. Daniela Schwarz, who is herself a therapist in the psychotherapeutic outpatient clinic for children and adolescents. "The subject is difficult, but I believe that the more you work with such cases, the better you get at dealing with them. The aim of my work is to develop further training for therapists so that they can deal better with this difficult topic," explains Wengst.

A valuable contribution to training

For psychology students at ����ֱ�� Landau, the university's own outpatient clinic offers an excellent opportunity to combine theory and practice. The opportunity to learn from experienced therapists, master the bureaucracy and prepare for later practice makes the outpatient clinic for children and adolescents a unique place of learning for prospective psychotherapists at ����ֱ�� Landau.

She already loved computer science at school, says Sarah Jung. "The subject was even part of my Abitur exams." She has always been enthusiastic about technical issues. Mathematics and physics were among her advanced courses in the sixth form. "The decision to study in Kaiserslautern was a relatively spontaneous one. I was initially interested in a dual study program." But that didn't work out because of coronavirus. "Then I looked around for alternatives and decided on the Bachelor's degree program in computer science at ����ֱ��. My computer science teacher had also already studied in Kaiserslautern," she laughs.

"We have a good atmosphere in the department"

She has made friends with Kaiserslautern as a university city: "It's not that big. But what I need is there. And the Palatinate Forest means you're close to nature." What does she like at ����ֱ��? "The university in Kaiserslautern is a campus university. Everything is within walking distance. Computer Science is very well organized. There is a strong student council. And the contacts with the lecturers and staff are very good. We have a good atmosphere among ourselves."

Christian Bogner, Study Manager at the Department of Computer Science, can only confirm all of this: "The teaching at ����ֱ�� is top-notch and the study conditions are great. Our lecturers are always there to answer questions and everyone can develop individually. Be it through exciting specialization modules or the opportunity to work together in projects and develop innovative solutions."

What advice does he have for prospective students? "To get off to a good start, it's not important to be able to program perfectly. It's much more important to take responsibility for your studies at an early stage and to be conscientious about the content." In the first semesters, exercises accompanying the lectures help you to get to grips with the subject matter, explains Bogner - "and you get to know fellow students during group work and make friends who will carry you through your studies."

The Computer Science degree program at ����ֱ�� performs excellently in the CHE ranking

In both the Bachelor's and Master's degree programs, the Computer Science degree program is rated outstanding by the Center for Higher Education Development (CHE) - "especially in terms of teaching and individual support," says the study manager. "In addition, our graduates are very satisfied with the computer science education at ����ֱ�� and confirm in surveys that they were perfectly prepared for their everyday work."

Independently familiarize yourself with complex content

Programming, modeling software systems, algorithms and data structures or project

project management, for example, are on the curriculum of the Bachelor's degree program. "There are many practice-oriented courses and digital learning formats that make studying easier," says Bogner.

What is the challenge? The independence required, says Sarah Jung. "We set our own priorities and choose our own courses. The content involved in all of this is complex. It's not easy at the beginning." But you shouldn't despair: "If I don't understand something straight away, I work on it."

Setting your own priorities with a computer science degree

She likes the fact that her degree program is interdisciplinary. This is because there is the opportunity - through corresponding minor subjects - to deepen her studies in different directions: "That could be business administration, for example." Sarah Jung herself has decided to concentrate fully on computer science. "Distributed and networked systems" was her specialization in the Bachelor's degree. "For me, it was specifically about the area of security."

Involvement in the department - students support each other

Alongside her own studies, Sarah Jung supports other computer science students: She supervises tutorials and has already provided advice and support to three first-year students as a mentor. She also works with lecturers, staff and students on the Teaching and Learning Committee to ensure the quality of courses.

She is now at the beginning of her Master's degree course and is writing her Bachelor's thesis at the same time. "It's about analyzing radio signals and their propagation. All with a view to aircraft. It's a data analysis project. We have a sensor on the roof of the university. And so we can record data from aircraft over a wide area."

She could well imagine working in science later on. This is possible both in a research institution and in industry: "We learn to familiarize ourselves with complex topics. That's why the career opportunities later on are correspondingly broad."

At a technical university, the content goes into great depth

Computer science is a great subject, summarizes Sarah Jung. But you should be aware: "Studying at a technical university is very in-depth and therefore there is also a lot of theory." What should future students bring with them? An interest in wanting to solve complex problems. Wanting to look at things in depth, she says. "I wasn't sure at the beginning whether it was the right thing for me. But I don't regret the decision."

Do I want to study? And if so, is a university the right choice for me? These are questions that many school leavers ask themselves. Answers can be found with the help of the one-semester orientation course ����ֱ��zero. It gives interested students an insight into the world of university, introduces them to subjects and degree programs at ����ֱ�� University Kaiserslautern-Landau (����ֱ��) and allows them to try out their first courses. At the same time, they can get to know the campus in Kaiserslautern and Landau - and make contact with older students and lecturers.

Lucas Eric Weingart was once told by an acquaintance that the ����ֱ��zero orientation program is a great way to get a taste of university in an uncomplicated way. However, the orientation course is not only interesting for people who don't yet know where they want to go after school, emphasizes the 20-year-old: "Even if you already know what you want to do, it has advantages." In addition to courses, you can already take exams: "If you pass them, they are recognized for your studies. But if you don't pass them, they don't count as a failed attempt." This is an interesting advantage for anyone who might want to slowly approach the heavy university learning load.

Studying at a university is research-oriented - and goes into great depth

During his time at ����ֱ�� zero in the summer semester of 2024, Lucas Eric Weingart mainly studied mechanical engineering: "I already knew that I wanted to go in this direction." So it was clear to him that he would then start his first "proper" semester in winter semester 2024/ 25. Why did he decide to study mechanical engineering? "I've always been very interested in technology. I took computer science as an advanced course in high school. And I had already thought about going into IT later on."

But at some point he realized that computer science didn't cover everything he was interested in. "At the time, my school had organized a project week. That's how I came into contact with mechanical engineering at the university in Kaiserslautern." He quickly realized that this very broad-based subject was more in line with his interests. "But then I had to decide whether I wanted to study at a university of applied sciences or a university." To find out, he sat in on lectures - both at a UAS and at university. "In this direct comparison, I liked the concept at ����ֱ�� better." The "extended independence" that only a university degree course offers appealed to him. "A university course is more research-oriented. The course content at a university of applied sciences is more practice-oriented. But I wanted to understand things in depth. And that works better at a university."

Internship in research - already during the ����ֱ��zero orientation course

At the moment, he is mainly studying basic subjects - technical mechanics, mathematics and programming. This is normal at the beginning of a degree course. "But we also have application-related content." Materials science and production engineering, for example.

Alongside his studies, Lucas Eric Weingart is a student assistant at the Department of Mechanical Engineering - more specifically at the Chair of Machine Elements, Gears and Tribology. It's unusual to become a student assistant so early on in your studies. How did this come about? During his time at ����ֱ��zero, he completed a two-week internship at the department, he explains. This gave him a "great insight" into the research there - and allowed him to make his first contacts with older students and the academic staff there. "It was all very well organized. And you could see how professional research is. I think I got the job because of this internship."

As a student assistant, he is currently mainly responsible for programming work - as a service provider, so to speak, he supports the researchers. "Later, when I'm further along in my studies, I naturally want to take on other tasks." Converting and evaluating test benches, for example. "Elsewhere, student assistants also supervise courses. Here, it's mainly the case that the student assistants help the academic staff."

Even if it's still a while away, where will Lucas Eric Weingart go later in his career? He could well imagine working as a team leader, a management position. "And maybe a doctorate straight after my Master's degree. Then I would work as a research assistant in the Department of Mechanical Engineering for five years."

"Simply approach other students or lecturers with questions and problems"

What advice would he give prospective students? What should you bring with you if you decide to study mechanical engineering? "Definitely an interest in technology and ideally some practical experience. It's not a bad idea to have already completed an internship in the field of mechanical engineering" - this would be possible directly at a department at ����ֱ��. "Then you know what to expect later." He also advises prospective students not to be afraid to talk to people: "If you have any questions or problems, just approach other students or the lecturers."

Lucas Eric Weingart has arrived in university life. Looking back, he sees his start via ����ֱ��zero as very positive: "It really is a great opportunity that I can only recommend to anyone."

Preparing lessons, gaining practical experience and interacting with pupils - this is exactly what student teachers were able to do in the fall of 2024: "Hacking School" was the name of the campaign behind it, which took place over three days at Frauenlob-Gymnasium in Mainz and was coordinated by ����ֱ��. Under the aspect of "Education for Sustainable Development", the student teachers organized various workshops for grades five to twelve - a total of 250 double lessons were offered. They covered topics such as politics, programming tasks and the acquisition of health skills.

Teaching topic: cell phone use and the health consequences

One of the trainee teachers involved: Anna Schmidt. She is in her third Master's semester at ����ֱ��, studying health and geography to become a teacher - and reports: "We prepared for teaching in a seminar at university." There were various teaching topics to choose from: "Together with a friend, I decided on the topic of cell phone use. We worked through a lot of literature in advance." Her fellow students' topics included building raised beds and vocational training, she recalls.

And how did her lessons on cell phone use at Frauenlob-Gymnasium go? "Two of us gave 1.5 hours of workshop lessons in classes five to nine. So basically the same thing five times." There were around 20 to 25 pupils in each class. They structured the 1.5 hours according to the didactic guidelines for the subject of health - "but we also improvised a bit," says Anna Schmidt: "Our workshop began with an introduction, then the pupils were asked to work on something themselves. And there was a reflection at the end." The pupils were first able to classify how often they use a cell phone each day. Or which apps they use. "Then we had them create posters, either on the topic of the health consequences of cell phone use or on the question of what rules would be useful for cell phone use."

The pupils worked on these aspects in small groups. In terms of the health consequences, for example, they discussed the fact that spending too long on a cell phone can lead to neck problems - or that sitting for long periods of time is not good. "And the blue component in the light from the display can also have health consequences," explains Anna Schmidt. When developing rules, the focus was again on the question of how cell phone consumption can be curbed - and which apps may be more useful than others: "We found that children from the younger classes in particular are already using educational apps."

During the final reflection, Anna Schmidt had the impression that the pupils took away added value and that they will now take a more critical look at the topic of cell phone use. "Overall, however, the younger pupils in particular were more open to the topic. That was actually something that really surprised me. The younger ones were more involved and also thought more about it."

"It's helpful to stand in front of a class"

And what else does she take with her as a prospective teacher? What is her conclusion? "The whole thing has added a lot of value for me. It's helpful to stand in front of a class and gain practical experience." You lose your fear of contact this way. "In terms of content, however, we weren't able to implement everything we had actually planned for the lessons" - another insight that contact with everyday school life can bring.

Anna Schmidt still has two semesters of study ahead of her. As she wants to work at a vocational school later on, she still has to complete a nine-month internship. She will then start her traineeship at the beginning of 2026 at the latest. She would prefer to complete this near Kaiserslautern - because she is very close to home. "I come from Ilbesheim near Kirchheimbolanden."

Incidentally, more than 80 students and academic staff were involved as workshop leaders at "Hacking School". In addition to ����ֱ��, the Freiburg University of Education, Johannes Gutenberg University Mainz, the University of Stuttgart and the University of Trier were also involved.

The idea for Hacking School arose from discussions between Mandy Schiefner-Rohs, Professor of Education with a focus on school pedagogy at ����ֱ��, and the principal of Frauenlob-Gymnasium Stefan Moos. Meanwhile, the "real" teachers at the Mainz grammar school were able to use the time they had freed up for school and teaching development. A win-win situation - for the school and the students.

How can I get rid of my exam nerves? What can I do if I can't get my study routine together? What if there is a crisis in my family or relationship? How can I reconcile studying and having a child? And can I study at all if I have financial problems? Students deal with questions like these every day. But they are not left to deal with them alone: ����ֱ�� students from Landau receive uncomplicated help and advice from Studierendenwerk Vorderpfalz. More precisely, from a dedicated small team led by Manfred Kleinecke, Head of Social Services and Counseling at the Studierendenwerk - he says: "We advise on social, psychological and financial challenges. Anyone can get in touch with us. Our advice is free of charge and respectful of the person and their situation. And if we can't help, we refer you to a place that can help."

"We offer an initial consultation promptly"

How do students get in touch with his team? "Usually by email or via a contact form on our website. Others call us directly." Sometimes contact is also made via the student representatives or the International Office. Kleinecke and his team of three employees then try to respond to an inquiry as quickly as possible: "We arrange an initial meeting, which usually takes place one to two weeks after the first contact is made." However, if it is particularly urgent, a consultation can also be arranged at very short notice.

Help with social, financial and psychological challenges

In terms of content, social counseling deals with issues such as housing, employment, contact with authorities, studying with a child and childcare options, says Manfred Kleinecke, describing the specific situations. Financial advice focuses on financial emergencies and their solutions. In psychological counseling, on the other hand, a distinction must be made between study-related and personal matters: "Study-related matters are about exam anxiety or working time management, for example." Personal issues are about family or relationships. "In the same way, people come to us with fears about the future or depressive moods."

In a specific situation, several problems can arise at the same time, adds Manfred Kleinecke. "In the case of international students, there are also questions about immigration law. An international student may not know how to live and pay for accommodation here in Germany. At the same time, they have to account for this to the immigration authorities."

The team at the advice center has an open ear for a wide range of concerns, they provide information on where to get further help - for example, when it comes to maintenance or child benefit. "Once a young woman came to us. She was pregnant. I talked her through what needed to be done before the birth, what she should take care of. And whether the pregnancy might have an impact on her student job."

What problems are particularly common? The students' new living situation, says Manfred Kleinecke: "Many are away from home for the first time. They have to find their feet in a new place and build up a circle of friends." Some students are struggling with the associated expectations: "They put themselves under a lot of pressure."

"We meet people where they are"

Professionally, Manfred Kleinecke is well equipped for his job: he trained as a businessman. He then went on to study social work via second-chance education. He then worked a lot with young people and in the refugee sector. "I also trained as a systemic coach and systemic consultant." The 62-year-old has now been head of department at Studierendenwerk Vorderpfalz since 2021 - and is passionate about his job: "We advise students from Germersheim to Landau."

What exactly does counseling involve? How does he proceed? "We meet people where they are." If someone has an organizational problem, for example, a 12-week plan is drawn up together: "We discuss how much time you should plan for which things. And we make sure that we find time to balance our studies." Put simply, it's always about getting everything in order, says Manfred Kleinecke. "We take a close look at where someone stands. What resources he or she has and how they can be used." For some problems, a change of perspective helps: "If someone is having problems tackling their bachelor's thesis, for example, we think with them about how it would feel if the work was already done."

"The customer is king"

What happens after the first meeting? "The customer decides whether they are interested in further discussions afterwards." Students who seek his advice are, after all, his customers, laughs Manfred Kleinecke. "And the customer is king." The customer also decides whether he is the right advisor for a situation: "Perhaps he or she would prefer to speak to someone else from our team." For example, a student once sat in front of him who was having problems with her father. "Then, of course, the question that only she can answer is whether she would like to talk to me about it, i.e. a man who is the same age as her father."

In some cases, the team at the advice center refers people to psychological consultants with whom they work closely: "Of course, they are trained differently to us." Depending on the initial situation, they may then pursue a depth psychology or behavioral psychology approach.

"But sometimes I just see myself as a neutral person who listens - and who you can confide in," adds Manfred Kleinecke. Is an on-site consultation in Landau always necessary? Not necessarily, he says, video calls or phone calls are certainly possible - for example if someone is abroad. But he generally prefers face-to-face meetings: "In some situations, something is said by saying nothing." Non-verbal communication is part of a conversation - Manfred Kleinecke knows what makes a good advisor. "Empathy and the individual are our top priorities. And of course we are bound by confidentiality." A sympathetic ear - for a wide range of student concerns.

Contact and further information: or at

But what happens in the minds of the viewers during these heated debates? Which arguments are really convincing? Which moments decide the overall impression? And perhaps the most important question: How is the judgment formed? Jürgen Maier, professor of politics in the department of cultural and social sciences at ����ֱ�� in Landau, has been working on precisely these questions for more than 20 years. In 2002, the first TV debate between Edmund Stoiber and Gerhard Schröder opened up an exciting range of topics for the young academic, which still fascinates him today. He is particularly interested in analyzing the trends that research has made increasingly visible in recent years. During the first TV duel, Jürgen Maier examined the effect of the debate using an experimental study with participants on location at the University of Bamberg. Since then, research into TV duels has undergone an impressive development. The most recent technical leap came in 2021, when Maier developed the "real smart" app together with computer scientist colleagues from Kaiserslautern and the German Research Center for Artificial Intelligence (DFKI). This app makes a lot of things possible - above all, viewers can use the app to record their ratings and reactions in real time during the live broadcast of the TV duel - regardless of where they are.

The "real smart" app therefore creates an innovative basis for this year's research. However, the short election campaign ahead of the 2025 general election brings with it other new challenges. Everything has to happen much faster than planned: "What we are doing now was actually planned for September. We would normally have been able to bring the study into the field in peace and quiet. What's more, there was a Christmas break in the midst of all the hastily brought forward preparations, the lecture period is underway and all the committee meetings are in progress. And the study comes on top," explains Maier. Six TV duels, i.e. six data collections, have to be brought into the field and evaluated in a very short space of time. Participants can use the app to answer a short questionnaire before and after the show and evaluate live during the debate which statements or candidates spontaneously convince them, or which moments tend to cause skepticism. The data obtained in this way is extremely valuable for research - the more people take part, the more meaningful the findings. That's why, in addition to all the preparations, Jürgen Maier also takes part in live Insta broadcasts with appearances on TV, interviews on the radio and sharing the information on social media channels.

Of course, once the data has been collected, the scientific work really begins. First, the real-time reactions of viewers have to be linked to the content analysis. "Many pieces of the puzzle from the different departments are put together here," says Maier. This is where Jürgen Maier's student assistants come into play. One of them is Master's student Paula Kromm. She meticulously codes the TV debates using certain variables with the help of the statistics program SPSS and has to deal with the content of the TV debates: How often do the candidates interrupt each other? What is the focus of the statement? She records and categorizes these and many other factors. What initially sounds like routine work is actually the basis for obtaining exciting results. Without Paula, audience reactions would be made visible in real time by the app. However, it is only the combination of real-time reactions and the content of the debates that enables the research team to understand exactly which statements led to which emotional reactions from viewers. This allows patterns to be identified that provide information on how political messages are received in face-to-face debates - and which statements may also make the decisive difference at the ballot box.

"The insights gained should reach the outside world as quickly as possible and thus be made available to citizens and the media," emphasizes Jürgen Maier. He therefore evaluates the information from the questionnaires directly after the TV broadcasts and makes it available to everyone on the project website immediately afterwards. The evaluation of the real-time ratings is time-consuming due to the complex data set and requires more time. In addition, the results are later presented in scientific publications and at international conferences.

Maier now has to work under enormous time pressure and is very grateful to his team, which enthusiastically supports his research approach and makes everything possible. His research assistants Jennifer Bast and Hannah Decker are a reliable source of support, as are his IT colleagues, who have brought the app up to date as quickly as possible. "The TV debates are probably the most important single event during the election campaign. There is no talk show or comparable format that even comes close to the reach and attention that such a debate generates," confirms Maier. The experiments offer a unique opportunity to engage with politics in a special way and to be part of an exciting research project. By the way: the search for further participants is still ongoing! The best thing about it: anyone can take part.

Anyone who wants to make a contribution to research while watching the TV debates can easily do so: Download the app from the app store or via the , find out the broadcast dates there and take part.

How were your first days at ����ֱ�� and your start to your studies?

Kaya Gauch: When you set foot on campus on your first day at university, it's an overwhelming feeling. A new phase of life begins and there are new people everywhere. Before the start of lectures, I first went to the math pre-course, which prepares me for the math part of my studies. That was very helpful: then, or at the latest when the lectures and seminars start afterwards, you realize whether the course suits you. After seven semesters, my conclusion is that if you want to study technophysics, you not only have to enjoy physics, but also know math.

Why did you decide to study technophysics?

Kaya Gauch: I already liked the subjects of physics and math at school. However, studying pure physics was too abstract for me. That's why I decided to study TechnoPhysics, because it's a joint degree program between the departments of Physics and Mechanical & Process Engineering. I particularly like the fact that the TechnoPhysics course is practice-oriented and less theoretical than a pure physics course. Just right for me.

Ms Cappello, you are a study manager in the physics department. What other differences are there between a TechnoPhysics degree and a Physics degree? For whom is TechnoPhysics the right choice?

Dr. Sabrina Cappello: The focus of TechnoPhysics is more application-oriented. Compared to physics studies, technophysics deals with more abstract areas, such as quantum mechanics or mathematics, in a more application-oriented way and not in the same theoretical depth. On the other hand, technophysics students receive a deeper education in engineering disciplines such as process engineering, materials science or thermodynamics. This is ideal for anyone who finds studying physics too abstract and would like to go beyond mechanical engineering. Students particularly appreciate the mini-projects in the TechnoPhysics seminars, which promote project-oriented work at the interface between physics and mechanical engineering.

With such an interlinking of subjects, is it possible to do a Master's in another subject, such as physics or mechanical engineering, after a Bachelor's in TechnoPhysics?

Dr. Sabrina Cappello: Thanks to the modular structure of our degree programs, a subsequent Master's degree in physics is possible with conditions. It is also possible to complete a Master's degree in mechanical engineering.

How do you rate the career prospects? What is possible with a degree in TechnoPhysics?

Dr. Sabrina Cappello: There are excellent career prospects after graduation! The interdisciplinary and application-oriented training enables technophysicists to work in various technical fields in industry and research.

Kaya, your Bachelor's degree is getting closer and closer. Do you already know what comes next?

Kaya Gauch: After my bachelor's degree, I would definitely like to deepen my knowledge of the basics and focus on a master's degree. I would like to do this at ����ֱ�� again. The degree program with its combination of physics and mechanical engineering is unique in this form in Germany. I don't yet know where I'll go after that. What I already know is that I want to work in industry. A practice-oriented course like TechnoPhysics is an advantage. I think the combination of physics and mechanical engineering helps you to look at problems with knowledge from two different subjects. You think outside the box and form a good interface between the two fields.

Looking back after seven semesters: What were the biggest challenges for you on the TechnoPhysics degree course?

Kaya Gauch: I have to say that the exercises are demanding. But you're not on your own, you often work together in groups. The teamwork helps you to solve the problems and also to get to know other students and make friends. For example, I got to know a lot of great and helpful people after the preliminary math course and through the group work during the semester. These contacts are also worth their weight in gold when challenging exams are coming up. In general, there is a family-like sense of community at ����ֱ��. The courses are small, so they are very personal and you know each other.

Your tip for all prospective students?

Kaya Gauch: Don't be shy and talk to students from higher semesters! That definitely helped me a lot. Their experiences are extremely valuable and really guided me through my studies. You should also find something that allows you to really switch off and recharge your batteries in addition to lectures, tutorials and exams. The Palatinate Forest and offer many opportunities to try out and burn off energy. The sports on offer are the perfect balance to my studies. I also enjoy spending time with my friends in the old town of Kaiserslautern, the city isn't too big and there's nothing missing. Or I can go to the Betze, where I can clear my head. 😉

How did you hear about the position of wine princess?

Via Instagram. I followed my predecessor, saw what she was doing as wine princess and which events she was attending. I found that really exciting. When it was announced on Insta that Landau was looking for a new wine princess, I applied. Because I thought that I would regret it if I didn't try.

What were your motives?

I moved to Landau for my studies and only really got to know the region when I moved here. I didn't know that there were so many beautiful festivals here. People also say about Landau and the surrounding area: 'There's always something going on here', which is exactly what I got to know and love. I think when you come from somewhere else, you appreciate it even more. The Wine Festivals, the people, the conviviality, it's always fun and enjoyable - and of course I also like to drink wine.

What is your favorite wine to drink?

My favorite wine is Gewürztraminer, I like it very much. At the same time, I love trying out different and new wines, because drinking just one wine would be too monotonous - the variety is what makes it special for me.

How did you feel when you were crowned wine princess?

When I was crowned at the Federweißenfest last October and saw the big stage, I was already thinking about what was in store for me during my year in office and hoped that everything would work out. I just do my best and always try to approach things with a positive feeling and master unknown situations. So far, it's working pretty well.

What are your tasks and what qualifications do you need?

A key requirement is definitely that you enjoy wine and want to share and communicate this enjoyment. As Wine Princess, I am also an ambassador and represent the Landau region and its diverse wine production, for example at Wine Festivals, wine fairs or other events, depending on the time of year. In January, for example, there are many New Year receptions and in the summer months there are many wine festivals and outdoor cultural events. I try to post insights into the various events on Instagram from time to time.

That sounds like a busy schedule.

Yes, there's definitely always something going on, even over the winter. So far it's been about one event a week, but it can sometimes be three New Year's receptions in one weekend or nothing for a week. There's always a lot going on in summer and it's good that I'm still a student. That way I can organize my time myself. Fortunately, I have good time management skills, so I don't have any problems balancing my studies and voluntary work. I see it more as a balance because it's something completely different. However, I have also learned a lot from my previous studies that helps me in this position. For example, I often have to speak in front of a lot of people and give presentations. This has taught me how to present myself well and I'm not so nervous when I give speeches.

How did your friends and fellow students react?

I only told most of them when I was actually elected and it became public. I only told my boyfriend straight away. He was convinced that I would be wine princess if I applied and that I could prepare myself for it (laughs). Some of my friends were surprised, but they said they could well imagine me doing it. Everyone was looking forward to my year as wine princess and offered me their support, which really motivates me.

What do you enjoy most?

Most of all, I enjoy getting to know lots of new people and talking to them. The people here in the Palatinate are very sociable and I really appreciate that about this region. They are always happy and often have a smile on their faces. If I can contribute something, then I've achieved everything. Of course, I also like trying new wines and learning new things. I don't come from a family of winemakers, but I have acquired a certain basic understanding. When I visit winegrowers, I learn a lot about them, their work and the wine, which always broadens my knowledge. My position as wine princess has made me even more aware of how many different wines and wine productions there are in Landau and the surrounding area and how important they are for the region. My honorary position has made me realize once again how important it is to support regional businesses and, in my case, the winegrowers and their work. However, this can just as easily be transferred to all other areas. It is precisely this feeling that I would like to convey in my office, including to students, because regional culture shapes and represents this wonderful environment.

As an A-level student, Philip Schreyer wasn't sure what he wanted to study. He first got a taste of university life and looked around: "Back then, when I was still at TU Kaiserslautern, I just sat in on lectures, for example in math or electrical engineering." He then stuck with TechnoPhysics: "The concept of this degree program appealed to me. Especially the interdisciplinary approach and the wide range of specialization options." Born in Mehlingen, he started his Bachelor's degree in the 2017 winter semester and then went on to complete a Master's degree. "You can choose many courses freely." And there are many practical seminars: "We work in groups on smaller projects. We once designed an autonomous robot that drove around a course." Teamwork can also be learned along the way.

Degree programs with a high practical component

"We take far fewer compulsory theory courses than on a pure physics course." A high proportion of practical work is typical of his degree program. And what is the most challenging aspect of his course? "My biggest personal challenge was that I had a poor background in math." He wasn't able to use much from his basic math course at grammar school: "That fell on my feet." These deficits were gradually remedied, with the preliminary math course being an important starting point. Another challenge: "Studying in the standard period of study is actually utopian for technical subjects." Sometimes this is not possible for organizational reasons alone, he says. "Most people take longer. It took me 14 semesters. So as far as possible, you should take a relaxed approach to the whole thing."

Part-time organist and choirmaster

The 25-year-old finds a balance to his studies as a choirmaster. From February to September 2024, he conducted the 70-strong "Projektchor Heilig Geist" choir on the occasion of the new construction and consecration of the choir organ at the Catholic parish church of St. Maria in Kaiserslautern. A temporary position - and not the first choir that Philip Schreyer has been allowed to lead. Music is his other great passion: "I came to church music training through playing the organ, during which time I discovered the joy of singing and conducting choirs." This part-time qualification lasted three years, which he completed while still at school - parallel to his sixth form studies. This resulted in a long-term part-time job as an organist and finally also as a choirmaster - both activities that were easy to combine with his studies: "Many appointments are at the weekend. And as a student, I was flexible anyway."

"I no longer have a problem giving lectures. I'm no longer so nervous when I speak in front of people"

And what are his tasks as a choirmaster? "I choose sheet music that suits a planned performance. And recruiting people for the choir. There were a lot of organizational things to sort out and rehearsals to plan, but luckily I had support with that. In the end, I led the choir rehearsals, rehearsed notes, worked out musical details and accompanied them on the piano." This also meant dealing with many and very different people. The "soft skills" he acquired in this way, as he says, could be put to good use in his future career: "I no longer have a problem giving presentations. I'm no longer so nervous when I speak in front of people."

TechnoPhysics instead of music: the right choice in retrospect

Philip Schreyer is in the final stages of his studies. In his Master's thesis, he worked on the spectroscopic analysis of thin layers of organometallic molecules. He does not yet know what the future holds for the soon-to-be Master's graduate. There are many career opportunities in industry, for example. But he wants to stay true to music as a hobby, as far as his time allows. Looking back, he sees the fact that he studied a natural science rather than music as a good decision: finding a permanent job as a musician is difficult. And always having to deliver as a full-time musician is probably demotivating in the long run, he says. "But this gives me the freedom to choose projects I enjoy." He has his technical and scientific degree in the bag - he will certainly be able to put the knowledge he has acquired to good use in the near future.

I never thought that the topic of mobility would grab me at some point. But I always knew that I wanted to study something technical or mathematical. So I went from my home near Pirmasens to the study information day at the former TU Kaiserslautern, now at ����ֱ��. A presentation from the Department of Civil Engineering introduced me to the course in all its facets and immediately got me excited. So I enrolled on the degree program for the summer semester straight after my Abitur. The course is broadly based and there are various opportunities to specialize in one area. It was in a lecture that I discovered my passion: mobility and transport planning.

"As a village child, I know the problems of mobility only too well."

I am very attached to my home and initially wanted to stay at home during my Bachelor's degree. That's why I drove 30 km to and from university every day. I've had a car since I was 18 years old - completely normal in the country and something I've never questioned. The main reason for this is that public transport in the countryside is simply not well timed and is not a real alternative.

The transport planning lecture showed me very clearly that we have a problem with mobility and with the current transport infrastructure and that we need to do things differently, better. That's why I decided to specialize in "Infrastructure and Environmental Planning" as part of my Bachelor's degree. Based on the knowledge I gained from the specialization lectures, I then decided to write my Bachelor's thesis in this area. Here I was able to work with the city of Kaiserslautern to implement something concrete in terms of mobility and plan the first cycle route for Kaiserslautern. I was very proud when the city of Kaiserslautern decided to actually implement the plans from my bachelor thesis. The cycle lane has now been set up in Rütschhofstraße.

A turning point for e-scooters in Kaiserslautern

I enjoyed my bachelor's degree so much that I decided to do a master's degree as well. I also wanted to do this at ����ֱ��, as the diverse Master's degree program in Civil Engineering with a specialization in "Infrastructure, Water and Mobility" is offered here - exactly the area in which I wanted to continue working. My Master's thesis also continued with a practical focus on the topic of mobility. This time, I dealt with a means of transportation that has become a problem in many cities: the e-scooter. In Kaiserslautern in particular, with its hilly topography, e-scooters are especially well suited to easily overcoming differences in altitude. But many people are familiar with the problem: e-scooters sometimes end up in the middle of the sidewalk or road at the end of a journey.

What has already worked well in cities such as Munich and Berlin should now also be implemented in Kaiserslautern. In collaboration with the city of Kaiserslautern and the e-scooter rental company TIER, I planned parking spaces for e-scooters in the city center in my final thesis. The aim was to ensure that e-scooters would only be parked in the selected parking spaces in future. To do this, I analyzed all the trips made in Kaiserslautern over the course of a month and investigated usage and parking behavior. I incorporated the results into my planning and was able to make recommendations as to where parking spaces should ideally be set up. In line with my plans, around 12 e-scooter parking spaces have since been implemented in the city center of Lautr.

Practical study and improving mobility

It's a great feeling when you walk through the city and see the results of your Bachelor's and Master's thesis. The high level of practical relevance that regularly exists at the Institute of Mobility & Transport through collaborations ultimately motivated me to continue my research in this area as a research assistant. My next goal is to do a doctorate.

I have since moved to Kaiserslautern and benefit from the mobility options in the city myself. I now often leave my car at home and travel around the city by bus or e-scooter instead. I would like to see something similar for rural areas: better infrastructure so that people are less reliant on their cars. Only then will people be willing to rethink and opt for greener mobility. I have experienced that myself.

Originally from India, Aakarsh Goel has been living in Germany for around three years - he recently completed a Master's degree program in Computer Science at ����ֱ��. A subject with its finger on the pulse of the times - his studies focused on intelligent systems, software engineering, machine learning and artificial intelligence. "I had previously completed my Bachelor's degree in India and then worked there for four years as a software engineer - in website development," he reports - and adds that he deliberately chose a Master's degree program at ����ֱ�� because the university is very international: "The courses are offered in English." ����ֱ�� is also a renowned location for computer science. Even as a student, you benefit from the close cooperation with the research institutes located in the neighborhood - including the German Research Center for Artificial Intelligence (DFKI) and the Fraunhofer Institute for Experimental Software Engineering IESE. Aakarsh Goel: "I've had the opportunity to work as a student assistant at DFKI since my second semester." He was able to experience all of these benefits before starting his studies: "Back then, I decided that this was the best place to study." A decision he has not regretted. After all, studying at ����ֱ�� is very future-oriented: "The courses are regularly updated. The latest technologies, developments and findings are incorporated into the teaching."

Working with leading companies for his Master's thesis

The fact that his studies are also very practice-oriented is made clear by his Master's thesis: in terms of content, it can be assigned to the areas of quality control, machine learning and autonomous systems - and is entitled "Machine Learning Model Lifecycle Monitoring: A Focus on Drift Detection in Deep Learning for Quality Control". Aakarsh Goel: "Put simply, I investigated how the accuracy of intelligent computer programs can be maintained in factory settings." In a truck factory, for example, these intelligent systems check whether bolts and nuts are properly seated by analyzing real-time images taken with calibrated cameras. "Over time, these systems can face challenges due to new patterns, such as changes in lighting and background." Changes which, incidentally, are referred to as "drift", as Goel explains. "The focus of my work is on automatically detecting and fixing these drifts to ensure that overall quality remains reliable and efficient."

The special thing: He was able to implement all of this as part of an employment at SmartFactory KL e.V. This is a technology initiative based in Kaiserslautern, which brings together leading companies from research and industry to carry out joint research and development projects on specific topics relating to Industry 4.0 and the factory of the future. Incidentally, SmartFactory is closely linked to ����ֱ�� Kaiserslautern-Landau: ����ֱ�� Professor Martin Ruskowski is Chairman of the Board.

Aakarsh Goel greatly appreciates the fact that he was already in close contact with a large number of companies as a Master's student - and, as he emphasizes, he also benefited from the excellent equipment that SmartFactory has to offer during his practical work.

Broadly positioned - and ready for the international job market

And what else does the graduate take with him? What conclusions does he draw from his time in Kaiserslautern? "����ֱ�� is a good place for international students," summarizes the 28-year-old. "There is an international community. There are lots of events. And the university does a lot to make us feel at home." For example, international students are very welcome as student assistants in the departments and neighboring institutes. It's a great way to earn money - and to gain an insight into current research.

Aakarsh Goel has his Master's degree in Computer Science in his pocket - what are his plans for the future? "I would like to stay in Europe for the next two or three years, preferably in Germany." In a few years, he wants to return to India - and work in industry there. For now, however, he is looking for a job here in Germany: "I'm very broadly positioned with my studies and believe that I'll find something soon." Thanks to his sound education, he is ready for the local and international job market.

Simion Kemmer is currently studying for a master's degree in product development in mechanical engineering - specializing in rolling bearings and gearboxes: "Later in my career, for example, a customer will request a gearbox. As a mechanical engineer, you then start to work out a solution on a blank piece of paper. That's incredibly exciting." The 26-year-old is already familiar with the ways and processes of the working world: "Before I started my studies, I completed an apprenticeship as an industrial mechanic." Looking back, he believes this was the right decision: "An apprenticeship gives you practical insights into working life at a very early stage." You acquire a certain work discipline and learn to organize yourself. "I can therefore only recommend training before studying to anyone."

"I can only recommend training before studying to anyone"

He personally wanted to deepen the knowledge he had acquired in this way afterwards and add a degree course: "A fellow trainee was interested in studying at ����ֱ�� at the time. That appealed to me too. I had a general higher education entrance qualification and wanted to expand my knowledge in the direction of physics or mechanical engineering." He moved into a shared flat in Kaiserslautern with his former training colleague and started the bachelor's degree program in technophysics in the winter semester of 2019/20 - a subject with its finger on the pulse of the times, so to speak: "In my bachelor's thesis, I then dealt with artificial intelligence and optimization algorithms." It was about the planning of factory processes: "I improved an algorithm that was supposed to improve processes there with another optimization algorithm."

"With a degree, you can usually make your own decisions about your work later on"

What is the most challenging thing about his current degree program? "Studying mechanical engineering is a lot of work. Of course, you shouldn't underestimate that. I would say that you need at least two weeks to properly prepare for an exam." It's different to when he was at school, he recalls. But with a relevant degree in his pocket, many things will be easier in the working world later on, as he also knows from his existing professional experience: "With a degree, you can usually decide what you want to do later on. And you don't usually have to work shifts either." Important points of motivation for him.

Gain practical experience as a student assistant

However, Simion Kemmer adds that you should also be aware that studying mechanical engineering can be very theoretical. That's why he recommends everyone to take on a student assistant position alongside their studies. Simion Kemmer has been working at the Chair of Machine Elements, Transmissions and Tribology for a few hours a week for around two years: "I support the research assistants in their research." He works on lathes and milling machines. "My main activity is supervising experiments."

What else does he recommend to future first-year students? "Definitely attend the preliminary courses. They are a real help. The knowledge from the preliminary math course really got me through the first semester." He also recommends forming study groups, i.e. working together with others. And: "Persevere, don't give up." There are always moments when you want to give up on your studies. "But then you have to keep going."

Good English skills - also important for your future career

You should also acquire a good command of English. "It's not necessarily relevant for your studies." But later, perhaps for your Master's thesis - in the world of science, so to speak - nothing works without appropriate language skills: "The specialist literature is usually written entirely in English."

Simion Kemmer does not yet know exactly where his professional journey will take him and what he would like to do after his studies. Even though his work as a student assistant has certainly awakened his interest in science: "Maybe I'll do a doctorate after my Master's degree. Then you work as a research assistant at one of the university chairs for several years. That would interest me." Later on, he says, he would be open to any job in Europe. Either way, with his sound knowledge of practice and theory, many doors will be open to him.

Laura Schlicksupp is studying psychology in her 10th semester at ����ֱ�� in Landau and is writing her Bachelor's thesis. Although she doesn't yet have much experience with hiking tours, she is always up for new challenges and was keen to experience the Campus Expedition.

Louisa Marie Kienesberger is originally from Austria. As part of her Erasmus Mundus Master's degree, she got to know universities in France and Denmark as well as ����ֱ�� in Kaiserslautern, Germany. The latter convinced her: she is back and is now writing her Master's thesis in the Quantum Technologies degree program at ����ֱ��. She particularly appreciates the natural surroundings and the proximity to the Palatinate Forest - so the Campus Expedition 2024 was a must!

Laura and Louisa, what is the Campus Expedition and what attracted you to take part?

Louisa: The aim of the Campus Expedition is to hike from Landau to Kaiserslautern in around three days. It took place for the first time in 2023 and was initiated by the ZSGW after the merger of the two universities of Landau and Kaiserslautern. I was too late with my application for the Campus Expedition 2023. All the better that it worked out this year.

Laura: In 2023, I scanned the QR code on a flyer when I saw the advertisement. I had to apply with a kind of letter of motivation and briefly tell them who I am and why I really wanted to take part. What particularly appealed to me about the Campus Expedition: The Palatinate Forest, which connects the two locations Kaiserslautern and Landau. That's why the Campus Expedition is also about exploring nature and discovering it in all its facets. Unfortunately, I wasn't accepted straight away when I first applied, but this year it worked out!

What was Campus Expedition 2024 like for you?

Laura: I started the Campus Expedition with a great sense of adventure, and it stayed that way. But it was a bit of a shame that we had to change our plans quite a lot due to the changeable weather. It was a bit chaotic at times and really stressful for everyone involved because we often had to improvise. Fortunately, this didn't affect the mood at all. On the contrary - it was a bit of an adventure.

Louisa: Exactly! We were surprised by hail and snow, which is why we covered some distances by bus and walked less than planned. We also had to rethink where we set up camp for the night and take the weather into account when planning. So it was a slightly different campus expedition this year. But I think it all made for an unforgettable experience.

That sounds like a special challenge. Is the Campus Expedition also something for inexperienced hikers?

Louisa: I already knew from stories that the Campus Expedition can be a bit of a sporting challenge. But I like being out in nature and spending a lot of time in the mountains. I go hiking and climbing a lot in my home country, which is why I applied for the Campus Expedition. However, the Campus Expedition is basically open to everyone. Of course, it doesn't hurt if you've already done a bit of hiking, but it should also be doable for those who are completely inexperienced. We were a group of 17 participants, all with different walking speeds. Nevertheless, we always ran together and waited for each other. This was mainly due to the fact that the ZSGW organized the Campus Expedition superbly. We were perfectly equipped, were able to transport our camping equipment in the bus and didn't have to take anything with us apart from a small hiking rucksack, e.g. for water bottles. That's why I can recommend everyone to try out the Campus Expedition.

Laura: I agree. I definitely underestimated how much organization is involved and was really impressed by the team behind the Campus Expedition. Especially because I didn't have to worry about anything beforehand. In my opinion, inexperienced hikers should simply bring a lot of motivation and willpower with them. You need that to keep going, even if you get physically tired or don't feel like it anymore. If you have the motivation, then you can manage the route well. The good mood on the route and the atmosphere within the group really help!

Was there a highlight despite the weather?

Laura: The landscape - it was really incredibly beautiful. And I also had my cell phone off for three days to really switch off. That was my personal highlight. I came home after the tour and was much more relaxed than before. The nature, despite the weather, totally relaxed me.

Louisa: It really is a highlight for me, especially because of the weather. It's really something special when you open the tent in the morning and there's freshly fallen snow. And in the evening it's all the more cozy around the campfire. There was also a guitarist in our group. All in all, it was perfect!

You experienced nature in all its facets...

Louisa: Definitely! What surprised me was that the Campus Expedition wasn't just a hiking trip. On the way from Landau to Kaiserslautern, we stopped at various stations and talked to foresters and other experts. Some of them hiked with us and showed us the Palatinate Forest from different perspectives. I would never have thought that science, environmental protection and nature would come together here and that I would learn so many new things.

And all this is available to read and relive in the expedition book?

Louisa: Exactly, the expedition book has been around since the start of the Campus Expedition last year. All participants and station experts have immortalized themselves in it and it is always with them. We took a group photo at each station and recorded the experiences. It is a book full of wonderful memories that will be used and passed on for many years to come.

Why should everyone take part in the Campus Expedition?

Laura: I met someone who I even went camping with again straight away. That was totally cool! It's also so much fun to be out in nature. You learn an incredible amount about yourself and the others in the group. And this experience - camping in the forest, the weather conditions and the landscape - is really unique!

Louisa: I can only agree with that. Just bring a good mood and everything else is taken care of!

The Campus Expedition at a glance:

• Hike from the Landau campus to the Kaiserslautern campus (alternating start campuses) over the course of three days
• Visits to research stations with valuable insights into scientific and ecological contexts
• 60 kilometers distance and 1700 meters of altitude
• Next Campus Expedition: fall 2025
• More information about the Campus Expedition: https:

Safiye Karaagac and Ken Fischer, who are both in teacher training at ����ֱ�� in Landau, took part in this year's exchange program. "It was a pretty intense time. I'm really happy to take back to Germany lots of great ideas, like the idea of school as a place of well-being, the many options and the idea that you can do lots of things but don't have to do everything. "I'm happy to leave other things, such as the incredible waste of resources, over there," says Ken about his diverse impressions and contrasting experiences. "I was really impressed by how open the teachers were towards us students," adds Safiye. "It was really easy to get into the swing of things at the high school. Everyone was welcoming," says the student teacher, who is studying to become an English and French teacher. "Exactly," Ken agrees. "The individual is the focus. During one of my classroom visits, a student fell asleep. After class, I asked the teacher why he had allowed that to happen. His answer surprised me," Ken says. The teacher said he didn't know what was going on at the student's home or why he was so tired. But obviously he needed the sleep. "It's about putting people and their needs first," Ken says.

That's one thing I'll take with me for my later professional life,” the student teacher, who is studying to be an English and physical education teacher, is convinced.

Equipment at the highest level

When the two talk about the equipment at the state-run Stroudsburg High Schools, where they each completed their study trip they go into raptures. “Just imagine: when a student there chooses woodworking as a subject for the next school quarter, they get to work with professional woodworking machines and really create great works of art. It's extremely motivating,” enthuses Ken. In contrast to the conditions under which students in Germany have to learn, the equipment in schools there can be of a very high quality and professional. “You really notice that the relevant authorities invest more money in education than here,” Ken regrets. The options in Pennsylvania range from film to marketing or music in all its facets, sports for beginners and advanced learners, life skills and finance.

Inclusion is a matter of course

“The course system itself is very motivating for learning because of the range of options available,” says Safiye. The students choose for themselves. “For example, there are five French courses. Students simply choose the course that matches their level of knowledge and their goals,” she explains. ‘At the high school I went to, inclusion could take place quite differently because of that,’ Ken adds, highlighting the advantages of a freely selectable course system. ”Kids with special needs could be there quite naturally and choose what suits them. During our visits to the university, we were able to see that the idea of inclusion continues there in the high schools. People with disabilities, such as Down syndrome, are a natural part of the student body.”

Politics is off-limits

However, according to the two, there is one big taboo subject at the school: politics. “There was so much choice in the subjects. But politics wasn't one of them,” says Safiye. ”We were there during the peak of the election campaign. And Pennsylvania was also one of the swing states. So, of course, we had hoped to follow it very closely. One day, one of the students brought a party ballot paper to school and asked the teacher if the course could talk about the individual parties and their election programs. That was rejected. Politics is a private matter.”

Time to be on tour

During the four weeks, each student was assigned to a teacher. “We were able to accompany our mentors to class and, depending on what we felt confident doing, also teach ourselves,” says Ken. “And if we wanted to take a look at a subject other than our teacher's, it was totally uncomplicated – it was even encouraged,” says Safiye. Although high schools in the US are organized as all-day schools from 7:00 a.m. to 2:30 p.m., there was still enough time to explore Pennsylvania and the neighboring state of New Jersey, as well as New York City and Philadelphia. “In the first week, the local organizers put together a great get-to-know program. The students who will be coming to Landau next year were our buddies and took us with them on their outings. We went to concerts, to a wrestling match and to the gherkin festival,” Ken and Safiye explain.

The two future teachers describe their time abroad as a truly enriching and well-rounded experience. The practice-oriented short stay was organized by the Center for Teacher Education at ����ֱ�� in Landau in cooperation with the International Affairs Office and the English Studies Department. The travel expenses were almost completely covered by the scholarship. “We are excited to hear what our buddies have to say about the German school system. Either way, we are really looking forward to their visit,” agree Safiye and Ken.

Further information on the conditions and the application process >>

How did you get involved with the Green Office?

As part of the merger of our two university campuses, the position of Sustainability Officer was created in Landau at the same time as in Kaiserslautern. Since then, I have been working closely and in coordination with my colleague Tobias Röhr in Kaiserslautern and the entire Sustainability team at ����ֱ��. At the same time, we have established a superordinate Green Office at ����ֱ��, which is made up of the previous purely student Green Office in Landau and a newly founded Green Office in Kaiserslautern. This will enable us to promote sustainability projects across all locations and in a synchronized manner in the future. Six student assistants from Landau and Kaiserslautern are currently working in various work packages in the Green Office.

What topics and projects is the Green Office dedicated to?

We act as a kind of lobby for all stakeholders and network various players in the field of sustainability. Our tasks include establishing participation formats such as our working groups and organizing various sustainability projects. For example, we are currently creating a digital exchange format "Exchange for Tomorrow - dialog on teaching for a more sustainable future" in the Teaching Working Group. Once or twice a semester, two lecturers from different disciplines will be able to exchange their ideas, experiences and challenges regarding teaching for a more sustainable future in a relaxed discussion. Other working groups are the Waste/Paper Working Group and the Mobility Working Group, in which all employees and students at ����ֱ�� can participate, just like in the Teaching Working Group. Together, we deal with problems and work on solutions that are incorporated into the sustainability strategy at ����ֱ��.

We regularly provide useful information on the topic of sustainability on our website. In December, our Green Office newsletter will be available for the first time, through which we will share information about our work as well as highlights on sustainability at ����ֱ�� and "World News" on sustainability. There will also be useful tips and good-to-know advice on how to act sustainably in everyday life. For example, on how to save energy when cooking. Our student assistants are involved in all of these areas and contribute their ideas.

As part of our projects, for example, we want to further develop the and make it more visible. The certificate gives students the opportunity to acquire interdisciplinary knowledge and skills in the field of sustainable development.

We cooperate with the at ����ֱ��, with schools or other educational and social actors to carry out projects such as the "Sustainable Mobility Week". This year, for example, there were various lectures, campaigns and information stands to raise awareness of sustainable mobility among students and staff.

What role do the departments and other departments play in your offerings?

We have a digital participation platform called 'Sustainability Workshop', where we always invite a speaker to talk about a specific topic and then enter into a discussion with the participants. We have participation from a wide variety of areas, just like in our working groups.

How does the Green Office define 'sustainability'?

As the Green Office, we are guided by the ' definition of sustainability, including (Sustainable Development Goals). We want to ensure that future generations also have a future worth living and that the Earth's limits are not exceeded. The concept of sustainability has its origins in forestry and means that only as much should be extracted as can grow back. This fits in well with our slogan: 'What grows and thrives'. That's exactly our idea: to make positive things grow.

Do you have a favorite project?

Yes, from my personal point of view, it really is the newsletter. It's a project close to my heart. Sustainability communication is very important to us. We see it as our task to make visible what is happening in the field of sustainability at the university. The students have put a lot of heart and soul into the newsletter and are very conscientious in their research.

The Sustainable Mobility Week was also a time-consuming but enjoyable project. It was planned by the Mobility Working Group, in which both students and employees at ����ֱ�� are involved. It was implemented at both locations. With our open working groups, we create opportunities for participation in which everyone can get involved. It's always a lot of fun and very enjoyable.

How can interested parties get involved?

Interested parties, whether students or employees, are always welcome and have the opportunity to get involved in our working groups. We currently have the Teaching Working Group, the Waste/Paper Working Group and the Mobility Working Group, which meet regularly every six to eight weeks. All topics and projects are decided and developed jointly in the working group. We welcome people who are passionate about sustainability. You can also send us ideas by e-mail to our "ideas mailbox", which we then try to implement depending on feasibility. We are also always happy to provide support if students want to get something off the ground themselves. We offer a wide range of possibilities.

What is so important to you personally about the Green Office?

I love the Green Office because I value the collaboration with the students so much. It's great to see the ideas and commitment they contribute and how constructively they interact with each other. It is also particularly important to me that the Green Office remains a creative place that "grows and flourishes", as our newsletter so beautifully puts it. This place is lively, positive, creative and filled with the input of young, committed people who have the opportunity to get beautiful and important things off the ground. I think that's very special.

Her older brother gave her the idea to study mechanical engineering, says Sharany Sivasothy - not without a certain amount of pride and enthusiasm: "Because he kept telling me about it during his mechanical engineering studies. It all sounded very exciting and interesting." So exciting, in fact, that she completed a student internship at the then TU Kaiserslautern in 2018 - at the Chair of Measurement and Sensor Technology. As an intern, she gained her first insights into engineering research: "I programmed for the first time and was also able to gain experience with a 3D printer. And I noticed back then that the university in Kaiserslautern is very informal. You don't get lost. You can ask questions at any time." For the former student, the internship was a complete success - "then of course it was obvious that I would also go into mechanical engineering."

In tune with the times: current research issues are already addressed during studies

A few years later, the Saarland native moved to Kaiserslautern to study herself. She is now in her sixth semester - completing the degree program that is still being phased out. "What I like most about studying mechanical engineering is the variety," reports the now 21-year-old. "You deal with technical and mechanical issues. At the same time, you get a good insight into new and modern technologies. Everything that is currently hot in research is also used in our teaching." What would that be, for example? "Additive manufacturing" - also commonly referred to as 3D printing. In other words, manufacturing processes that differ from conventional production processes - "and are becoming increasingly important for industry". The special feature: In additive manufacturing, a workpiece is created by applying material layer by layer. Even complex structures can be created relatively easily in this way.

Her tip: be structured and stress-resistant

But back to the mechanical engineering course: what does Sharany Sivasothy think are the biggest difficulties? What are the hurdles and challenges? She laughs: "Of course you have to be stress-resistant when you study mechanical engineering." The diversity of the degree course brings with it a wealth of information. "You have to approach it with a clear head, otherwise it won't work." She approached each course content step by step. "You have to be structured, and I had to learn that early on."

Her studies focus on the field of production technology. "Put simply, the courses are about how production can be improved. Also in terms of sustainability, for example." These are questions that have their finger on the pulse of the times, especially in this country, "because a lot is produced in Germany."

The content of the diploma degree program, which is being phased out, has now been transferred to the Bachelor's and Master's degree programs in the "Mechanical and Process Engineering" department. From the fifth semester onwards, Bachelor's students can choose their own specialization - they can choose from product development, automotive engineering, materials science and materials engineering, production engineering, computational engineering, applied computer science, mechatronics and automation technology. In the Master's degree, the areas can be further deepened.

Working on research and development as a student assistant

Sharany Sivasothy does not yet know what the topic of her thesis will be. "There are still exams and a 16-week internship to do beforehand." Either way: As a student assistant, she is expanding the theoretical knowledge she has acquired so far during her studies with plenty of practical know-how: "I am a student assistant at the Chair of Machine Elements, Gears and Tribology." She works there for six hours a week: "I work on experimental set-ups and designs. I also research theoretical questions and work on programming and simulations." Student assistant - an experience she can only recommend to anyone: "I'm learning an incredible amount."

She could well imagine a future career in research and development. "The basic principles that I learn during my studies, such as how to approach a problem and how to research it, can be used in many areas. From TÜV test engineer to design engineer in the automotive industry, a lot is possible with our degree. Engineers are needed everywhere." She recommends prospective students to complete an internship beforehand to gain an initial insight into mechanical engineering: "An internship would also be possible at our university, for example, at one of the chairs, that's no problem." And also: "I also recommend talking to people who are studying or have studied mechanical engineering beforehand. This also gives you an initial insight." And you can also look at the examination regulations in advance, for example: "That way you can find out what subjects and courses are available."

Don't be afraid to ask questions

She advises first-year students to take part in the introductory weeks at the beginning of their studies: "I met a lot of people back then who I'm still friends with today." And you need friends during your studies - and not just as study partners. "As a first-year student, you shouldn't be afraid to approach professors and university staff with questions. They're only human. At some point, they were students themselves."

By the way: just like her older brother, Sharany Sivasothy can also imagine doing a doctorate after graduation. "But maybe I'll go straight into industry, we'll see." The possibilities are very diverse. Her brother now has a doctorate - and works as a management consultant.

����ֱ�� Master's student Johannes Gutheil has been researching at Vilnius Gediminas Technical University in Lithuania since the end of August 2024. "I'm staying until the end of January 2025," he reports. This is because the Chair of Mechanical Process Engineering at ����ֱ�� is cooperating with a research group there: "I'm completing a student project here in Vilnius, which is being tackled before the Master's thesis in my degree program." The whole thing is being funded by Erasmus Plus. What is the content? "I'm working on particle agglomeration. We are trying to use an electric field to ensure that several small particles come together to form larger particles. This should increase the filterability of these particles." For example, particles that are produced during combustion in engines - which are made up of carbon or organic substances: "If they are too small, such particles could be harmful to health. If they get into the lungs, for example," explains Johannes Gutheil, who already has a Bachelor's degree in Biological and Chemical Engineering.

Combining chemistry and engineering

Why did he choose this subject? "I was already enthusiastic about chemistry at school. I actually wanted to go in this direction. However, during counseling sessions and my own research, I found out that there is a degree program that combines chemistry and engineering. And that appealed to me even more than studying chemistry alone." He also couldn't imagine working as a "pure chemist", as he adds: "I wanted to do something with a high level of practical relevance, to implement chemical reactions on an industrial scale, so to speak. Large production plants in industry are more my thing than working in a chemistry lab."

He does not yet know what the topic of his Master's thesis will be. He doesn't want to delve any deeper into the research topic from his stay in Lithuania. Even if it is very exciting, as he emphasizes. "But ����ֱ�� has so much more to offer. I would like to look into other areas." Possibly in the direction of thermodynamics. "After my Master's, I might do a doctorate. And then I would love to go into industry." He is also enthusiastic about research: "I could imagine working in research and development in industry. Or maybe I'll stay at the university and become a research assistant at one of the chairs or an affiliated institute. We'll see."

Already his third stay abroad

Why did he choose to study at ����ֱ��? "I come from the Hunsrück region and am very close to home. That's why I wanted to stay close by," he laughs. "And when it comes to technical degree programs, Kaiserslautern is the best place to go." Nevertheless, he is not afraid to think outside the box: "Lithuania is already my third stay abroad since I started studying." He had previously completed an internship in Spain - and was in New Zealand for his Bachelor's thesis: "There I worked on reaction kinetics and spectroscopy methods."

Johannes Gutheil sums up his degree program as broadly based: "The course is very diverse. I also learn a lot from chemistry and biology." Later on, you can therefore go in different directions professionally. "For example, into a pharmaceutical company. Or into pure mechanical engineering." Insights into different directions - but that also has a downside: "We get a broad overview. But it's not quite as in-depth as someone who only studies chemistry or biology, for example."

Degree programs offer many options

What he particularly likes about his degree program is that the course content can be put together relatively freely: This is because you are very flexible in the elective area. Johannes Gutheil opted for thermodynamics and process technology. "Others might go more into the chemistry subjects. There is this freedom."

In addition to his studies, Johannes Gutheil is involved in the ����ֱ�� brewing club: "We brew our own beer for university festivals. That can be 100 liters per brew." Speaking of fun and commitment: what can he recommend to prospective students in advance? "Studying is always a team effort. Make contacts so that you can discuss the subject matter together, for example." You can get to know like-minded people during the Freshers' Days, for example. "And of course you should have a certain interest in chemistry and process engineering." You should also be able to organize yourself: "Unlike at school, you have to be very independent at university." However, the student council can help with problems: "They also have exam papers from previous semesters that can be used to prepare for your own exams." Johannes Gutheil is very satisfied with his studies at ����ֱ��: "This is the best time I've had so far. And I want to enjoy it."

Presenting science in an understandable way - a skill that young researchers will need again and again in the course of their careers: Whether you want to inform the general public about a complex topic - or attract funding for your own research project. So it's only fitting that the TU Nachwuchsring at ����ֱ�� and the Centre for Simulation and Software-based Innovation organize the Young Researchers Symposium (YRS) every two years - an interdisciplinary conference at which Kaiserslautern and Landau doctoral students inspire a non-specialist audience for their own research project in a relaxed and pleasant atmosphere.

In keeping with the motto "entertaining and captivating instead of complicated technical jargon", a total of 41 doctoral students from ����ֱ��, the Fraunhofer Institute for Industrial Mathematics (ITWM), the Fraunhofer Institute for Experimental Software Engineering (IESE), the DFKI (German Research Center for Artificial Intelligence), the IVW (Leibniz Institute for Composite Materials), the Max Planck Institute for Software Systems and, for the first time, Kaiserslautern University of Applied Sciences presented their work this year.

Exciting and understandable: communicating a complex topic in just a few minutes

In the run-up to the event, interested doctoral students were able to submit an abstract, i.e. a short written summary of their scientific work. This in turn was reviewed by an interdisciplinary jury. On the day of the competition itself, participants in the "Talk" category then had 15 minutes to present their topic in English (12 minutes speaking time and three minutes of discussion) - whereby the presentation could be spiced up with small live experiments and videos.

Participants in the "Poster" category were each given a 3-minute poster pitch, i.e. the opportunity to give their own short presentation, and a poster session in which they were able to discuss with the jury and other conference participants. The interdisciplinary jury's assessment of the lecture or poster presentation and an audience vote were relevant for the overall evaluation.

Obtaining biodegradable plastic from industrial wastewater

Cora Laumeyer (1st place lecture) and Florian Altes (1st place poster presentation) did particularly well this year.

Cora Laumeyer has been a doctoral student at the Civil Engineering department at ����ֱ�� since 2021. She is researching the use of industrial wastewater to produce a biodegradable plastic. Before coming to ����ֱ��, she completed a Master's degree in Environmental Engineering at TU Darmstadt as part of a double degree program - as well as an M.Sc. in Environmental Engineering and Sustainable Infrastructure at KTH Stockholm. "I was already very interested in wastewater treatment during my studies," reports Laumeyer, who presented the topic of her doctorate in her YRS lecture: "I am researching the production of biopolymers, i.e. biodegradable and biodegradable plastics from wastewater streams." She uses waste streams from a brewery, for example, and converts the components they contain into plastic using a complex multi-step process.

"The dream is not only to use this process to generate a valuable resource from waste, but also to produce a low-cost plastic that decomposes by itself under normal environmental conditions and therefore does not contribute to permanent environmental pollution." She herself is particularly enthusiastic about the interdisciplinary nature of this topic - "the production of biopolymers from wastewater or other residual materials is very complex and multi-layered, so many experts have to be involved."

"The YRS gives you the opportunity to practise science communication in a protected environment"

How did she approach the challenge of explaining her research work in a concise and generally understandable way? "At first, I slightly underestimated the task, as I would have liked to share more of my research findings. But then I imagined how I would present the topic to someone completely unfamiliar with it and realized that I had to start at the beginning to tell a story that would come to life through images, emotions and animations." And how did she win over the audience? "I simply enjoyed sharing my enthusiasm for the subject. It was also important for me to appear authentic - and to explain the topic in completely natural language, as if I were talking to a friend."

She would definitely recommend taking part in the YRS: "Everyone was very welcoming and the discussions were informal and genuinely interested. The YRS gives you the opportunity to practise scientific communication in a protected environment and make promising contacts."

Important for biology and medicine: making zinc visible in cells

Florian Altes has been working on his doctorate in inorganic chemistry since 2023. His research work focuses on zinc. In contrast to other trace elements, such as iron, not quite as much is known about its effect in the body. This is mainly due to the fact that there are currently only a few ways to study zinc in the body. So where and how is it distributed - and in what quantities? Florian Altes: "Zinc is important for a variety of different tasks in the human body. For example, for signal transmission in the brain, learning and memory." A disturbance of the zinc balance can lead to neurodegenerative diseases - such as Alzheimer's disease. "A growing problem in an ageing society," says the doctoral student. What exactly is he doing as part of his doctorate? "I am developing so-called zinc fluorescence sensors, i.e. tools that can be used to examine zinc in cells." In layman's terms, this is like a light bulb connected to a pair of tongs. If the "pliers" bind zinc, the "light bulb" starts to glow. Zinc becomes visible in this way. Researchers in biology and later also in medicine can, for example, look at the differences in zinc levels between healthy nerve cells and diseased cells.

And how did Florian Altes score with his poster at the YRS? "During the poster pitch, I resolved to simply have fun presenting and to convey my enthusiasm for the topic to the audience. Maybe it also helped to make a joke or two and that there was no technical chemistry on the slide." During the poster session, he also used glowing samples from the lab, "I think everyone likes colors that glow".

He would definitely recommend taking part in the YRS: "Communicating scientific topics in an understandable way is becoming increasingly important in today's society. The symposium offers the perfect opportunity to practise exactly that."

Impressive variety of research topics

The entire event once again offered the audience an impressive variety of topics this year: awards were given to the contributions of Nesrin Dilmen (2nd place, Best Talk) with a presentation on biologically inspired copper catalysts, Arvid Kraus (2nd place, Best Poster), who presented a paper on biologically inspired copper catalysts and Arvid Kraus (2nd place, Best Poster), who presented a paper on biologically inspired copper catalysts. Arvid Kraus (2nd place, Best Poster), who reported on mixing processes in the process industry, Stephanie Rommel (3rd place, Best Talk) with a lecture on the early detection of Parkinson's disease and Maximilian Eckrich (3rd place, Best Poster), who explained topology optimization using the example of the Devil's Table.

Prize for the best abstract

For the first time this year, a prize was also awarded for the best abstract: The award was shared by Corinna Schittenhelm and the duo Aiswarya Nair and Alex Keilmann, who received equal points from the reviewers.

Corinna Schittenhelm works at the Chair of Urban Planning at ����ֱ��: "My research is about managing underused areas in urban districts more efficiently and bringing different uses into the district." The aim is to maintain or improve local amenities for citizens - "and make better use of resources in the process". She says of the YRS: "I was impressed by the quality of the presentations and pitches. The variety of topics allows insights into many other fields of research that would otherwise not be possible to the same extent. The opportunity to talk during the breaks was also great. I was also totally motivated to see how enthusiastic the other participants were about their research."

Aiswarya Nair has been a PhD student at Fraunhofer ITWM in the Image Processing department and at ����ֱ�� in the Statistics group since December 2022. Alex Keilmann is doing his doctorate in the Statistics Group - and explains: "Our research work is about analyzing and modeling materials that are made up of fibers. We mainly work with insulating materials that are made of wood fibers and are intended to insulate houses." Together with other researchers and partners from industry, the two want to optimize these insulation materials. "However, our research work is so general that it can also be applied to other materials, such as composites in the automotive industry or felts in medicine."

Seeing the big picture of your own work

Aiswarya Nair and Alex Keilmann found it quite challenging to formulate a generally understandable abstract: "The fact that two of us were working on the same project but on different research topics meant that we were able to give each other good feedback on how comprehensible our text is for others."

Both would definitely recommend taking part in the YRS: "On the one hand, the preparation helped us to see the big picture of our work. In everyday life, you often talk to experts from your own research group and develop a certain tunnel vision." On the other hand, the exchange with other young researchers was also very enriching.

Practicing scientific communication in a protected environment - and scoring multiple points for your future career: This is exactly what doctoral students will be able to do again in two years' time at the Young Researchers Symposium.

Marie started studying to become a primary school teacher in Landau in the winter semester of 2019/2020 and later switched to a secondary school teacher with English and social studies as her subjects. In her first four semesters, she enjoyed student life: "At the beginning of my studies, I wanted to get to know the university, make contacts and find my way around my degree program. I didn't miss out on any university parties in the first semester." From the fourth semester, in summer 2021, she began to get involved in the . The impetus came from a fellow student who was active in another student council. She spoke to her about the responsibilities and tasks of a student council and also learned that she didn't have to fulfill any special requirements to become active. The conversation was her springboard: "In fact, anyone can get involved in a student council whose subject they are enrolled in. I first knocked on the door of the political science student council and ended up directly in their WhatsApp group." She found the personal exchange with other students from her degree program particularly enriching during the digital corona pandemic: "That's when I realized how much fun it is to be a student council member."

Her second university involvement also came about through a fellow student who was active in the : "She invited me to come and have a look, as I would definitely enjoy it. I did and became a member in summer 2021." In winter 2021, she joined the and and spent a semester on the Landau 'Campus Team', which organized events and parties for students, among other things. When she started studying the and the was looking for members, she also got involved there. In 2023, she also completed the First Aid training at the Landau site.

In addition to her voluntary commitments, Marie worked at the from March 2022 to August 2024 for the Department of Studies & Student Representatives and as a student assistant at the university three times in total. From May 2023 to July 2024, she supported the cross-location project led a tutorial for scientific work in political science in the winter semester 2023/24 and worked in the office of the central equal opportunities officer in Landau from March 2023 to July 2024. By mid-2024, Marie will therefore be active in a total of four student representatives and two student associations, as well as working at the AStA and as a student assistant at the university.

How do you manage all this if you don't want your studies and private life to fall by the wayside?

"Of course, my private life and my studies have to take a back seat to some extent, meetings with friends or hobbies are far fewer and I've had to give up some hobbies completely," Marie admits. At the same time, she emphasizes: "I enjoyed putting my free time into AStA work or student council and university group work, because my commitments were like a hobby for me for a long time. I was able to network and make friends. I started doing student council work during the pandemic so that I wouldn't be lonely like some of my fellow students at the time. Sometimes it's all a 'juggling act' and involves stress and less sleep, but above all a lot of interaction, lots of people, lots of laughter, fun and successes."

You can tell that Marie's everyday life is different from the cliché student life: "My calendar has been very full from Monday to Sunday for years. I don't have every weekend off like others, but I'm not tied to fixed working hours either." Her strategy: reading and answering emails at a certain time every day. "Everything else falls by the wayside." But when students knock on her (digital) door because they have a question or need support, Marie makes an exception: "If students have a problem, it has to go quickly for me." As she is part of the student body herself, she also benefits from solving problems, she says: "I like to stand up for the rights of students and see it as my responsibility to enable everyone else and myself to have a better life and better studies at university by helping to make everyday (university) life easier and making my contribution to small and large successes (at university)."

For her, this not only includes political work, but also helping to organize a wide range of leisure activities to bring students into contact with each other. "My motivation for everything I do, apart from networking, is the opportunity to contribute my own ideas and make a difference. I have a very social and committed streak that simply doesn't know the word 'no'." Although there are sometimes a few negative reactions from those around her, most of them are positive when she talks about all her commitments, she reveals. Some simply worry about her and want her to take care of herself, Marie says.

The need is great

In her current last semester, she wants to be less active in order to concentrate fully on her PES position at a school and the last remaining events. She has now resigned from the English Studies, Political Science and Education student representatives and has withdrawn from the AStA and MHFA. As of the current winter semester 2024/25, she is still active in the Jusos and the Human Rights Education student representatives. For some student councils, the need for members and participants is so great that she finds it very difficult to leave. "Fewer and fewer people are coming to events, meetings and ultimately to the student councils." According to Marie, one reason for this could be communication, as many students don't read their emails about student councils and their meetings and events. Another reason, she believes, could also be the rising cost of living, which forces students to work alongside their studies. "Many can no longer reconcile their social life or university events with their working life and studies, which is understandable as we all have to earn a living and finance our studies at the same time." But students with little time are also needed in the groups, she emphasizes: "Students who prefer to help others with the organization and don't like parties so much can offer timetable advice or answer emails, for example. Conversely, party people can organize pub crawls or parties - there is something for everyone to do," she advertises.

This is also made clear by the various departments and teams within the student associations or student groups. Whether it's social media, events or merch, the tasks are diverse. For Marie, one thing counts above all: "The most important thing is the people you can rely on in the team. That's why I always say that the more people power, the better for the individuals. That's what makes a team strong."

Unfortunately, Marie regrets that many students don't know how important student associations and student groups are for university politics. "Students may not even be aware of it, but it's super important to get involved in university politics. Those who sit on the committees can have a significant say in examination regulations or study regulations and if only one or two students sit there, they decide for the entire student body. Depending on what they decide, this can also have negative consequences."

But where is the best place to start?

According to Marie, student representatives are the springboard for students who want to get involved: "Just go to student council events, listen to what they have to say, get to know the people and see what they do." In Landau and Kaiserslautern, there are many student associations in addition to the student councils, covering topics such as the environment and sustainability, art and culture or politics, as well as international groups. "You can also found a student association yourself and bring your idea or hobby to the university," she says. "Through contact, you always get to know other committees or groups, find out about them, work with them and get the desire to do even more, at least that's how it was for me."

Good reasons to get active

Marie sees many advantages to getting involved: "Regardless of the fact that you might get a longer BAföG grant or a student council certificate for application documents, it brings you a lot of new contacts." She's not just talking about contact with peers, but above all with older students and lecturers, which has helped Marie a lot in planning her own studies. But personal development is also an issue for her: "I think it also helps you personally, and you develop many skills such as organizational skills, creativity, communication skills and the ability to work in a team. These are skills that you will also need later in your career."

__________

Student representatives are elected by students and act as a point of contact for questions about their own subject or the organization of studies. They also act as mediators between students and lecturers and organize various events for students. You can find an overview of the student representatives at ����ֱ�� here.

The large number of student associations and initiatives offers students the opportunity to get involved in everything from politics to sports. Here you can find an overview of the student associations at ����ֱ�� as well as the application for recognition of a student association.

Founding your own company is a big step. How did you find the courage to do it?

Jan Schellhaaß: It really is a big step and, as with many start-ups, there are ups and downs. But I'm glad that we took the path we did. It all started with a student research project when Lukas and I were studying industrial engineering at Kaiserslautern University of Applied Sciences. It was about finding a practical solution to a problem for the Federal Agency for Technical Relief (THW), where we work on a voluntary basis. The result was a prototype for a trailer body that is used for rescue and recovery tasks. For example, when a house is in danger of collapsing. With the new trailer body, emergency crews can now transport all the materials required for rescue tasks, which was not possible before. Loading and unloading emergency materials is more ergonomic and time-efficient for emergency crews. This means they can get to the scene faster to save lives and livelihoods.

Lukas Kalnik: "It was a project close to our hearts for both of us. Above all, because our idea solves an acute practical problem in civil protection and disaster control. So I proudly posted the trailer body on Facebook without giving it much thought. At the time, we didn't think it would become something bigger. But the Facebook post triggered a positive response from the THW throughout Germany. It showed us that there was a need for disaster prevention solutions. That gave us the courage to make it official. With Markus Weidmann and Trang Lam, we brought two other volunteers from the THW with engineering expertise on board. And that's how inventied was born. We then made the trailer body ready for the market and named it "Vario-Load-Rescue".

If you want to set up a company like yours, where do you even start?

Jan Schellhaaß: To be honest, at the beginning we had no idea where to start. The contact with the start-up office at ����ֱ�� and Kaiserslautern University of Applied Sciences helped us all the more. When we told them about our idea, they immediately knew how they could support us. Katharina Neitzel, Natascha Möller and Bernhard Lorig advised us on setting up the company and put us in touch with relevant people.

Lukas Kalnik: We also received support in the bureaucratic process to apply for financial support from the EXIST funding program. This allowed us to dedicate ourselves 100% to our idea and we are now a start-up that can develop products by emergency services for emergency services.

And you are still closely connected to the ����ֱ��...

Lukas Kalnik: When we had calls for student project work, we distributed them via various channels and contacts. One of these was the start-up office, which has an overview of the chairs at ����ֱ�� and Kaiserslautern University of Applied Sciences. The team then found a suitable match for us.

Jan Schellhaaß: For example, when we were still in the product development phase to make the Vario-Load-Rescue and other products for civil protection and disaster control ready for the market, we collaborated with the Mechanical Engineering department at ����ֱ�� in the form of a Master's thesis and several projects. Currently, the Business Studies and Economics department and Prof. Dr. Stefan Roth's marketing chair are supporting us with our marketing and sales strategy as part of a student research project.

Anna, you are studying business administration in your 10th semester at ����ֱ�� and are working with two other students on this student research project with inventied. How can we imagine the collaboration?

Anna Schröder: In our project, we are carrying out a target group analysis and investigating the characteristics of existing products and their potential areas of application. Our aim is to gain valuable insights in order to further improve the products and tap into new market potential. At the beginning, we had the opportunity to take an in-depth look at inventied's products and their special features in a workshop with short presentations by inventied and the chair. We particularly enjoyed that. It also enabled us to learn more about industrial goods markets and market research processes. The direct exchange with the founding team really helped us to develop a better understanding of our goals and prepare us well for the tasks ahead.

Marcel, you are leading the student research project as a research assistant at the Chair of Marketing. What is special about this project?

Marcel Mallach: What is particularly exciting about this case is that it not only has a real and at the same time highly socially relevant reference. It also enables the transfer of theoretical knowledge into practice. Disaster prevention requires interdisciplinary approaches and creative solutions - as the recent severe weather disasters in neighboring Saarland and other regions have impressively demonstrated. Such events make it clear how urgently innovations are needed in disaster prevention and how relevant this topic has become in our everyday lives. By collaborating with a start-up like inventied, we as a department have the opportunity to put our scientific expertise into practice. At the same time, we support students in applying their academic knowledge directly to concrete problems. Such projects show that university research does not remain in an ivory tower, but actively contributes to overcoming real challenges.

What's next for inventied? What can we expect from you in civil protection and disaster control?

Lukas Kalnik: Our vision is to improve civil protection and disaster management worldwide. Disaster prevention means, for example, adapting to and also preventing the consequences of natural disasters. That's why we are particularly proud that we received the highest government award in climate protection this year for our innovation platform Co-invent, the Blue Compass from the Federal Environment Agency. The platform enables emergency services from all over Germany to submit their practical ideas for disaster prevention. We then implement these together. Several great products have already been created. Co-invent and the award make it clear how important cooperation and exchange with clever, innovative minds is. We want to expand this, whether with inventors from the disaster control sector or through research work.

Jan Schellhaaß: We would also like to take this opportunity to thank the start-up office and the chairs at ����ֱ�� for their support so far. We look forward to continuing to work with the existing departments and others! The results have brought us exciting insights and it helps immensely to look at civil protection from different perspectives. So if you also find the topic of civil protection and disaster control exciting, please get in touch with us and we'll see how we can come together.

Hanna Poß is currently in her second semester of a bachelor's degree in mechanical engineering. "I really enjoyed math and physics at school," she says, explaining her choice of subject. Specifically, she chose mechanical engineering "because the course is very broadly based and offers many career options". What is special about her degree program? "I know that I'm learning things that I can really do something with later on." It's not just about theory, "but in the end you end up with something you can use."

Exciting tasks in the field of future technologies

In fact, exciting jobs in the field of future technologies await graduates of her subject: "Many of my fellow students want to work in the automotive industry later on," she says. With a relevant degree, you can also get involved in the energy transition and help with environmental protection and renewable energies: "It's about photovoltaic systems or wind turbines and their flow mechanisms. Or you can work on electromobility and hydrogen."

Sustainability and resource conservation - these topics are at the forefront of all these future developments. Hanna Poß: "With the help of special computer programs, it is already possible to develop components that focus on the essentials. And this means that less material is needed." In principle, she can imagine working in research later on. Her first impression is that the work of the scientists at ����ֱ��'s Department of Mechanical Engineering is "fascinating and exciting".

Setting her own priorities on the Bachelor's degree course

Now it's all about the Bachelor's degree for her. In the first two semesters, she has already been able to work on virtual product development, i.e. simulations, and programming work: "Computer science is now an integral part of our degree course." From the fifth semester onwards, Bachelor students can choose from a range of options: They can choose from product development, automotive engineering, materials science and materials engineering, production engineering, computational engineering, applied computer science, mechatronics and automation technology. Hanna Poß is certain that she wants to do a Master's degree at ����ֱ�� afterwards. She really likes the university, and not just because of the informal atmosphere and the open doors: "I think the campus university is great. Everything is in one place. You can quickly get to the Palatinate Forest to relax. And Kaiserslautern is a great city to live in." She also really likes the university's sports facilities - and has joined a dance group there.

Plus point of the Deutschlandstipendium: financial freedom and new contacts

The mechanical engineering student is supported by the Deutschlandstipendium scholarship. This is a federal government program in which young talents receive half of their funding from a sponsor - this can be a private individual or a company. The federal government contributes a further 150 euros per month, so that particularly high-achieving and committed students have an extra 300 euros in their pockets.

How did she discover this support opportunity? Hanna Poß: "I had an interview with the student advisory service before I started my studies. Directly at the Department of Mechanical Engineering." Due to her good grades and her voluntary work, the Deutschlandstipendium was one of the topics discussed. "I applied for it and was invited to an interview at Villa Denis." That was a week before she started her studies: "The sponsor, a professor from our department and a professor from outside the department asked me questions about my CV, my hobbies and my voluntary work." She was delighted when she was subsequently awarded the scholarship.

The Deutschlandstipendium gives you the opportunity to concentrate more on your studies - you don't have to worry so much about money. At the same time, you can also make interesting new contacts, as Hanna Poß emphasizes: "My sponsor is ITW Fastener Products GmbH from Enkenbach-Alsenborn." A company that specializes in the production of fastening elements - made of plastic or metal - for the automotive industry. "The exchange with the company is great. I've already been invited on factory tours." She has also been offered internships and the opportunity to write her dissertation at the company. "It's not a given that you have such contact with a company as a student."

Another plus point: the scholarship holders also get to know each other. Hanna Poß reports that she also gets to know the other sponsors, including various companies, at the main events held twice a year for the Deutschlandstipendium at ����ֱ��. Opportunities for internships can be explored in this way - or even the question of where and in what function mechanical engineers are in demand there. "I can only recommend the Deutschlandstipendium to anyone. You should just give it a try with an application. More people are accepted than you might initially think."

Study group and friends are important for your studies

But back to your studies: what is challenging about your subject? "Many people say that studying mechanical engineering is difficult. Yes, it's not easy. But you shouldn't let that intimidate you." You get help and support from many sides at ����ֱ��. "The lecturers' doors are open. You can ask questions during a lecture, for example." This is even explicitly encouraged. "The older students also help."

And she recommends: "You can't study alone. Find friends and a study group." It is not absolutely necessary to have taken mathematics and physics as advanced courses in secondary school. However, you should have a basic understanding of mathematics. "Also, don't be afraid to ask for the sixth time if you don't understand something." And also: "To get through your studies well, a certain amount of ambition is not a bad thing."

Volunteering helps with personal development

One criterion for selection for the Deutschlandstipendium was voluntary work. Hanna Poß: "I've been involved in Catholic youth work for many years, firstly in the Zweibrücken local group. We organize camps for children and young people." She has also been part of the diocesan training team for almost two years, training group leaders herself. An activity that also helps her to develop personally - and to acquire skills that could be useful to her in her studies: "I've already learned a lot about communication, how to speak in front of a group." She has also been able to acquire good time management skills, which will help her immensely during her studies. "And I've learned how to give feedback. If you criticize something, you have to say it to the person in question in a way that is constructive and they learn something from it." You can tell that Hanna Poß wants to develop further and master her studies. And this is exactly where the Deutschlandstipendium can be a very good support.

Florian Steiner wanted to do something with chemistry after his Abitur. "But not pure chemistry," he says. He then looked around intensively - explored what study options were available: "Chemistry with a focus on Business Studies and Economics appealed to me the most." There are only a few universities in Germany that offer such a focus. However, each of the campuses sets its own priorities: At ����ֱ��, 70 percent of the Bachelor's course content consists of chemistry and basic mathematics and natural sciences - teaching Business Studies and Economics takes up 20 percent - plus a compulsory elective and an elective area. At ����ֱ��, the Bachelor's degree program is called "Chemistry with a Focus on Economics" - a Master's in Chemistry with a Focus on Economics builds on this.

Knowledge from two departments

As a Ludwigshafen native, Kaiserslautern was an attractive place for him to study, adds Florian Steiner. "I definitely haven't regretted my decision." The 22-year-old is now in his sixth semester. "In the first two semesters, we have general chemistry, experimental chemistry, mathematics and physics." Training in the chemical laboratory also begins in the first semester. Modules in analytical chemistry, organic chemistry, physical chemistry and technical chemistry are added later.

At the same time, the Business Studies and Economics section initially focuses on the basics of business administration and the fundamentals of accounting and finance. Students then choose several individual specializations from the areas of Operations Management, Organization and Management, Marketing Management, Investments and Financial Management, Fundamentals of Leadership, Strategy and Technology, Management Science, Logistics Management, Sustainability Management, Entrepreneurship and Information Systems.

Individual options in the elective area

And what is the difference to the "pure" chemistry course? "The chemistry part is a little less in-depth and a little broader," explains Andrea Langenstein, course manager at the chemistry department and herself a graduate chemist and business chemist. The practical component of around 30 percent is also comparatively smaller than in the "pure" chemistry course. Nevertheless, anyone who wants to can also delve deeper into chemistry - in the compulsory and optional elective areas: "All students take three basic modules in organic chemistry, for example. If you are interested, you can also take the fourth basic module from the pure chemistry Bachelor's degree course." You can also choose additional courses in biochemistry, toxicology, environmental law or scientific English.

If you would like to take more modules in economics, you can also choose additional specializations here or - if you want an even higher proportion - include the degree program "Industrial Engineering and Management, Area of Study: Chemistry" from the Business Studies and Economics department at ����ֱ�� in your selection.

Bachelor's thesis in chemistry research

Florian Steiner's Bachelor's thesis is already in progress. In terms of content, it is about nitrated fatty acids. These play a role in the development of new medicines. "I'm investigating how to produce them. And how to produce them cost-effectively." In his degree program, he says, the bachelor's thesis is in chemistry. "Later, for the Master's thesis, you can then choose whether to focus on Chemistry or Business Studies and Economics."

In the Master's degree in Chemistry with a Focus on Economics, the proportion of courses in economics increases

Speaking of Master's degrees, Andrea Langenstein adds that you can also go on to do a Master's degree in chemistry, subject to certain conditions. "Some of the students say that they enjoyed the chemistry part of the Bachelor's course so much that they want to go on to do a Master's in chemistry." Nevertheless, most graduates of the Bachelor's degree course "Chemistry with a Focus on Economics" go on to take the four-semester Master's degree course in Chemistry with a Focus on Economics. Here, the proportion of content from Business Studies and Economics is a minimum of 32 percent and - if the Master's thesis is written in Business Studies and Economics - a maximum of 61 percent. "Students build on their basic knowledge in both subjects on the Master's course," explains Andrea Langenstein. In the second and third semesters, there are in-depth modules in Chemistry and Business Studies and Economics, "which reflect the different research focuses of the two departments and also include modules taught by lecturers from the chemical industry." The course concludes with a Master of Science degree.

Graduates are of interest to companies

After graduating, Florian Steiner would like to work in industry: "I don't know what I want to do yet. But I probably won't be in the lab." Andrea Langenstein: "Unlike pure chemistry degree programs, graduates typically start their careers straight after completing their Master's degree, often in interface areas. You can work in a company, perhaps in the pharmaceutical or chemical sector in purchasing. Because you understand the products, but also the business aspects." You can also take on suitable tasks in production or in marketing and sales or even in controlling. "Graduates who have an insight into both areas are also an interesting option for small and medium-sized companies."

You should have an interest in scientific subjects and mathematics

Ideally, prospective students should have a basic knowledge of and interest in science and mathematics, recommends Florian Steiner: "And you should be stress-resistant, even in the lab. Because experiments don't always work out." He also reports from his own experience: "The first two semesters give you a lot of basics." However, you need this solid foundation for the rest of your studies. Andrea Langenstein adds: "In everyday student life, you exchange ideas with other students from your own and higher semesters, have contact persons at the student council and in the department and grow into many things. You can find more information on our page for prospective students." The degree program is aimed at anyone who would like to learn the language of both natural sciences and business administration. An interesting combination.

If you ask Lasse Wack why he decided to study mechanical engineering, he has to smile, because he immediately comes up with a fitting anecdote: Together with his family, he renovated an old farmhouse a few years ago. "At some point, my dad wanted to refurbish an old excavator." Lasse Wack researched in detail how the old machine could be reactivated: "That was fun. And it made it clear to me what I wanted to study." He enrolled on the Bachelor's degree course in Mechanical Engineering at ����ֱ��. The closest university for this subject - from the perspective of a Saarlander.

Broad basic knowledge: The mechanical engineering course has a bit of everything

A decision he has never regretted: "The course is cool. I'm very satisfied." Why does he like it? What is special about his subject? "It has a bit of everything. It's wide-ranging, you get a lot of basic knowledge." The Bachelor's students' curriculum includes the development, design and operation of systems, machines and technical products of all kinds - throughout their entire life cycle. Lasse Wack: "We have mechanics, thermodynamics, materials science, production engineering, electrical engineering, design theory and machine elements." The most important contents of the engineering sub-disciplines - taught in a seven-semester degree program.

Specializations can be chosen from as early as the fifth semester

From the fifth semester onwards, you can also choose your own specialization, adds the 24-year-old. Product development, automotive engineering, materials science and materials engineering, production engineering, computational engineering, applied computer science, mechatronics and automation technology are all available. The specializations in turn form the basis for the postgraduate Master's degree programs. Lasse Wack is specializing in mechatronics and automation. His upcoming Bachelor's thesis will also be anchored in this area: "I don't know exactly what the topic will be yet. Maybe it will be about automating a test bench."

But for all his enthusiasm, surely there are also challenging aspects to his studies? "The fact that mechanical engineering is so wide-ranging can sometimes be difficult. Because there are always parts that don't suit you. But if you sit down and do something, it's all doable."

From the automotive industry to aerospace: the professional future is diverse

He doesn't yet have a "specific idea" about his professional future, says Lasse Wack, who would definitely like to do a Master's degree after completing his Bachelor's degree. "I would be interested in many things." Possible fields of work with a corresponding degree are design, research and development. "There are also various sub-areas here, such as the development of pumps." Aerospace or the automotive industry could also be possible fields of work later on.

Gain practical experience as a student assistant

And what should prospective students know? What's the best way to start studying? Lasse Wack recommends accepting a position as a student assistant at the Department of Mechanical and Process Engineering as early as possible - a so-called Hiwi position - and helping out directly in the laboratory, for example: "This is a good opportunity to put what you have learned during your studies into practice. And you can make contacts in the department at the same time."

He adds that it is also important to join a study group: "That makes a lot of things easier." According to Lasse Wack, the basic internship, for which you theoretically have until the sixth semester, should be completed as early as possible: "You spend six weeks in a company, perhaps in a metalworking shop." This is where you learn important skills: "Welding or pressing, for example." It's good to familiarize yourself with these basics as early as possible. "And that also takes the time pressure out of the entire course."

Enthusiasm for machines

What personal requirements should you have? "You should be motivated and enjoy mathematics and physics." The Bachelor's student adds: "I keep noticing that many of my fellow students have an enthusiasm for machines." This is exactly what Lasse Wack has - once awakened by an old excavator.

Work out on a fitness trail between two lectures. Going for a ride on a mountain bike after a visit to the canteen. Or relax in a hammock a few meters from the lecture hall and snack on the university's own fruit bushes: Sounds too good to be true? Not at ����ֱ��! The student health management team, SGM for short, offers exactly this and many other activities to help students stay mentally and physically fit throughout their everyday university life.

SGM is also known as CampusPlus, which is part of the Center for Sport, Health and Wellbeing (ZSGW) alongside Unisport and the university's own gym, Unifit. "Since 2015, we have been developing measures and offers to support students in leading a healthy lifestyle on campus and to raise awareness of health promotion and prevention issues in general. The focus is on biological, psychological and social health," reports Diana Neben, SGM project coordinator for the Kaiserslautern site, on the goals and background of CampusPlus - and says: "Students should feel comfortable on the ����ֱ�� campus."

For example, there are several table tennis tables and table football tables on the grounds at ����ֱ��, which can be played around the clock. "Many measures are designed to be low-threshold," emphasizes Neben - meaning that all students can easily take part without much effort. The events organized by CampusPlus, such as the Campus Cinema or the OpenStage, an open stage, can contribute to social health - and offer students social interaction and variety. Diana Neben: "If you don't fancy parties with lots of alcohol, you can meet up with friends, relax and maybe even meet new people." Incidentally, CampusPlus is supported and advised by Techniker Krankenkasse.

First aid for mental health

Diana Neben has a Master's degree in Public Health and has been at the university in Kaiserslautern since 2021. Before that, she had already completed her Master's thesis at Bielefeld University on the effects of the coronavirus pandemic on the mental health of students. "I came to ����ֱ�� to further establish and integrate the topic of mental health as part of the SGM." Together with the occupational health management team at ����ֱ��, she has brought the Mental Health First Aid program to Kaiserslautern. Interested members of the student councils are trained and sensitized so that they can recognize when their fellow students are not feeling well mentally. Diana Neben: "It's about recognizing mental problems, approaching others without inhibitions, addressing them in a targeted manner, arranging professional help, standing by them until they receive professional help and accompanying them."

Health survey regularly determines the current situation

Many of the services developed by CampusPlus are based on a comprehensive health survey that is carried out every three years at ����ֱ�� . The results are summarized in the so-called University Health Report. Around 1,000 students have taken part so far. In addition to psychological parameters, health areas such as physical activity or the consumption of addictive substances are also recorded. In the written surveys, for example, more participants stated in 2021 compared to 2018 that they suffer from high levels of stress or exhaustion. The 2021 report also documents an increase in complaints that can be attributed to depressive symptoms or symptoms of an anxiety disorder. Findings that were previously unknown to this extent. And which, according to Diana Neben, may have been neglected at other universities - but which are taken very seriously at ����ֱ��, partly due to the surveys. Diana Neben: "The results of the health survey conducted in 2024 are currently being evaluated."

Students contribute their own ideas

Student health management is based on a participatory approach, Diana Neben outlines the concrete development of ideas: "We get feedback from students." Twice a year, for example, all student councils at ����ֱ�� are invited - and problems and new ideas relating to health management are discussed together. Students are also involved in the CampusPlus team itself. They develop concepts and implement them with the support of full-time staff. This approach is called peer-to-peer: "We involve the student employees in everything. And we regularly discuss the project plan."

One of the student employees is Ida Paulssen, a teacher trainee for biology and health. At CampusPlus, she works in both the health and social media teams: "As a student team, we gather various ideas in meetings and then coordinate them with the full-time staff." The advantage, she says, is that the student team may have a different perspective on many things: "We are still students. For example, we have an idea for a topic that can be implemented via social media. And that's how we can get involved."

Computer Science Master's student Rouven Raschke is responsible for the "Campus Break" as a member of the CampusPlus team. His area of responsibility is also very interactive and varied: "From Monday to Friday, for example, we set up games in front of the canteen every day and lend out badminton rackets or mountain bikes." He sees the fact that students can get involved in CampusPlus as a big plus point: "We are in contact with other students, with our circle of friends, with people who come by regularly and so we get to know a lot and can invite them to the activities. Or point out new offers."

Student health management receives multiple awards

Both Ida Paulssen and Rouven Raschke emphasized that student health management at ����ֱ�� is something very special: "Compared to other universities, it's very broad-based. Friends of mine who study at other universities don't know this," says Ida Paulssen. Rouven Raschke agrees: "There's nothing like the campus break anywhere else. It's also good that the offers are so low-threshold." In fact, the SGM is known far beyond ����ֱ�� - and has even received several awards, such as the Corporate Health Award in 2023, one of the most important awards in Germany in the field of occupational health management.

"We are also strong in the area of health communication and have our own designer and marketing experts. We are also proud of this. Other universities don't have that either," adds Diana Neben. Many things are communicated with an appealing layout - one example is information on the topic of ". Knowledge about excessive smartphone use is presented in a visually appealing way.

"Mental Health Awareness Week" in November

In November 2024, CampusPlus is organizing the "". A week of action that takes place at both ����ֱ�� campuses, in Kaiserslautern and Landau. In addition to various online and in-person activities such as lectures, workshops and an information market, there will also be a social media campaign to draw attention to the topic of mental health.

And how will student health management develop over the next few years? "The topic of mental health awareness will certainly continue to play a central role," says Diana Neben. The CampusPlus team is currently discussing which other topics they will also address. "The whole project is also so successful because the university management is behind it," says Diana Neben. Students at ����ֱ�� will therefore continue to be able to rely on their biological, psychological and social health being taken very seriously in the future.

Further information is available at

Originally from Rwanda, Arlette Numutali has been studying for a Master's degree in Business Administration at ����ֱ�� for a semester now. "I came to Germany to study because I wanted to do something in the field of production later on" - and Germany is known for its expertise in this area, she says. In Bremen, she had previously studied a Bachelor's degree course with a focus on industrial engineering. "This degree program was very interdisciplinary. That appealed to me." She didn't want to miss out on the diversity that came with it in her Master's degree: "I then looked around, researched which places to study and which degree programs were suitable for me." ����ֱ�� turned out to be the most attractive, she says. Because here you have a choice of different specializations in business studies: Marketing management, for example, digital transformation management, logistics, production management, financial management or even sustainability management. Arlette Numutali opted to focus on innovation management and sustainability management. The international nature of the degree program also appealed to her, she adds: "We have an international community here at ����ֱ��." Another plus point: students benefit from international collaborations. "For example, there was a project with French students. They were guests here in Kaiserslautern. In the field of innovation management, we worked together on innovative measures in the production of bicycles."

"You can always grow with business studies. There are always career opportunities later on"

Fellow student Julian Dambach is studying business administration in his third master's semester. He is specializing in strategy, innovation and cooperation, digital transformation management and marketing management. "I came to ����ֱ�� because I had initially studied integrative social sciences. But I quickly realized that I was more interested in business topics," says the 27-year-old, who originally comes from near Pforzheim. Abishek Pathmarajah, on the other hand, is in his second semester of business studies. He is specializing in strategy, innovation and cooperation, digital transformation management and entrepreneurship. Why did he decide to study Business Studies and Economics? "Because you can always grow with it. There are always career opportunities later on." This is not the case with many other subjects in this way: "With many other degrees, a future career is already certain." And why ����ֱ�� as a place to study? "I come from the Saarland and wanted to get out and about." He is passionate about basketball. "I had the opportunity to play for FC Kaiserslautern. And it all fell into place."

"Cultural organizations, such as museums, are in strong competition with other leisure activities, especially among younger people"

Arlette Numutali, Julian Dambach and Abishek Pathmarajah - together with 17 other business administration students - worked on a case study last summer semester. This was initiated by the Chair of Strategy, Innovation and Cooperation at ����ֱ��, the Museum Pfalzgalerie Kaiserslautern and the software developer Insiders Technologies. "The cultural sector in Germany is not often associated with AI or Digitalization," says Arlette Numutali, describing the initial situation. "Our task was to see how the two could be combined." The students began by doing some research. "And we discovered that cultural institutions, such as museums, are in strong competition with other leisure activities, especially among younger people." Amusement parks, for example, or gaming activities, explains the student. "So we had to find out how to make cultural experiences more valuable for customers."

Arlette Numutali, Julian Dambach and Abishek Pathmarajah, each involved in various small student groups, "brainstormed" solutions, as they say. "The ideas had to fit in with the museum and, of course, not cost too much. Public institutions don't usually have a lot of money," explains Julian Dambach, knowing full well that as a business economist he should always have the right figures in mind.

The students' final solutions are impressive: Arlette Numutali and her group have come up with an app that uses artificial intelligence (AI) to adapt the museum visit to the individual interests of visitors. Arlette Numutali: "The app collects information at the start of a museum visit. For example, if you are interested in art from the 19th century, the app will show you this in particular." And she adds: "At the end of the museum visit, the app can also create a souvenir tailored to the visitor's interests, for example." A special photo perhaps - or a video.

The aim: to make the museum visit more personal

The groups led by Julian Dambach and Abishek Pathmarajah have similar approaches. What they all have in common is that they want to personalize the museum visit experience. Julian Dambach: "Our idea was a chatbot that the visitor talks to. A chatbot that speaks from the artist's perspective." Abishek Pathmarajah: "In our group, we first researched what competitors with higher visitor numbers do differently." One conclusion: they interact more with the younger target group via social media. They therefore offer a more focused, personalized approach. "We wanted to combine this strength with AI, and that's how we came up with the idea of an AI-supported tour guide." A tour guide that adapts to its counterpart: "Visitors from France, for example, get a tour that is specifically aimed at them." In turn, people with disabilities could be given a tour in simple language. "In the same way, there is also the option of receiving a very complex tour in complex language." Abishek Pathmarajah: "The focus is on the user experience."

Studying business administration teaches you to implement your own business ideas

The ideas presented now serve as an incentive for the Museum Pfalzgalerie Kaiserslautern. The practical project is now complete for the three Master's students. Julian Dambach appreciates that his business studies course offers him such practical opportunities: "As a student, you work together with companies. You get feedback from practice, which helps you to develop further." Contacts in the real world, so to speak - with real-life issues. Incidentally, he personally could imagine working in sales later on. "I would also be interested in a mixture of sales and strategy."

Arlette Numutali is leaving ����ֱ�� in the winter semester: "I have a scholarship and am going to Finland. I'm going to study Global Innovation Management there." However, she can imagine returning to ����ֱ�� afterwards to do a doctorate. And Abishek Pathmarajah is aiming for self-employment later on and wants to develop his own business ideas: "I'm learning the most important tools for this during my studies." Either way, with the practical project on culture and AI, all three have shown that they are certainly not lacking in commitment and creativity.

"At the beginning of their stay abroad in Germany, all international students, lecturers, researchers and employees initially come to us," explains Memar. Together with her team, she supervises departments that offer special programs for stays abroad in Germany, for example, to enable everyone to gain experience beyond national borders. The RefIntA department provides support in organizing stays abroad and advises on financial matters. "At ISGS, we try to attract qualified talent from abroad and look for people who want to do their postdoc in Germany, for example. There are a lot of third-party funded projects and job advertisements that want to be filled by highly qualified people." These also have to come from abroad, says Memar, because: "Germany cannot overcome this skills shortage on its own." This is why the ISGS in Kaiserslautern supports around 3,000 international students during their stay abroad in Germany, and around 300 in Landau.

The international community as a family for their stay abroad in Germany

The ISGS not only provides support with formalities such as visas or finding accommodation during a stay abroad in Germany. The department has been organizing the international graduation ceremony since 2009, at that time exclusively at the Kaiserslautern campus. In the meantime, the ceremony has become a real highlight for many students, reports Memar. "At the ceremony in 2023, we were able to congratulate around 150 graduates. The stage in the Audimax in Kaiserslautern was filled to capacity. By comparison, there were just nine graduates in 2009. This shows us that the community is growing and is looking forward to the joint celebration. The ceremony will also be broadcast live so that the families and friends of the new graduates can be there, at least virtually. The separation from their families is particularly difficult for many during their studies abroad. For this reason, the ISGS Family was created, which is open to all international students, lecturers, researchers and employees of the university who are involved in supporting this target group. "We deliberately call it that because all generations are represented in this group. It is intended to be a kind of surrogate family for them during their stay abroad in Germany," explains Memar.

Step by step to the goal

However, it is often a hard road to the big celebration. "The first hurdle has already been overcome if they have even made it to Germany for their stay abroad," says Memar. "The preparation for the time in Germany can sometimes take up to 18 months." Some interested people only get a visa appointment very late, others struggle with the German bureaucracy. "If they're not in Germany, they can't open a bank account. They can't get a tax ID because they don't have a place of residence or an address - and they can't get one because they don't have an account yet," Memar explains by way of example. Although all beginnings are difficult, the employees of the department try to break this vicious circle. In addition, there are often financial problems. "In some cases, German students are no different. Depending on their country of origin, international students come to Germany with their families' hard-earned money to study abroad and don't want to disappoint their hopes," explains Memar. She knows: "This pressure can be very stressful."

Exchange opportunities while studying abroad

We all benefit from a diverse society in which people exchange ideas about their different cultures. That's why ����ֱ�� has the International Club, for which Ms Memar's department is responsible. Here, university members who come from the same geographical region come together to present their home country or country of origin. Anyone who wants to learn about other cultures is welcome at this public event. Ideally, you should come with an empty stomach, because: It is well known that culture is best communicated through the culinary arts.

One of the biggest hurdles to finding your feet while studying abroad is the foreign language in the country. "German can be challenging, but it's not bad at all to speak bad German," says Memar reassuringly. "The important thing is not to always speak in English, even though most Germans speak good English." To improve language skills, the RefIntA organizes regular tandem meetings. At the beginning of the semester, you look for a partner on the "language market" who speaks a language that you would like to learn yourself. In return, you teach this person your own language. "So if you want to learn Spanish and already know German, you could meet someone there who wants to learn German and can teach you Spanish. This creates groups, which in turn organize bilateral events," reports Memar.

Learning from and with each other through experience abroad

"I know it's a cliché. But almost all internationals underestimate how important punctuality is in Germany. In many of their home countries, this is viewed much more loosely and the adjustment is correspondingly difficult during a semester abroad in Germany," laughs Memar. Nevertheless, Germans should also be open to learning from foreign university members: "I observe that almost all international doctoral and undergraduate students come to Germany without any form of security for a stay abroad, especially as most of them come without a scholarship. They often put all their eggs in one basket without even knowing what will happen after their time in Germany. Some don't even know whether they are allowed or able to stay," explains Memar. "Nevertheless, they come with an incredible amount of hope and confidence and often become successful on their own. For them, it's a dream to study here. They work hard for it, are committed and do everything they can to realize their goals and wishes." Everyone could certainly learn from this mentality.

His interest in food chemistry has grown historically, says Nico Becker, a student in his second Master's semester. His grandfather was already a chemist: "I've always been interested in it." The now 27-year-old completed an internship at the former TU Kaiserslautern in the ninth grade: "I was able to get a taste of the various chemistry working groups." But shortly before his Abitur, he decided to take a path other than studying: he left school and trained as an MTLA - a medical-technical laboratory assistant. "Put simply, these are the people who analyze blood samples in the laboratory."

"At some point, I did miss the fact that I hadn't studied"

He then worked in this profession for three years. "At some point, however, I missed the fact that I hadn't studied." His interest in chemistry was still there - but mainly with a focus on food chemistry. Because: "From my point of view, food chemistry is more analytical, more physiological. I saw a stronger connection to medicine."

Without an Abitur - but thanks to his qualifying vocational qualification - he was able to enrol on the food chemistry degree program for the 2021/22 winter semester. Nico Becker: "This is possible in Rhineland-Palatinate, regulated by the state. I have a subject-specific university entrance qualification because the content of the course fits in with my training." He reports that the fact that he had already completed vocational training before his studies was definitely an advantage for him: "I was familiar with many things in the field of physiology beforehand. My professional experience gave me a certain advantage in the internships." What's more, he is a few years older than most of his fellow students. That also makes it easier for him to see some things, he laughs: "I think it's easier for me to organize modules and exams."

Studying without an Abitur but with a professional qualification: "It happens from time to time," says Andrea Langenstein, course manager at the Chemistry department and a qualified chemist herself. "We very much welcome this. Interested students receive sound advice from us in advance."

"Food chemistry has a very strong life science focus"

And how does the Food Chemistry degree program differ from a traditional chemistry degree program? Nico Becker: "In the first four semesters, both subjects are structured similarly. You have a lot of basic modules." In food chemistry, however, there are also more biological subjects: "These are cell biology and botany." In general, the food chemistry degree program offers a very strong connection to the life sciences." Which course is better suited to whom? Nico Becker says: "If you want to delve deep into the theory and fundamentals of chemistry, the chemistry degree course is of course better suited to you. Of course, we also deal with theory and fundamentals in food chemistry. But then we turn off at some point. We are mainly concerned with food, i.e. products that everyone knows from everyday life."

"In the food chemistry degree program, you also come into contact with legal regulations early on"

Food chemistry also has a strong connection to toxicology, says Andrea Langenstein. "Analysis plays a major role. And you come into contact with legal regulations early on in the food chemistry degree program." Both disciplines also have a lot in common, emphasizes Andrea Langenstein. "That's why it's also possible to swap subjects in the initial phase." However, there are fewer options on the food chemistry course than on the chemistry course. "This is also due to the fact that we are more restricted by law in terms of content."

Both the Bachelor's degree program in Chemistry and the Bachelor's degree program in Food Chemistry have recently been reaccredited - meaning they have undergone quality assurance, emphasizes Andrea Langenstein: "We have further developed the degree programs." Digitalization issues are now given greater consideration. The current ranking by the Center for Higher Education Development (CHE) shows that students are satisfied with their education: the Chemistry department at ����ֱ�� is doing very well.

Bachelor's thesis: preparing an expert opinion on a food product

Nico Becker already has his Bachelor's degree in the bag. "The Bachelor's thesis was like the final exam of a vocational training course," he says, describing his experience. "You get a screw-top container with a food product. With a label about the ingredients, but it can contain errors." The task now is to examine this food in detail: "So is the information on the label correct? Are the quantitative details correct? Which preservatives are included? How much sugar? How much fat?" They have a total of eight weeks. One week is planned for the associated laboratory work. This is where the Bachelor's students can put the analysis skills they have acquired during their studies to the test. "The rest of the time is spent preparing an expert report on the food to be tested. And that's the Bachelor's thesis."

Working in research as a Master's student

Various specializations are then possible in the food chemistry master's course. This could be a focus on toxicology, analytics or biochemistry. "Personally, I'm drawn to analytical food chemistry," says Nico Becker. He is already a student assistant in Professor Elke Richling's working group. In terms of content, the focus is on heat contaminants in food - undesirable substances that, to put it bluntly, are formed from the chemical components of food through thermal processes and can pose health risks. "Most people have heard of acrylamide. But there are also other compounds that are formed at a certain temperature during food processing. And these are relevant from a toxicological point of view." His master's thesis, which is due in about a year, could also be anchored in this subject area.

A career as a civil servant, in industry or university research: careers can take you in different directions

What career opportunities does a Master's degree in food chemistry open up? Nico Becker: "Food chemist is a protected job title. The Master's degree is equivalent to the former first state examination. You can then add the second state examination, so to speak. That would be a one-year training course alongside your job." This would make you a state-certified food chemist. "This qualifies you for a career as a civil servant, for example at state inspection offices."

Another option is to go into industry with a Master's degree. Fields of activity here would be quality assurance or analytics. "You need all of this when it comes to the development and production of food, pharmaceuticals or cosmetics." Another path would be science and research - at universities, but also at non-university research institutions. "At the moment, that's where I'm most drawn to," says Nico Becker. He can imagine doing a doctorate. To do this, he would like to work as a scientist at a university. However, research work in industry is also possible.

"Interest and curiosity are the deciding factors"

And what should prospective students know in advance? Andrea Langenstein recommends a certain level of scientific and mathematical understanding. "An interest in experimentation too." And Nico Becker says: "Just have the confidence. Don't be intimidated at the beginning. Nobody bites. It doesn't matter if you don't pass an exam." And he emphasizes that networking is important, looking for contacts with higher semesters so that you can ask for advice. Gaps in your knowledge can be closed on your own initiative: "I've sometimes picked up a math book to catch up on something." Bridging courses before starting university can also provide a good grounding. But one thing is important above all, emphasizes Nico Becker: "Interest and curiosity in the subject. Ultimately, that's the decisive factor."

"Even as a child, I wanted to know how cars work and how they are built. My interest was certainly sparked by toy cars and go-karting. After school, I therefore studied electrical engineering in Nigeria. After that, I really wanted to do a master's degree in mechanical engineering and automobility. There is also such a Master's course in Nigeria - but Germany is far ahead in automotive engineering. It was clear to me: I would study abroad and do my Master's in Germany."

From students for students: Exchange at eye level

"When I was looking for an opportunity to study abroad, I came across ����ֱ�� in Kaiserslautern. It's a university with beautiful surroundings and low living costs for students. An added bonus: it is very close to France and I had always wanted to travel to Paris. So I contacted the International Office at ����ֱ�� in Kaiserslautern for my application. That was the best thing that could have happened to me for my studies. After I had sent my documents to the International Office, they organized everything so that I could study abroad: from a place in student accommodation to German courses. I immediately felt that I was in good hands, which impressed me.

When a position as a student assistant was advertised at the International Office, I jumped at the chance. Because I want to convey this good feeling to other international students. I want to take away their fears when they want to study abroad. Among other things, I am the contact person for international students, give them tips for the next steps and can report from my own experience. I know what it feels like to study abroad on your own."

Studying abroad: Mastering the beginning

"It's not easy to find your feet in a new country with a different language and culture, especially at the beginning. When I came to Kaiserslautern, I first had to get used to how much quieter it is here compared to my home country. But now I love the small town and especially the proximity to nature. As I like being outdoors and doing sports, it's perfect here. All this makes my studies at ����ֱ�� a great experience, even though I miss family and friends. And what I still miss is my favorite food Egusi Soup. I've already cooked it, but it's just not as good as the one from home. I'll have to practise - or visit Nigeria again, the last time I was there was in 2022. 😊"

Conclusion after four semesters

"Despite homesickness and initial fears, after four semesters I can say: Come to ����ֱ��! It's the right decision to study abroad. Everyone here is very helpful, whether it's the professors or other students. The course is practice-oriented, which is why I found an internship in industry very quickly - that definitely speaks for the university. Studying abroad has brought me a lot closer to my goal of a career in the automotive industry in Germany."

When I talk to my friends about the standard period of study, I hear the same phrases over and over again. "It's not possible anyway," say many. Some people mean that some seminars fall at the same time, so you have to choose between two modules. Others use this sentence to say that the workload in the semester and in the examination phases is unrealistically high. Some students freely say that they "want to enjoy their student life" before "the serious side of life" begins for them. Many students therefore exceed the standard period of study of six semesters. Officially, with a few exceptions, all degree programs should be able to be completed within this period, which is roughly three years. However, according to the , only around a third of all university graduates in Germany will have achieved this in 2022. Around 43% of students will have added one to two semesters to their studies by the time they graduate. So I am clearly in the average range. Nevertheless, the topic comes up again and again, be it at a family celebration or a graduation reunion.

Why do you want to be finished with your studies after six semesters?

There are some students who couldn't care less about the standard period of study. These include, above all, people who do not receive BAföG, i.e. state financial support for students and pupils. If their parents are unable or unwilling to provide financial support, the length of their own study period quickly becomes incredibly important. One of the reasons for this is that state funding is generally linked to compliance with the standard period of study. If you study for longer, you quickly run into financial difficulties. However, Miriam Jungheim, who is responsible for student advising at ����ֱ�� in Landau, tells me about a general experience she has had in advising sessions: "When I talk to students who are completely self-financing, the study time factor is always an issue. This is especially true for BAföG recipients, but also for people changing subjects or who have doubts about their degree programs. These groups in particular simply cannot afford to take too long to complete their studies." According to Jungheim, many students are less concerned with finishing on time and more concerned with being financially independent as quickly as possible.

The lazy generation

In many industries, it certainly doesn't go down too well if the study period extends to five or six years, when formally three years would be sufficient. On the other hand, more and more employers are looking for young professionals who already have practical experience. So in what period of time should students do the much-requested internships that they need in order to apply for internships that will hopefully lead to a permanent position? I find it unfair when representatives of the older generations complain about the idle and lazy youth. In my experience, the problem is less that we don't work and more that we do a lot of unpaid work. This starts with voluntary work and ends with internships with expense allowances. In fact, a in 2020 showed that almost three quarters of students also do paid work alongside their studies. After all, only very few receive BAfÖG, prices for rooms in shared flats are rising everywhere and inflation does not stop at the student wallet. At the same time, the survey shows that the working atmosphere and flexibility in terms of time are more important to students than pay. Isn't it understandable that you want to feel comfortable at work?

Everything for the CV

The moment I started my first voluntary internship, I finally said goodbye to the idea of sticking to the study plan. I was in my fourth semester at the time. Because I was doing the internship in northern Germany and also in the middle of the lecture period, I was unable to attend some courses, let alone take the exams. What looked like a standstill in my grades actually helped me tremendously in my character and professional development. Miriam Jungheim's experiences from her consultations also show that students who put a strain on their study time are doing anything but lying on their backsides: "People have often spent semesters abroad, completed internships lasting several months or are involved in voluntary work," she explains. In her opinion, however, the most common reason for a longer period of study is a change of direction during the course. "Especially when someone decides to change degree programs or subjects relatively late in their studies, there is a lot of concern among students about time. For example, if someone fails their third attempt in the sixth semester, they have to change subject," explains Jungheim. She often has students opposite her whose biggest concern is that they will have to fear negative consequences as a result of their change of subject and the longer time they will have to study. Her answer is as simple as it is relieving: "No, if you don't receive BAföG, nothing dramatic will happen.

Who pays?

It would still be better for the university and society financially if students didn't take too much time to develop and reorient themselves. The adopted by the Rhineland-Palatinate Ministry of Science and Health in 2019 stipulates that universities receive more financial support for students who complete their studies within the standard period of study. This regulation was extended by two semesters for students who were enrolled during the coronavirus crisis. However, the burdens caused by the pandemic were merely added on top of all the others for students.

Personal development versus society?

Miriam Jungheim calls for more understanding: "The majority of those who sit in my student advisory service want to find a good place in society. They want to make a meaningful contribution with a job that they enjoy doing." According to her observations, this need applies to young people in general. "Of course, it would be best if everyone could get the time they need to develop their personality and professional training," she says. However, a line has to be drawn somewhere. At the moment, this limit is six semesters of standard study time, even if it is regularly exceeded. As long as nothing changes, self-development during studies will remain a privilege that you have to be able to afford.

I thought for a long time that I was one of the few people who had doubts about studying. My fellow students all seemed so confident and determined, as if they had a perfect plan for what they would become later on. I felt bad and out of place. Am I the only one who doesn't know exactly what she wants and has already thought about dropping out? Many students I have spoken to since then have had doubts about their decision to study or have no idea what they want to do after graduation. This is particularly common in degree programs such as the two-subject Bachelor's degree, where you don't specialize in one profession, than in teaching degrees, for example.

Nevertheless, I have the feeling that too little is said about this topic. I think it's particularly important to talk about it, because doubts about studying are definitely not taboo. They are a sign that you are developing as a person, reflecting and coming to terms with your wishes and needs. They don't mean that you have made the wrong study decision, should drop out immediately or are now unhappily stuck in one career direction forever.

In my experience, the reasons why students have doubts vary greatly. Homesickness, financial worries, changed wishes and goals, failed exams or new career opportunities. Uncertainties can arise at any time, whether at the beginning, in the middle or at the end of your studies. They may not arise at all or they may go away over time. If they do arise, it is important to know how to deal with them and what to make of them so as not to lose yourself in them. Unfortunately, I don't have a step-by-step guide for this, but I do have four points that helped me personally when I had doubts about studying and that I would like to tell you about based on my story:

After my Abitur in 2016, I started out pretty carefree when it came to the world of work. I was 19 years old and felt like I still had all the time in the world. After fulfilling my childhood dream of training as an actor, I felt the urge to do something else, to develop myself intellectually. So, quite spontaneously and without a plan B, I decided to study at the University of Landau. Sociology and Business Education in the two-subject Bachelor's degree course sounded pretty exciting to me. Towards the end of the first semester, I suddenly had doubts. I liked the degree program and student life, the subjects were interesting, but I wondered if it was really what I wanted. Although I had been so carefree before, I suddenly got an oppressive and constricting feeling and was afraid that I had made the wrong decision. I felt there were subjects I was more interested in and when I heard that the best thing I could do with my combination was to go into HR, I knew that wasn't the right path. I dropped out of my studies and moved back home. From that point on, I set myself a time limit of six months to figure out what I wanted to do. I took what felt like a thousand skills, study choice and personality tests in the hope of finding the right direction for me. Looking at myself did me good. The focus on myself and my strengths also really strengthened my self-awareness. Even if I didn't learn much new about myself, at least it confirmed what I already knew and that was good for my self-confidence.

In addition to self-reflection, I also did a lot of research and reading to get an idea of what opportunities are available. The research was also helpful in narrowing down the range of options for me. For example, if I liked a degree program in Berlin, I knew that I could rule it out for myself as I wanted to stay close by. I also had lots of(advisory) discussions, for example at the employment agency or with friends and family. The advice from the Competence Center for Studies and Careers (KSB) in Landau helped me a lot back then. The KSB now also has a number of offers on its website for a personal check-up if you have doubts about your studies. The Central Student Counseling (ZSB) in Landau and Kaiserslautern also offers advice for prospective and current students on the topics of orientation, study doubts and decisions. Personally, I usually find consultations and discussions with neutral people more productive, as they have a more objective view, specialist knowledge and know options that you wouldn't have thought of yourself. Ultimately, however, you have to make the decision yourself and should therefore trust yourself and your gut feeling, not just the advice of others.

In summary, self-reflection, research and consultations are great for gaining an overview and coming to terms with yourself. But what helped me personally the most was simply doing things and trying them out. When the six months I had planned were up, I decided against a new course of study and started a new apprenticeship. I didn't want to study something again that I wasn't one hundred percent sure about. So I decided to train as a marketing communications specialist. After all the research and discussions, the content suited me best and, above all, I felt comfortable with this decision. Not only did the apprenticeship give me more time, I also knew afterwards what I was interested in, what I was good at, what I was less good at and what I didn't want to do. During this time, I also discovered which topics I had missed during my training and in which subject areas I would like to continue my personal education.

After two years of further life experience and completing my training, I finally decided again, and this time out of conviction, to study for a two-subject Bachelor's degree at ����ֱ�� in Landau. This time with the subjects German Studies and Educational Sciences. And what can I say? After six semesters, I am still convinced that it was a really good decision. That may sound very promotional, but I was actually very convinced of the concept of the two-subject Bachelor's degree back then, and I still am, and despite dropping out, I only have good memories of this degree. I also knew the university and the procedures and that gave me a good feeling, especially during the coronavirus years.

However, you don't have to drop out of university to gain practical experience. There are several opportunities to try things out at and outside of university. For example, a job as a working student or as a student assistant, an internship semester or an honorary position. Prospective and undecided students can first get a taste of university life before deciding on a course, for example as part of ����ֱ��zero, the orientation course. I also work as a student assistant and do voluntary work on the side. This work in different sectors and areas really fulfills me. In addition to my income, it gives me an insight into interesting career opportunities that I might not have thought of before. But I know that university life itself can be very stressful, so don't stress yourself out and only do what fits within your framework and capacities.

Finally, there is one point that is particularly important to me and that I would like to recommend to anyone who tends to have doubts: Stop overthinking!
Yes, it's easier said than done, but not everything that seems hopeless at first is. There is a solution for most things, including doubts about studying. Sometimes there were also uncertainties during my time as a student that were resolved afterwards. An example of this would be the corona semester, when it was difficult to make new contacts, or the failed statistics exam, which robbed me of many nights. It's normal to doubt or at least question your own path from time to time. But we learn so many skills during our studies that we don't even have on our radar because we don't actively notice them. Competencies such as abstract thinking and problem solving, scientific work, self-organization and many more are soft skills that are in demand in every profession. Don't let doubts get the upper hand, reflect and see what you can and want to change with your current resources. Talk to others and seek advice if necessary.

No matter what, don't despair!

If your doubts and insecurities are causing you psychological and physical strain in the long term, it is important to seek professional advice, for example from university offices (����ֱ�� website), or at therapeutic facilities. The s in Landau and Kaiserslautern also offer a first point of contact for students on the subject of mental health.

"When Professor Marc Fritzsche told us the topic of our seminar, no one could imagine what it meant at first," Jana Maier recalls with a laugh. "Audience participation in the museum" didn't reveal much about the crazy idea that was soon to become more than just theory for her. During the session, the students learned that they would be given the chance to curate their own space at the mpk. Specifically: to select works of art from the mpk according to their own taste and bring them together in a constellation of their own devising. The opportunity to do so was based on several years of collaboration between Marc Fritzsche and museum director Steffen Egle and his confidence that the students' realization would turn out well under the guidance of the ����ֱ�� lecturer. After the initial excitement, the atmosphere quickly turned to euphoria and anticipation. "We all immediately realized how rare it is to have the opportunity to contribute creatively to an exhibition like this. The excitement was correspondingly high and everyone had countless ideas for the exhibition," says Alexander Koch enthusiastically. Initially, the students' attention was not focused on the museum space itself; instead, they concentrated exclusively on the implementation of their seminar topic. "We first thought about how we could create an atmosphere that would offer the public more context for the works. At the same time, we also looked at the practical details, such as having enough comfortable seating that would invite people to linger in the room and take in the works of art," says Jana Maier.

Finally, the time had come - the students were given access to the mpk's online repository and were able to look around for suitable works of art for "their" room. The museum's only requirement was that it should be art from the period after 1945. So the young artists researched the online repository and initially compiled a long list of works that appealed to them personally. "Many of the selected works are never actually seen in a common context and are not usually exhibited together," explains student Jana Maier. However, the student curators saw similarities and completely new possibilities for juxtaposing the artworks and consistently grouped them according to their newly defined points of view. The nine described their new perspective on the works as "gegen/über" - in other words, a new way of looking at works of art and thus creating a new, unconventional context for them. "Our biggest challenge was the space itself. The long list of our selected exhibits raised the question of whether we could even fit them all into the space," says Alexander Koch. At times, neither the dimensions of the room nor those of the works were known. This made it difficult for the students to finalize the spatial arrangement of the works. It was not clear whether the room would be too small or possibly too full. "The museum staff or even the craftsmen didn't always share our view of the exhibits and we then had to defend them, but it was definitely worth following our instincts," confirms Jana Maier.

The complete creative freedom in the design also proved to be a challenge. "Professor Fritzsche encouraged us throughout the entire process, which was a great help," says Jana Maier. They gave the exhibition space with its muted colors more lightness with fresh, bright colors. The color concept, the selected works and their arrangement resulted in the final room concept: a colorful, cheerful new exhibition space.

The preparations for the student exhibition were time-consuming: numerous seminar sessions, video conferences and site visits kept the young curators on their toes for nine months. Pride and relief were correspondingly great at the exhibition opening at the mpk this June. "The guests, the mpk curators and the craftsmen were delighted with our space, which impressed them with its wonderful atmosphere in which the artworks could be perceived in their very own context," says Jana Maier happily.

What are the nine taking away from this extraordinary experience? "It was a unique, indescribable experience, which involved a lot of work but also a lot of fun thanks to the great support from Marc Fritzsche and the good group cohesion," says Alexander Koch. Professor Marc Fritzsche also looks back on an enriching time: "All in all, this was one of the most inspiring seminars in my almost 18 years of teaching at the university. The students did an outstanding job in an intensive process that was extremely challenging for everyone involved." The result of the students' hard work can be admired at the mpk until 19.1.2025. And who knows, after this success, perhaps other museums will open their doors to universities and their young artists ...

"I've always been interested in natural sciences and wanted to study something in this direction," reports Selina Mehl, who is now in her third semester of a bachelor's degree program in biophysics - and adds: "My degree program is an exciting mix of chemistry, biology and physics." She really likes this interdisciplinarity. This way, she only has to decide later on what her future career should look like. Kira Vogel, who is also studying biophysics in her fifth bachelor's semester, also appreciates the fact that her course is so broadly based - "you never get bored with the three areas."

Enrol as early as possible - then you get support right from the start

The two students share a special bond: Kira is Selina's mentor. This was initiated through the mentoring program of the Equal Opportunities, Diversity and Family Office. "Our project brings tandems together. These are an older student who is at least in their third semester and a first-year student from the same subject," explains Christine Klein, who coordinates the whole thing at ����ֱ��. The aim is for the experienced student to advise and support the first-year student in her first two semesters - and perhaps warn her about one or two stumbling blocks. "The first decisive criterion when forming a tandem is that both students are studying the same subject. If there is a larger selection, I look for shared hobbies and interests," says Christine Klein about the selection process. She recommends interested first-year students: "Apply for the program as early as possible. That way you get support right from the start."

"You have a contact person with experience"

Selina, a first-year student at the time, first heard about the mentoring program via an email that landed in her inbox at the start of the 2023/24 winter semester. "It immediately appealed to me," she recalls. "Because the transition from school to university is a big challenge. You have to organize yourself completely at university. For example, you have to put together your own timetable." The exchange with her mentor helped her a lot with all of this. Mentor Kira, who was a mentee herself a year earlier, can only confirm the advantages of the program: "You have a contact person with experience. I didn't have to find everything myself via the university website. There is one person you can ask anything. And you get tips that you might not otherwise get."

Kira and Selina met for the first time in Christine Klein's office - around two weeks before Selina started her studies. "Afterwards, the two of us walked around the campus. I showed Selina the university library and the canteen," Kira remembers. A year has passed since then. A year in which the two of them were in regular contact. During a stressful exam period, for example, Selina asked her mentor Kira spontaneous questions. She even asked where she could get a lab coat. And Selina remembers another challenging situation: "An exam registration date was about to expire. I didn't know how to register. Kira then explained to me that I could register there in writing. And that the deadline had been met." Kira: "Whenever Selina asks me anything, I always imagine how I felt a year ago. And I ask myself what helped me back then. And that's exactly what I try to pass on."

"I continued my studies thanks to the mentoring program"

For Kira herself, starting university was once a unique challenge - in the truest sense of the word: she was alone in her year. "The mentoring program therefore has a very special meaning for me. With the help of my mentor at the time, I first went to the professors. We asked whether courses were taking place at all." This made her realize how familiar the ����ֱ�� campus is: "You can simply knock on a professor's door. I wasn't even aware of that before." Through her mentor at the time, she also came into contact with biophysics students from the higher semesters: "At the beginning, I had doubts as to whether I should continue with my studies. But these contacts encouraged me and I continued my studies."

Communicating proactively and preventively as a mentor

What would Kira recommend to future mentors? "It's important to reassure them first if they have problems. And to show the mentee that there is a solution to every problem." She also recommends proactive communication: as a mentor, you can simply ask your mentee - after an exam, for example - "whether something went well". Selina knows from her own experience that asking questions like this does a lot of good. And Kira adds: "As a mentor, you can also think about the problems you had yourself at the beginning of your studies - and then point them out." A preventative approach, so to speak.

Kira sums up her time as a mentor as follows: "Overall, you acquire a wide range of social skills. Skills that you can put to good use for the rest of your life and career, and not just if you eventually take on a management position. Speaking of careers: Where do you want to go professionally later on? Kira: "My dream job is to be an astronaut. But I can also imagine working in medical research. My degree gives me a broad base." Selina is not yet sure what she wants to do later. After her Bachelor's degree, she wants to do a Master's degree first. In the near future, however, she can definitely imagine becoming a mentor herself.

Workshops and exciting contacts

Help with the start of their studies - a total of 68 first-year students took advantage of the mentoring program last winter semester. Christine Klein tries to bring all mentees and mentors into regular contact. In addition to joint barbecue evenings or Christmas parties, there are also information events organized by the mentors themselves. These events focus on experiences with doctoral studies or scholarship programs. All participants are also invited to workshops where they can expand their soft skills: "Confident appearance" is one topic, for example, as are "Learning techniques" and "Social branding - building and expanding a strong personal brand".

Kira and Selina really appreciate the fact that they have contact with the other mentors and mentees in this way. "It gives you an insight into what you might be able to do yourself later on," says Selina. For example, she once got talking to another biophysicist "who is currently working on her doctoral thesis". Christine Klein believes that this kind of exchange is exactly what is needed: the participants should form networks with each other - make exciting contacts. "Sometimes you might have a slump during your studies," summarizes Kira, "but the exchange shows that all the effort is worth it. The mentoring program shows you what cool things are possible."

Interested in taking part in mentoring for first-year students?

The registration phase for the winter semester 2024/25 has begun.

For further information, please contact:

Christine Klein

Mentoring for female students

Equal Opportunities, Diversity & Family Office

in Kaiserslautern

Mail: zv-mentoring[at]rptu.de

or at

Mentoring for female first-year students - ����ֱ�� University Kaiserslautern-Landau

Due to the high level of interest shown by first-year students in mentoring, the team at the Equal Opportunities, Diversity and Family Office would be delighted to hear from other female students in higher semesters who have the time and inclination to support a first-year student as a mentor at the start of her studies. If you are interested, Christine Klein will be happy to tell you more.

"Half of my family has a professional background in medicine. The other half has a background in mechanical engineering," says 25-year-old Victoria Schröder, who was good at math and physics herself at school - "but I was also very interested in art and medicine". After her Abitur, her family also saw her in the field of mechanical engineering. But she herself was initially skeptical: "I think it was a kind of backlash when I initially went in the direction of medicine." She completed her federal voluntary service at a university hospital. "But I quickly realized that this wasn't the right path for me." Because: "I preferred to be creatively challenged. And look for new solutions and approaches at the heart of the times." She gave studying mechanical engineering a chance - initially for one semester. "That was a kind of test for me." It quickly became clear: "This is exactly the right thing." She is very satisfied with ����ֱ�� as a place to study, adds the Saarland native from St. Ingbert: "The train connections from St. Ingbert to Kaiserslautern are very good. You can commute."

Choosing from seven areas of expertise in the Bachelor's degree

She is now in her eleventh semester - the diploma degree program that is still being phased out, the contents of which have now been transferred to the Bachelor's and Master's degree programs in the "" department. "At the beginning of the course, you have basic subjects. Higher mathematics or technical mechanics. Here you can fill your toolbox for the rest of your studies," says Victoria Schröder, describing her experiences at the beginning of the course. From the fifth semester onwards, Bachelor's students can also set their own focus and choose one of the seven areas of expertise - product development, automotive engineering, materials science and materials engineering, production engineering, computational engineering, applied computer science, mechatronics and automation technology. "In the Master's degree, you can then deepen these areas even further," adds Victoria Schröder.

Understanding theory even better through practical work

As a graduate student, she studied fluid mechanics in depth. "We were able to work on simulations in groups." For example, we worked on flow simulations through pipes. "The meshing of components also has an impact on the simulations." The students were able to explore how all of this can be solved with the help of digital possibilities: "We saw what tools are available. We got to know the programs that are important for such simulations."

Victoria Schröder was also able to gain her first experience of practical work as a student assistant at the Chair of , helping out in the lab herself: "It was great to see how what I had learned on paper could be implemented directly."

And what is the most challenging thing about studying? "Organizing yourself. For example, we have project work for which there is no specific deadline." The self-management this requires is not always easy.

Final thesis on plastic gears - then comes the doctoral thesis

Her thesis, which is due to be completed in December 2024, is about plastic gears. For example, Victoria Schröder is investigating "what loads their material is exposed to." The aim is to characterize the complex material behaviour of plastics and their damage mechanisms - and also to simulate material behaviour.

Victoria Schröder then has the prospect of a position as a research assistant - at the Chair of "Machine Elements, Transmissions and Tribology" at ����ֱ��. She can use the research projects she will be working on there for her doctoral thesis: "In terms of content, it's about the potential for saving energy by reducing friction and wear. There is still a lot that can be done." And she adds: tribology, i.e. the study of wear, friction and lubrication of surfaces, can be found everywhere, including in medicine. "You'll also be in demand in many companies later on."

And what other directions can you take with a degree in mechanical engineering? "With process engineering, you could go in the direction of bioengineering or chemical engineering." With a focus on production engineering, there is a lot of computer science. It is also possible to go into materials science and materials engineering. "Automotive engineering is also popular with a later career in the automotive industry."

����ֱ��zero orientation program helps with orientation

And what should prospective students know in advance? How can they get started with their studies? Victoria Schröder reports that she has already heard a lot of good things about the one-semester ����ֱ��zero orientation course: "It gives you an initial insight into university life and the opportunity to network." And what else should you bring with you to be prepared for studying mechanical engineering? "You should be open-minded. And don't be afraid to ask older students for help. There's a good community in our department, so that's not a problem." If you have gaps in your knowledge at the beginning of your studies, you can fill them with the help of courses such as the math pre-courses. With the right motivation, Victoria Schröder attests that everything is achievable - and she adds: "The most important thing for studying is that you don't lose your desire and enthusiasm for it."

"I love being around people, talking to them and learning more about them. I would love to work in a profession that combines technology and communication and where I have a lot to do with people. My childhood was dominated by video games and social media. That probably sparked my interest in computer science, programming and communication systems. After school, I knew for sure that I wanted to study industrial engineering, and computer science was also going to be a focus. At the time, I would never have thought that I would study abroad."

Studying abroad: Germany firmly in sight

"But when it comes to engineering, Germany comes first for me because of its many innovations. And in general, Germany has always played a big role in my life. My father and my uncle studied business informatics at the University of Paderborn. While my father found a job in Tunisia, where he still has a lot to do with Germany, my uncle moved to Karlsruhe. I came to ����ֱ�� in Kaiserslautern through a recommendation: My cousin is studying Business Administration here and told me so many good things about the location and the university. So I packed my bags: I also wanted to study abroad, in Germany."

A sense of community at ����ֱ��

"I was 19 years old when I arrived in Germany. My parents and all my friends stayed in Tunisia and I had to make new friends here. I like to push myself to get out of my comfort zone and develop myself further. But studying abroad was still a challenge for me. I was glad to have at least part of my family here in Germany, who supported me in so many ways.

So I was all the more pleased when I became a student assistant in the International Office. This position gives me the opportunity to get in touch with other international students and answer the questions I had at the beginning. I am also part of the organizational team that organizes events specifically for international students. Here we talk about life in Kaiserslautern and what it's like to study abroad, but also about everyday problems. It gives me and the others the feeling that we are not so alone. We are there for each other."

Studying abroad and learning more about yourself

"I've been at ����ֱ�� for two semesters now and have no regrets. Kaiserslautern is a small city with lots of opportunities and activities for students, which I like. And I'm also very happy with my studies. I can combine very different modules from the fields of business and computer science, which is exactly what I wanted for my studies. Of course, it would have been easier to study in Tunisia. Nevertheless, it was the right decision to take up the challenge and study abroad, even for the Bachelor's degree. It has helped me personally so much.

And that is also my advice to all international students: Set yourself goals and just try things out. Go out and get to know new people and activities. If you decide to study abroad, you will surpass yourself. And at ����ֱ��, you'll find a great environment that will make your start abroad easier."

When I was presented with the medal at the 2024 European Athletics Championships in Rome, I could hardly believe it. In my 15 years in competitive sport, I have already experienced many competitions. Every competition is different. Anything can happen. There are highs and lows and I never know what will happen. I was all the more proud when I realized that I had won bronze in the pole vault this time. My second international medal. After that, the 2024 Olympic Games in Paris were already on the horizon. I made it to the final, which was an incredible experience. My next goal: the 2028 Olympic Games in Los Angeles.

Everything back to square one: the starting shot for competitive sport

Looking back, I would never have thought that I would be where I am today. My father - an athlete himself, albeit not in competitive sport - encouraged me to take up athletics. I was 13 years old at the time. I had emigrated from Kazakhstan to Germany with my family just a few years earlier. The quality of life there was poorer and the country was characterized by corruption. We knew that we would be better off somewhere else. And when we arrived at the refugee accommodation in Germany, we experienced it that way. We felt safe and in good hands. But without friends and my familiar surroundings, I felt lonely at first. It was a time in my life when I was looking for recognition and connection.

With this emotional chaos, I stood next to my athletics coach in Germany. I had already enjoyed athletics in Kazakhstan, but to my surprise I soon discovered my passion for the sport. My coach quickly realized that I had even more potential. She suggested I exchange ideas with her fellow coach and try pole vaulting. That was the start of my path into competitive sport. Competitions, championships and my first successes followed. It felt good.

With motivation for competitive sport and plan B in my luggage to success

After an injury to my foot, the doctor treating me in 2011 advised me to give up competitive sport. That was out of the question for me - fortunately! Just three years later, I won my first international medal at the 2014 U20 World Championships in Eugene (USA). And thanks to the motivation of my family and my pole vault coach, I was able to qualify for the 2020 Olympic Games in Tokyo.

I can now make a living from competitive sport thanks to sponsorship contracts and my work as a sports soldier in the German Armed Forces. After my basic training, I initially joined with the rank of marksman. I am now a non-commissioned officer and represent the Bundeswehr at sporting competitions. I particularly appreciate this financial security after my family and I emigrated to Germany and we also had financial difficulties at times. That's why it was important for me to have a plan B for my future alongside competitive sport. Either with a career in the German Armed Forces or in environmental sciences.

Competitive sport and studies: environmental sciences out of conviction

I have always been interested in science, mathematics, physics and biology and read books about them in my private life. That's why I'm studying environmental sciences. I think the degree program combines all my interests, is forward-looking and very relevant to our world. In addition, a training colleague also studied environmental sciences at ����ֱ�� in Landau and had nothing but good things to say about it.

I really want to get a degree. But it's not easy for me to juggle constant travel, competitive sport, the army and my studies. Especially when important deadlines such as exams and competitions take place at almost the same time. Through competitive sport, I'm used to being disciplined about my goals and I've learned to deal with pressure. So I can juggle everything well. And at ����ֱ��, I have the freedom to organize my studies in a way that suits me.

That's why, despite all the stress of competitive sport, I can give advice to anyone thinking about studying: Do what I did and study what really interests you. Never lose sight of your goal and find something that you enjoy. Then you'll stay motivated even when times are tough.

What is the best way to get started if I want to found a company?

Natascha Möller: If you don't yet have an idea for a start-up, we would like to invite you to our . The Ideas Forest is a service offered by the start-up office where thoughts, visions and approaches can be shared and developed in a network with different background knowledge. Here we offer space for creative and motivated people who think outside the box and are keen to try something new. Ideally, you will take something concrete from the exchange with you for your start-up. This doesn't always have to be an idea for a company, but can also be for an association or student associations.

Bernhard Lorig: If you have already developed an idea, want to take the next steps and want to concretize the founding process, simply get in touch with us directly at the . It doesn't matter where the idea comes from - from research, a study project or a hobby. Anything is possible. We support start-up teams that have already come to us with concrete concepts. But also those who do not yet have a concrete idea. Among other things, we then help with networking on the subject of property rights such as patents and trademarks, but also with numerous other valuable contacts or with applying for grants. We always start with a coaching call and find out together which path might be right for you.

How long do you support founders?

Natascha Möller: We provide support for as long as the founders want it. Even though we tend to focus on the (pre-)founding phase, our support continues even after the official founding. For example, if they need the right contacts for networking, have questions about scaling or need support in other ways. We regularly exchange ideas with the founders at ����ֱ�� and Kaiserslautern University of Applied Sciences. Their learnings are further experience for us, which we can pass on to others who also want to start up.

Is there a perfect time to start a business?

Natascha Möller: I wouldn't say perfect timing. It's more a feeling that tells you that you want to try something new. For some, it's after graduation, i.e. at the start of their career. For others, it's during their doctorate or after a few years in their job. Through our network, we have observed that the inhibition threshold is significantly higher if you are already employed somewhere and only then want to start up.

Bernhard Lorig: That's why we can only advise you to simply come to us and talk to us as early as possible as soon as you feel like starting your own business. Together, we will look at where the journey is going and support you in all further steps, from the pitch deck to coaching and further training to applications for funding.

What about funding for start-ups?

Natascha Möller: Competitions attract attention, are sometimes well endowed and/or provide support in terms of coaching. Not only financial support, but also opportunities for further training ultimately contribute to success. Setting up a business is also about the learning curve and surpassing yourself. Of course, financial security plays an important role. That is why there is a development bank in every federal state. It is there to help with start-ups and grants favorable loans. In Rhineland-Palatinate, it is the that invests in young start-ups.

Bernhard Lorig: Investors, funding programs and scholarships also help. There is a suitable instrument for every start-up project. For example, there is the . While the EXIST start-up grant is aimed at people from universities who are interested in setting up a business, research-based start-up projects are supported with the EXIST research transfer.

Natascha Möller: And specifically for female founders, there is the brand new "" program to support female founders from universities and research institutions. The aim is to close the gap between women and men in the start-up landscape. This is because there is still a huge discrepancy between the sexes when it comes to starting a business. In 2022, women founded only 20 percent of German start-ups. There are many reasons for this - and they go beyond the scope of this interview. Studies show that diverse teams consisting of different genders, nationalities and cultures work better and are more successful.

What are your best tips for successful start-ups?

Bernhard Lorig: If you want to start a business, get in touch with us directly. We have experienced a wide variety of spin-offs and can support you with a wealth of experience. We also organize regular networking events, get-togethers and workshops. Here you can exchange ideas with others who can help you with your start-up project. Everyone has had different experiences and each contact can give you valuable tips. That's why the first step to success is to build up an individual network and exchange ideas with others. This is particularly helpful if you are starting up alone and not in a team.

Natascha Möller: Speaking of team, that's the second keyword. If you set up as part of a team, it's incredibly important that all members of the founding team also get on well in their personal lives. Investors say the same thing. They don't invest in the idea, but in the people. Because it is the people who make an idea a success. And that is the decisive factor: the cooperation within the team and the motivation behind the start-up.

Bernhard Lorig: That's also our third tip: always be aware of where the energy to start up comes from. This gives you the motivation to keep going even when things get difficult. So never lose sight of your vision. This brings me back to the first tip: if you want to realize your vision or are keen to get something of your own off the ground, come and visit us.

Combining laboratory practice and theory appealed to her: "You don't find that in other subjects," says Vanessa Hofmann when asked why she decided to study chemistry. She found out in advance about the study conditions at the Pupils' Day and the Study Info Day - at that time still at TU Kaiserslautern. She also took a look at the module handbook and examination regulations. "I already knew people from the higher semesters. I ultimately decided to study in Kaiserslautern because the campus university appealed to me." What she likes about the department is the additional support for students from the chemistry student council: "There is a first-year program and introductory events at the beginning of the course." Vanessa Hofmann herself volunteered in the student council for three years: "The student council organizes events for the students and is available as a point of contact."

After completing her Bachelor's degree, the 23-year-old is now in her first Master's semester - and says: "It's still a lot of fun, even if studying chemistry is different to what I initially imagined." This is because the academic course is more time-consuming than expected: "We have theory in the mornings and labs in the afternoons." A day-filling program - but one that has its justification: "For example, equipment that we need for laboratory practice was explained to us very well in theory."

Foundation course provides a broad-based education

Organic chemistry, inorganic chemistry and physical chemistry are on the Bachelor's degree program timetable. "Among other things, we deal with the synthesis and purification of products." The Bachelor's degree provides a broad-based foundation course. "Everyone has at least one basic and one advanced practical course in inorganic, organic and physical chemistry." In addition, students can individually choose further specializations in biochemistry, theoretical chemistry and technical chemistry. "You then have a further work placement in one of these subjects," reports Vanessa Hofmann.

Very good results in the CHE university ranking

The fact that students are satisfied with the courses offered by the chemistry department at ����ֱ�� is once again underlined by the latest university ranking by the Center for Higher Education Development (CHE). The department's Bachelor's degree courses score very well in terms of study organization (4.6 out of a possible 5 stars). They also score well in terms of teaching academic and methodological skills. Andrea Langenstein, Program Manager at the Department of Chemistry, is satisfied with these survey results: "We are happy that our students rate the teaching so highly. It is important that we can compare ourselves with other universities. And the feedback gives us the opportunity to continue working on our performance."

Andrea Langenstein, herself a graduate chemist, adds that the Bachelor's and Master's degree courses in Chemistry have recently been reaccredited, meaning they have undergone quality assurance and have been revamped in some areas. For example, independent scientific work and Digitalization are now given even more importance in the Bachelor's degree course. Vanessa Hofmann, together with other students, was also intensively involved in this process on a voluntary basis - in particular as a member of the Study and Teaching Committee and the Faculty Council.

Research for the Bachelor's thesis in the field of inorganics

And what is the greatest difficulty in studying chemistry? Vanessa Hofmann: "The theory isn't always easy. You have to want to get to grips with it. When it comes to lab work, you have to be willing to grow." Laboratory work also increases in terms of difficulty and effort: "The time you spend in the lab increases in the higher semesters."

Vanessa Hofmann wrote her Bachelor's thesis in inorganic chemistry. The topic was a copper complex that is catalytically active: "It accelerates certain reactions. But it is unstable in air." As part of her Bachelor's thesis, the task was to modify the copper complex so that it remains stable in air - and does not decompose in air.

"We live the link between research and teaching"

Once they have completed their Bachelor's degree, chemistry students at Master's level can choose from three specializations: "Reactivity, Catalysis and Sustainability", "Spectroscopy, Magnetism and Materials" and "Life Science and Bioanalytics". The special thing about the Master's degree: "Unlike the Bachelor's degree program, you have a higher proportion of English-language courses," reports Andrea Langenstein. "And you complete research internships in which you are already directly involved in one of our working groups at the department." Research at the department is at the cutting edge, contributes to the issues of the future, "it's about sustainability or energy systems", and much more. Research topics are incorporated into the lectures and seminars - and in the research internships and Master's theses, Master's students are involved in scientific projects: "We are a place where the link between research and teaching is put into practice."

Master's student Vanessa Hofmann has chosen to focus on "Reactivity, Catalysis and Sustainability" and "Life Science and Bioanalytics". She is not yet sure what she will do after her Master's degree. "You often hear that you should do a doctorate after studying chemistry. But I've also heard about other careers." Nevertheless, she can well imagine doing a doctorate: "I would be interested in working on a topic for a longer period of time."

Industry, sales, research and development: many career options later on

And after that? What career direction should she take later? "Maybe into industry as a laboratory manager." But she would also like to work at a university: "I would like to help train the next generation of students." In general, a degree in chemistry opens up many opportunities: "You can easily work your way into many areas." In addition to industry, research and development, for example, you could also go into sales.

You should have fun, curiosity and enjoy experimenting

And what should prospective students know in advance? What should you bring with you to study chemistry? "A good understanding of mathematics and, above all, science, fun, curiosity and a love of experimentation," says Andrea Langenstein - and adds: "."

"Studying chemistry can be a lot of fun if you stay on the ball," says Vanessa Hofmann, describing her experiences. "You should be interested in learning lots of new things, even independently, and you should enjoy laboratory work." An advanced chemistry course - or even mathematics and physics - in the upper school is not absolutely necessary: There are good courses on offer at the university that can help you close gaps in your knowledge, such as the math pre-courses. "You can achieve a lot through hard work," says Vanessa Hofmann, who knows how to master her challenging studies: "You grow into a lot of things quite well during your studies. You are supported and not alone."

Anna Beugel, who was born in Haßloch, completed her Abitur in March 2020. It was an uncertain time back then, she remembers, with coronavirus causing a lot of confusion. "I didn't know exactly what I was going to study back then. But I was sure that it would be something in the natural sciences." Landau was an obvious choice as she could live further away from home - and wanted to commute. "That's how I came across environmental sciences." The subject appealed to her in terms of content: "All the natural sciences are covered. It was a perfect fit for me."

"We get a very good basic education"

To this day, she is "super happy with this decision", as she says. The course is challenging, of course - but fun at the same time. What is special about her subject? "That so many subject areas are covered." In addition to chemistry, physics, geography, biosciences and environmental sciences, the curriculum also includes subjects such as socioeconomics, statistics and environmental informatics. Anna Beugel: "We get a very good basic education. We are not experts in one subject afterwards, but have a good basis for many things."

Of course, there is a lot to learn. In addition to lots of theory in the lectures, there is also plenty of practice: "We work in the lab and go on excursions." This includes examining the soil profile in the wild - and seeing how different locations adapt to the climate. And what's more: "Even in the Bachelor's degree program, there are smaller elective options." Anna Beugel has chosen an elective module in business administration and one in environmental management. "I'm drawn towards environmental economics," she says, describing her area of interest.

What is so challenging about the Environmental Sciences degree program? "The fact that we are so broadly based is sometimes both a blessing and a curse. Because there are one or two subjects that are a little more difficult for everyone." For some, it's physics and chemistry. For others, it might be mathematics and statistics. You then have to invest time, work and energy to get ahead. Anna Beugel: "I didn't have any chemistry or physics in the sixth form, for example. Then you have to be honest with yourself and get stuck in, especially with those subjects." But it's all doable. "You can also join a study group."

Bachelor's degree in environmental economics

Anna Beugel is currently writing her Bachelor's thesis in the field of environmental economics. "It's about the valuation of ecosystem services provided by forests." What does this mean to a layperson? "Trees, for example, consolidate the soil in the forest with their roots. Or the forest cleans the air." Such "services" can be valued in monetary terms: forests can be attributed a value of several billion euros a year in this way. "I'm researching this topic in my Bachelor's thesis. I'm looking at what already exists, with a focus on Europe."

Environmental management in industry or environmental law in public authorities

Later on, she can imagine working in the field of environmental management: "In industry, for example." What activities would she then pursue? "It's about helping a company to improve its environmental performance. For example, if less carbon dioxide is to be emitted. Or reducing energy consumption." Anna Beugel has already gained experience in industry as a working student.

In turn, she completed a work placement at a nature conservation authority: "I worked there on agricultural well drilling and its approval. Among other things, they assess the extent to which water extraction affects the environment." And beyond that? What other directions could a degree in environmental sciences take you? "You can become a climate manager, maybe be employed by a city." Because in times of climate change, more and more cities are asking themselves what can be done to combat the high temperatures inside residential areas in summer. Research is also a possible field of activity: "You can stay at the university, do a doctorate. And work as a research assistant." Environmental communication is also a career option. "Or even politics. You can work as a politician yourself - or in an advisory capacity."

"The whole course broadens your horizons"

What does Anna Beugel recommend to prospective students? "Bring an interest in science and perseverance. And you should be aware that studying can be challenging." Ideally, you should also have the ability to link different topics together: "You have to be able to see the whole network and not just individual aspects." And you should be able to question things critically. "But you also learn all these skills during your studies." And then she adds: "I also developed personally during my studies." The identification courses are a good example of this, i.e. the correct recognition of animals and plants. "I would never have thought before that I would be so interested in bugs or plants." The whole course broadens horizons. "Because we are so broadly based, everyone finds their passion."

And who might be interested in the degree program? "For anyone who doesn't want to commit one hundred percent to just one natural science during their studies. With environmental sciences, you can try out different directions." For Anna Beugel, the extensive acquisition of knowledge continues after her Bachelor's degree: "I'm staying in Landau and adding on a Master's degree." There are two further Master's courses to choose from: "Environmental Sciences" and "Environmental Pollution Management" - "I opted for Environmental Sciences."

"Modern biology, biotechnology. That's what interested me," says Luca Samuel Langenberg when asked why he decided to study biology. Born in Bad Kreuznach, he looked at various university cities in advance: Darmstadt, Mainz and Kaiserslautern. "Of all of them, I liked the campus in Kaiserslautern the best." In the end, he chose what is now ����ֱ�� - and the Bachelor's degree course in Molecular Biology.

Good ratings in the CHE ranking

The Department of Biology at ����ֱ�� also scored very well in the university ranking by the Centre for Higher Education Development (CHE): students rated the organization of studies and the teaching of scientific skills with 4.2 (out of a possible 5) stars each. They are also satisfied with the general study situation and the support provided by lecturers. Dr. Anne Schaarschuch, Study Manager at the Biology department, is pleased with the latest survey results: "Compared to neighboring universities, we do very well. At the same time, however, this is also an incentive for us to become even better."

Insights into all areas of biology - with a focus on molecular research

Luca Samuel Langenberg has never regretted his choice - he likes his studies at ����ֱ��: "In the first four semesters, you get an insight into all areas of biology. You get a very good overview. There are lectures, practicals and seminars." With an impressive 40 percent practical component, the Bachelor's degree program is anything but dry: "I think that's the advantage of a TU. You learn practical things early on that you will need later for laboratory work." Overall, his degree program has a very modern orientation: "It's not forest-and-meadow biology that we do. Even the basic modules are about molecular research."

Elective options from the third Bachelor's year onwards

From the fifth Bachelor's semester onwards, there are various specializations to choose from: This could be botany, microbiology or neurobiology, for example. Luca Samuel Langenberg: "You choose two specializations, two advanced modules." As part of an advanced internship, you then spend three to four weeks working in the laboratory of a research group. You try out the latest experimental techniques, write protocols and give presentations. The Bachelor's thesis is usually written in one of the two specialization areas.

What is the biggest challenge during your studies? Luca Samuel Langenberg: "Nothing is really difficult. Some people have problems with chemistry, physics and mathematics." But with a bit of commitment, even that is manageable. Biology is closely linked to physics and chemistry, says Anne Schaarschuch: "But we introduce our students to these subjects very well. No one should be put off by this." From the winter semester 2024/25, computer science will also be on the timetable. Anne Schaarschuch: "A lot of data is generated in modern biology these days. Biologists should therefore be familiar with basic data management. But we also introduce our students to this slowly. Programming skills are not necessary beforehand."

Studying biology is time-consuming

Speaking of commitment, what should prospective students know in advance? Luca Samuel Langenberg: "The degree course is time-consuming. There's a lot to learn." There are lots of lectures during the semester. At the end of the semester is the exam phase, followed by internships during the lecture-free period. Academic training requires commitment. The 23-year-old Langenberg is currently in his first Master's semester - but is also in the final stages of his Bachelor's thesis: the subject matter is biotechnology and he is researching a green algae as a model organism. "In my working group, we introduce genes into this algae in order to produce proteins that allow us to draw conclusions about the conditions in the cell." Such approaches are not uncommon in the life sciences: Insulin, for example, is nowadays produced using genetic engineering processes.

Four Master's specializations to choose from - high degree of internationalization

At Master's level, the Biology department offers four different specializations: "Microbial and Plant Biotechnology", "Ecology", "Molecular and Medical Neuroscience" and "Molecular Cell Biology". The courses are taught in English - because: "We have a high degree of internationalization in the Master's courses," explains Anne Schaarschuch, "around 30 percent of Master's candidates come from abroad. That's a great mix. We have the whole world on campus, so to speak." Many students also complete an internship abroad or a semester abroad.

How do plants become more stress-resistant?

Luca Samuel Langenberg has opted for "Microbial and Plant Biotechnology". "Among other things, it's about how plants can be modified to make them more stress-resistant." This depends on various proteins in the plant. He wants to understand how plants react to climate change and its effects, for example. "And what can be improved." Later on, he could imagine working in the field of biotechnology. "The biotech industry is booming." In general, a degree in biology can take you in different directions: with a doctorate, you can stay in research - at a university or at an institute outside the university. Pharmaceutical companies also offer attractive jobs - "or you can work in the field of nature conservation".

"We train people to solve problems independently"

"We train people to find their own solutions to problems. Problems that we don't even know will exist one day. That's the typical thing about studying natural sciences," summarizes Anne Schaarschuch. And what do she think prospective students should bring with them? "Fascination and enjoyment of biology, great curiosity. And the will to question everything." Wanting to question things - Luca Langenberg is planning an internship in industry next year - in the field of biotechnology: "Let's see, maybe they'll take me on later." With his sound training, he will certainly be welcome there.

People behave very differently in the same situations - Rasmus Möring already noticed this fact as a student: "I wanted to understand how this happens. I wanted to understand the system behind it." The reason why he decided to study psychology. He chose Landau as a place to study "because the university is not so big". Not as anonymous as perhaps at a mass university in a big city, he says. The 26-year-old is currently in his sixth Master's semester. His Master's thesis is about social exclusion and group affiliation. The whole thing takes place within the framework of social psychology. His favorite subject, as he adds: "Social psychology is one of the foundations for media and communication psychology and also for political psychology."

Involved in research at US university

He has been loyal to social psychology since his third semester as a student assistant. One day, he met the American professor Felicia Pratto, a social psychologist at the University of Connecticut. "She gave a lecture here in Landau. I plucked up all my courage and asked her for an internship." One year and numerous emails later, he was supposed to join Pratto in the USA for a research internship. "But then came corona. And the whole thing became an online internship." Nevertheless, this also gave him an insight into the research of the psychologists there.

This was followed by a stay in the country from May to July 2023: Rasmus Möring worked on site - in the research group at the University of Connecticut. "I was able to contribute to the development of a book chapter, for example." What was the content about? "How status and radicalization are connected - under social exclusion." The internship consisted of reading, researching specialist literature and summarizing findings. "We then discussed everything together as a team." The atmosphere in the research group was great: "I worked with Bachelor's graduates. In other words, with people who were at roughly the same level as me. However, they were already doing their doctorates. The system in the USA is different to ours in that respect."

What did he learn specifically? "How to conceptualize a theory. How to establish correlations and create a common thread in data." He was also able to familiarize himself with the AMOS statistics software. "I hadn't worked with it before in Germany." And he was able to take part in a specialist conference: "We presented our results in Montreal." There in Canada, he met important and interesting people from his field of research. "People who developed the theory we used as a basis 20 years ago." He received tips "that we were able to include in our book chapter."

Scholarship made a stay in the USA possible

Networking in science is important - that's what he takes with him. And what else? What other added value did the internship have? "Clearly, I was able to improve my English skills. Especially my technical English. You need that for specialist articles or at conferences."

He financed this stay abroad outside of the usual programs, as he emphasizes: "In a way, I went my own way. As a scholarship holder of the Friedrich Ebert Foundation." He has been a scholarship holder of the foundation since his second bachelor's semester and receives 300 euros a month, "an internship abroad is also financed if it is credited at Landau University." A scholarship as a way of financing a stay abroad - he recommends: "Look around at foundations. Far more people can get a scholarship than you might think."

"The culture in Sweden and the USA is very different"

Another stay abroad followed from August to January 2023. This time as part of the Erasmus+ program. "I spent a semester here as a student at Mid Sweden University. A university with two campuses, just like ����ֱ��. About a four-hour drive from Stockholm." What was different in Sweden compared to the USA? "The culture is completely different," says Rasmus Möring. "American culture is very open. Swedes, on the other hand, are very reserved." He initially had to get used to this difference: "I remember meeting a Swedish friend on the way to a lecture. I tried to start a conversation with him. However, he only answered my questions in monosyllables and didn't smile once. That surprised me. Someone else told me later that this was typical of the north. But observations like that are part and parcel of a stay abroad." Apart from university and the interpersonal encounters - what else did he experience in Sweden? "I was in Lapland. That was a great experience. I tried ice fishing and saw the northern lights. And in the far north, the sun didn't rise at all. That was awesome."

"Living in another country is different to going there on vacation"

His conclusion from all this: "I can only recommend a stay abroad to anyone." And what advice would he like to give other students in advance? "Start organizing everything early enough. That takes the pressure off." And: "You should familiarize yourself with the culture of the country in advance, even if it's a European country." So: "What are the people like? What can I expect? A few things are definitely different from here. And there will always be surprises." Living in another country is very different from going on vacation there. You shouldn't underestimate the organizational effort either - especially if you're going to the USA. Rasmus Möring: "The International Office in Landau gave me a lot of support. For example, when it came to applying for a US visa."

Rasmus Möring wants to do a doctorate after completing his Master's degree. He can imagine working for universities or government organizations, security agencies or NGOs, for example. "I want to be able to use my specialist knowledge." The question of why people behave the way they do is something he has already been able to investigate several times during his studies - and with international insights.

When asked why she chose Kaiserslautern as a place to study, Lena Wirries says that the Mathematics department's regular good performance in the CHE ranking was a decisive factor. And why mathematics? "I already knew in high school that I wanted to study something. And I really enjoyed mathematics even back then." Studying to become a teacher was out of the question for her. "Then at some point I discovered that you can study mathematics without a teaching degree." And that made it clear to her: She started in the winter semester of 2021/22 and still doesn't regret the decision: "The atmosphere in our department is very informal. I really like the community we have here. Almost everyone knows each other."

"You can ask questions at any time"

What she likes about her degree course is that everything is so logically structured. The challenge, however, is "to stick with it and not give up". After all, studying is not always easy: "There are times when everything doesn't seem to work out. But it's not only in such situations that you get help: "You can talk to older students, for example. The professors are also willing to listen. You can ask questions at any time." Dealing with them is uncomplicated.

What should prospective students know in advance? Studying mathematics is different to math lessons at school. "Studying is not about calculating, but about understanding the background. You have to prove things and these are logical arguments," reports Lena Wirries. And course manager Dr. Anna Lena Birkmeyer is also familiar with this often-mentioned difference: she has already heard the comparison that mathematics at school is like painting by numbers. When you study mathematics, you paint yourself.

High-quality education in a family environment

However, Birkmeyer, who herself studied and completed her doctorate in Kaiserslautern, adds: "The mathematics department at ����ֱ�� offers a high-quality, challenging education, but in a very good study atmosphere." This was also confirmed this year by the CHE ranking: "Our department was the only one in Germany to receive five stars for the general study situation." Many other categories, such as study organization, support during studies and support for studying abroad, also received top marks. Anna Lena Birkmeyer: "We take care of things. We see the students as partners. At the same time, you can get to know mathematics in all its facets."

Practical relevance very early on in the course

The department cooperates closely with the Fraunhofer Institute ITWM, which is just a stone's throw away from campus. Here, students have the opportunity to get a taste of practical experience early on in their studies through the joint establishment of the Felix Klein Center for Mathematics: there are mentoring programs and positions for student assistants. There are also opportunities to work on research projects during your studies.

In general, studying mathematics is anything but a monotonous affair: there are various areas of specialization to choose from as early as the Bachelor's degree program. It is possible to focus on business mathematics or technomathematics - as well as "Algebra, Geometry and Computer Algebra" and "Analysis and Stochastics". Lena Wirries opted for algebra: "It's all about looking at different algebraic structures." She likes the fact that everything is so precise and conceptual. What does this mean for a layperson? "At the beginning of the course, for example, you deal with groups, which are such an algebraic structure." An illustrative example of this is the Rubik's cube, where the rotations are the elements of the group. "For every rotation, there is the same rotation in the opposite direction - the inverse element - and the rotation where you do nothing - the neutral element. Algebra is about working with structures like this."

"Just give it a try"

Lena Wirries, who is now in her sixth Bachelor's semester, recommends prospective students to simply give mathematics a try: "You notice relatively quickly in the first two semesters whether it's right for you." She recommends taking part in the introductory weeks for first-semester students in any case: "You can make contacts early on. You get to know people with whom you can form a study group, for example." You should always have curiosity and perseverance to study mathematics, she adds - and of course a certain basic interest in mathematics.

Stamina, creativity and imagination are required

Anna Lena Birkmeyer can only confirm all of this: "You should be open-minded and enjoy solving puzzles. Have imagination, creativity and a good dose of stamina." Lena Wirries has all of this. She wants to do a Master's degree after her Bachelor's. She would also like to go abroad. Depending on how well she likes the scientific work in her Bachelor's thesis, she might even do a doctorate later on. Taking a look at the CHE ranking when choosing where to study has definitely paid off for her.

How do I actually know whether studying at university is right for me?

Katrin Kuhnert: Are you interested in knowing how the world works? Or do you want to teach young people something? Then studying at a university could be just the right thing for you. You should be aware that after completing a degree at a university, you will have the highest educational qualification in your pocket. Accordingly, there is a lot of material to learn - but the effort is worth it! You will gain comprehensive specialist knowledge, acquire problem-solving skills and have a wide range of opportunities on the job market after graduation.

The transition from school to university worries me. How is learning different during your studies?

Miriam Jungheim: At school, the learning material is already pre-structured, for example by timetables and teachers. At university, you are responsible for your own learning and organization. However, this also gives you more freedom in terms of organization.

Katrin Kuhnert: Freedom is an important keyword, freedom and independence. To a certain extent, you are free to choose the content of your studies and define your own specialization. If you want to go abroad during your studies, that's no problem either. One university offers you the opportunity to spend a semester abroad at a partner university. You didn't have that much freedom at school before and it's a unique experience.

Miriam Jungheim: And you grow beyond yourself! You develop your personality through your student involvement, for example in Unisport, environmental protection, university politics or other student associations.

But there are so many degree programs! How do I find the right degree course for my interests and goals?

Katrin Kuhnert: The best way to do this is to take a two-pronged approach. Firstly, it's important to get an overview of the different subjects. For example, take a look at the degree program overview page at ����ֱ��. There you will find an overview of the degree programs you can study at our university. On the other hand, you should ask yourself: What suits me? What are my interests, strengths and skills? Talk to your family, your friends or your teachers. Ask them what they studied and what careers might be open to them after graduation.

Miriam Jungheim: Central Student Counseling and the Student Service Center can also help you find your way around. For example, you can find out which degree programs might suit your interests through workshops or individual study advice. You will also find out how you can make a study decision that is right for you.

There are over 160 degree programs at ����ֱ��. What is the focus in Landau and in Kaiserslautern?

Miriam Jungheim: In Landau, you will find our teacher training courses as well as environmental sciences, educational sciences, cultural and social sciences or psychology. There are also interdisciplinary degree programs such as "People and the Environment: Psychology, Communication, Economics". Here, environmental topics are combined with psychology, communication and Business Studies and Economics aspects.

Katrin Kuhnert: In Kaiserslautern, the focus is on STEM subjects. We are very well positioned in the technical and scientific subjects and are also very strong in research. There are also many scientific institutes in the vicinity of the university. Some students work there and at the university in research alongside their studies. There are also the Architecture and Business Studies and Economics departments as well as the interdisciplinary Integrative Social Sciences degree program. In addition to social sciences, you also study subjects such as technology and economics.

I'm not quite sure what I want to study yet. Can I get an idea of everyday life at ����ֱ�� in advance?

Katrin Kuhnert: Yes, of course! We have the ����ֱ��zero orientation program. If you have completed your Abitur and have not previously been enrolled at another university, you can get an insight into various departments for one semester. The orientation course starts in the summer semester. It is a good way to find out whether you feel comfortable at our university. If you want, you can even take exams and have them credited to your degree course later.

You have sparked my interest in studying at ����ֱ��. What should I bring with me to get off to a flying start?

Miriam Jungheim: Curiosity, interest and openness are very important. Studying at university means acquiring new content yourself and organizing your learning independently. The subject matter at university is very demanding, but you should also want to work precisely. If you enjoy learning new things and want to organize your everyday life and learning yourself, then university is the right place for you!

Katrin Kuhnert: There can be ups and downs during your studies - and that's completely normal. But you are part of a community in which many people feel the same way as you do. You can help each other by forming study groups, for example. ����ֱ�� also offers various counseling services for personal concerns: from changing degree programs to doubts about studying to mental health. Don't be shy and talk about your thoughts.

And how can I apply for a place?

Miriam Jungheim: There are fixed application periods for the summer and winter semesters. You can find these and the application portal on our website. The portal explains what information we need and which documents you need to submit. For degree programs with restricted admission, there is sometimes a nationwide coordinated distribution of places. You can find more information on how to apply on our website - or get in touch with us and ask us your individual questions.

What are my career prospects after studying at ����ֱ��?

Miriam Jungheim: The career prospects after a degree in teaching or psychology are currently very good. Due to the increasing presence of climate mathematics, environmental subjects also have good prospects. Our subjects have an interdisciplinary structure and are therefore in demand on the job market. To tackle the challenges facing society, you have to be able to think and act in an interdisciplinary way.

Katrin Kuhnert: And the career prospects in the STEM field are also very good at the moment. However, I generally recommend studying what you enjoy and a subject that you are interested in.

You are now studying abroad at ����ֱ�� in Landau. What changed your mind?

Sadiksha: We did our Bachelor's degree in Environmental Sciences in Kathmandu/Nepal and then wanted to study abroad to get a better education and even better career prospects. Our first choice was to study abroad in the USA. But the incredibly high tuition fees and the difficult visa process put us off this idea. Our cousin recommended that we study in Germany because you can get a very good education there at low tuition fees. And so we decided to go to Germany to study abroad - a decision we do not regret. Now Samiksha is in the 4th semester of her Master's degree in Ecotoxicology and I am in the 4th semester of my Master's degree in Environmental Sciences. And we are both very happy.

It must be nice to be able to study abroad together at the same university...

Samiksha: Yes, we've always been in a double pack. Back in Nepal, we went to the same school, did the same Bachelor's degree at the same university and almost everything else together. But that also has its disadvantages: We had to get used to being compared to each other by teachers and supervisors. That's not good for your mental health - and we knew we wanted to change that. So it was a conscious decision to separate for the study abroad. But as good as it is to study apart, it can be scary to live abroad alone.

Sadiksha: For this reason, we set out to find a university in Germany where we could study on different Master's programs, have different daily routines and still live together. But the search proved to be more than difficult. We quickly realized that there weren't many German universities that met our requirements. After our Bachelor's degree, we wanted to focus on different areas for our further studies. Samiksha wanted to specialize in certain environmental topics. I wanted to broaden my understanding of environmental science by studying its application and context in other countries, not just Nepal. When we discovered the Master's programs at ����ֱ��, we knew it would be a perfect fit for us.

What else is good about studying abroad at ����ֱ��?

Samiksha: We like the small campus in Landau. It feels familiar because you see a lot of people you know. You don't feel so alone, which can be a challenge when studying abroad. We were also very lucky that the International Office and especially the Welcome Center at ����ֱ�� helped us with everything, from visa problems to questions about applications and accommodation to appointments with the immigration office. We always knew that there was a reliable contact person on site who could help us with everything at any time.

Sadiksha: And we really appreciated the mentoring program and the Welcome Days Program at ����ֱ��. They helped us a lot with all the organizational things, especially in the first semester when everything was new to us. They also helped us get to know other international students and explore the campus and Landau.

Time flies - and now you're almost finished with your Master's degree. What plans do you have for the future?

Samiksha: After graduating, we would like to gain work experience in a German company. At some point, we would like to return to Nepal and use what we have learned to do effective work in the environmental sector. There is already some awareness of environmental issues in Nepal, but Germany is several steps ahead in terms of research and technology. Therefore, our vision is to combine the acquired expertise from the two areas of our Master's program. Our goal is to use modern technologies to develop innovative solutions for a greener and more sustainable Nepal.

Sadiksha: I believe that the courses in environmental science at ����ֱ�� will provide me with specific expertise in conservation, modeling and environmental economics. In the future, I would like to use the knowledge and experience I have gained during my studies in industry or academia. We can make a difference in Nepal if we combine our knowledge in the fields of environmental science and ecotoxicology.

When you look back on your studies abroad: What was the biggest challenge for you?

Sadiksha: Back in Nepal, we were always afraid to ask teachers or professors questions. But studying abroad at ����ֱ�� is different: you have small courses that allow a more personal approach to studying. And when a professor says: "No question is a stupid question", you talk more and more openly. We had to get used to that, but it was definitely a relief.

Samiksha: And of course we missed our friends and family. As foodies, we also missed our favorite dishes from home, but luckily there is so much good food in Germany. Our favorites so far: Tarte flambée, Christmas market delicacies like tarte flambée salmon and mulled wine. And bread, of course!

What would you recommend to others who are thinking about studying abroad?

Samiksha: Studying abroad can sometimes be a challenge, but they are worth it when you have the prospects in front of you. So combine your studies with some free time and travel around. Get to know Germany, other European countries and the nice people. We've already been to Austria, Luxembourg and Croatia - every country is unique.

Sadiksha: Apart from that, Landau is fantastic. We love that it's a small town and close to the Palatinate Forest. We are enjoying our best time at ����ֱ�� while studying abroad in Germany!

"It was a gray, unexciting day. I packed a few things and took the train to Landau. When I changed to the Regio in Neustadt, I suddenly saw a beautiful sunset behind a mountain panorama. I thought, how cheesy is that? This is where I'm supposed to study?" This is how Frieda Kind describes the moment when she traveled to Landau for the first time in September 2020. This moment was to be the beginning of her love for a small town she had never known before, to which she dedicated her own short film entitled "Landau-Brille" three years later.

Kind was studying psychology in her eighth bachelor's semester at ����ֱ��. At the time, Landau University was the first to accept her. Neither the city nor the surrounding Palatinate region had previously been on the Erfurt-born student's radar. "Back then, many of my friends went to study in big cities like Berlin or Heidelberg. Landau was still a blank slate for me. But as I quickly found a flat share, I thought to myself, okay, then Landau it will be," reveals the 23-year-old.

Typical Landau moments

It didn't take her long to settle into the small town in the southern Palatinate. In the three and a half years she has now spent in Landau, she has repeatedly come across "typical Landau moments." Which is why, last summer, she decided to create a project "that gives Landau back what it was for me." And so the short film "Landau Glasses" was created.

The five-minute film, which was released in September 2023, is intended to showcase all the experiences and typical moments that Kind associates with Landau and give both first-year students and other newcomers a first impression of the city. Students in particular, who according to the film usually have to master the "balancing act between being free and financial limitations", should find themselves reflected in the film's statements.

"Studying where others go on vacation"

"Circles are constantly closing. You know some people from shared flats, others from parties or from working together. And suddenly everyone knows each other too," reveals Kind. "Landau takes the saying that you always see each other twice in a lifetime to a whole new level. You meet by chance five times a day," says the film. Landau is a small, informal town where everyone knows each other. "I've also never experienced people directly revealing where they live in conversation. In other cities, it's very private," says Kind.

"Studying where others go on vacation." The student can understand why the Palatinate is referred to as the "Tuscany of Germany". She finds the landscape more beautiful than in her home state of Thuringia. She finds the sight of vineyards calming. When she goes home, she always brings "a little wine" from the Palatinate with her. The expressions "Alla hopp" and "ajoo" have now become deeply ingrained in her vocabulary. "That's really bad. I catch myself doing it, especially on the phone," Kind reveals with a grin.

"Nothing is enough because anything is possible." The film also addresses issues that are not specific to Landau, but are more of a "curse of our generation", says the 23-year-old. "We have so many options and we are given so much information that there is no end to it." Landau is not a bad place for this, as the opportunities are manageable, she says.

Seeing the world with different eyes

After initial reservations, the student now has a special view of Landau, sees the city positively and feels at ease. It's as if she's wearing rose-colored glasses. "It's beautiful here and I love it. When you live here for longer, you see the world with different eyes, as if you're wearing glasses. The Landau glasses," enthuses Kind.

The red glasses, on which Landau is written in white Tipp-Ex, are the central element of the film. She came up with the idea when she was visiting a friend: "I wanted a special twist for the movie. I saw a comic hanging on a friend's wall that said: 'the yellow tinted lenses'. That's when I got the idea for the glasses."

"I got goosebumps"

Kind started writing the script, made a few initial recording attempts with her cell phone and had a friend record the voice-over, i.e. the voiceover in the background of the film. At the time, she had no plans to show the video to the public. Partly because she had never shot or edited a film before. "I was overwhelmed, but then I met Tim at Unisport Parkour," she recalls.

When Frieda Kind met Tim Müller at Unisport, he mentioned that he liked producing videos and was even studying graphic design by distance learning at the Diploma University in North Hesse. "Frieda approached me and introduced me to the idea. She already had a script, a gallery of cell phone videos and the first version of the voice-over. I'm not from Landau, but it all immediately gave me the feeling of Landau and I even got goosebumps. I was immediately involved," says Müller.

With longboard and inline skates through Landau

Kind now planned a route through Landau. From the train station to the university, via Schillerpark and Goethepark to the former state garden show grounds and back. Equipped with a longboard and inline skates, the two then filmed countless videos of the city. They also collected video snippets for the film at the Landau Summer and the Fête de la Musique. The protagonists are mainly Landau students, while Kind herself only makes brief appearances. She emphasizes that the film should not focus on herself, but on Landau and its people.

Müller made the first cut, and the two then sat down together again and again to work on the project in their free time alongside their studies. The different camera angles, tracking shots, voice-over and atmospheric music in the background make the film look like a cinematic trailer. "I'm incredibly grateful to Tim for being involved," emphasizes Kind. "It was only through him that I realized that this small project could become something bigger." The Karlsruhe student is now in Landau so often that he also wears the metaphorical Landau glasses: "I also have these Landau moments all the time. Meeting five times a day is particularly intense."

Film award at La.Meko

The two soon started thinking about submitting the finished film to the Landau International Short Film Festival La.Meko. But that wasn't necessary. The festival organizers approached them. Kind and Müller's short film production was shown at La.Meko last December and even won the prize for the best regional documentary.

What's next for the two young filmmakers? The two have no concrete projects planned, but they can already imagine producing another film. "People come and go, move here to study or simply stay here," they say in the film. There are those in Landau who stay longer and those who are just passing through, explains Kind. In both cases, however, the city is not a place for quick acquaintances, but for deep friendships. And even if Kind moves away from Landau again for her Master's degree, her time in the Southern Palatinate will always remain a beautiful chapter for her and the Landau glasses will always be with her.

The movie "Landau Glasses" can be seen on YouTube.

Text: Felix Schönhöfer

1. the cafés

When I came to Landau for the first time in fall 2020, one of my first searches was for vegan food options. As a new vegan at the time, it was absolutely clear to me that the range of vegan-friendly restaurants and cafés would always play a role in my choice of where to live. In the area where I come from, this offer tends towards zero, which is why the selection in Landau at the time seemed like paradise to me. And yet a few such cafés were added to Landau's cityscape while I was still a student. Café Cosmo and Café Zur Krumbeere, in particular, took on the role of my living room at times. For a relatively small town, Landau has an incredibly homely eco-charm, which is reflected in the ever-growing number of hip cafés with a socio-ecological concept. Logically, I had to try them all.

2. the Rote Kaserne

The university has many branches in Landau, so student life is closely linked to city life. In my opinion, none of them describes this connection as well as the Rote Kaserne: the birthplace of the father of the American political cartoon, Thomas Nast, is not even the most beautiful branch of the university: that title certainly belongs to the magnificent building in Xylanderstraße. The Rote Kaserne is where many of the social sciences and sociology staff have their offices and teach. As a student of , I probably had at least one course there every semester. Accordingly, I associate formative moments from my student days with the old military barracks. During the Landau Summer (a festival in the city center), I danced and ate pizza with friends outside the building. One Saturday in midsummer, I sat there eating ice cream at an event on media sociology and discussed the (un)democratic potential of social media. I sat there hungover in seminars more than once and wished I had said and done fewer stupid things at parties. Maybe there was even a little champagne tasting in the seminar once. The Department of Political Communication, where I wrote my Bachelor's thesis, also had a few events there. I therefore also registered, presented and handed in my Bachelor's thesis in the Rote Kaserne. Over the course of the semester, I also gave many exciting presentations there, all of which ultimately led me directly or indirectly to my enthusiasm for political communication. In short, I experienced all the emotions that are part of a good student life in this building. And every single one of them has brought me something.

3rdSchorle hike to the Kleine Kalmit

Well, it doesn't necessarily have to be a Schorle hike. You can also do a normal hike to the Kleine Kalmit. From the highest elevation in the Rhine Graben, you have a wonderful view of the Palatinate Forest. If you want the full program, join the pilgrimage on the first of May. Every year, there is hardly a free spot on the entire Kleine Kalmit, as people sit everywhere on picnic blankets and dubbe glasses (the Palatinate sliding glasses with round indentations for a secure grip) in their hands. However, the hour and a half it takes to get there (depending on how many breaks you take) is worthwhile at any time of year. It's just a shame if it rains for an hour and a half on the way back and you keep slipping in the mud. However, I can now find my way there and back in all weathers.

4. market Saturdays

This is one of the things I will miss the most: sitting in the sun in the market square on a Saturday morning with a jute bag filled with local fruit and vegetables next to me. In front of me, a cappuccino and a chocolate croissant from the best bakery stall in the whole market. They taste best when you dip them in your coffee. One of the best things about these mornings was always their spontaneity. Because Landau is so small, everyone is close together. I usually wrote a quick message on the way to the market, something like "Coffee at the market square soon?" When buying fruit and vegetables, I took all the time in the world - you're usually standing in a queue anyway, listening to the orders of the people in front of you. Incidentally, this is a good way to find inspiration for what you actually want to buy, because I usually went shopping less for the vegetables and more for the nice feeling at the market. Quite apart from the fact that the average student can't afford it anyway, you don't have to buy kilos of grumbeeren (Palatinate for potato) and pointed cabbage at the market to feel good. Sometimes a few apples are enough. Only the chocolate croissant is an absolute must.

5. sport at the LGS

The former Landesgartenschau (LGS) grounds should not be missing from any description of Landau. In my first semesters, a large part of my free time was spent there because the pandemic meant that we could only meet outside. It started with playing basketball in the sports facilities just behind the park, which eventually turned into volleyball and sometimes spike ball. Because the LGS is in the far south of Landau, we often walked back towards the city together, gradually saying goodbye to everyone. Sometimes there was an ice cream for the way home. Those days helped me get through the pandemic. At the time, I hadn't seen the inside of a single lecture hall due to the lockdown.

Of course, there are other places and experiences that make Landau special. For example, the many study breaks I took under the bell tower trees on campus or the university library, which I knew at least as well as my own home during the exam phases. But these five things can only be found like this in Landau. When I moved here four years ago, I never thought that I would be leaving such a unique way of life when I moved out. It's not easy to say goodbye, but I know that I'll definitely be back.

Teagan, what is the teaching concept all about?

The project seminar follows the concept of service-learning, learning through engagement. In the first half of the seminar, students receive technical and methodological training and receive scientific input on the consequences and effects of climate change, climate adaptation and climate communication from lecturers and external experts. In the second half of the seminar, students work with voluntary associations in the region, such as youth centers, allotment garden or soccer clubs, to develop risk analyses and recommendations for adapting their work. The Master's students on the Geography teaching degree course attend a film seminar at the same time in order to record the implementation and the results achieved in a short film. The short films made so far can be viewed on the website of the .

What is special about them for you?

For me, the special thing is that the students think outside the box and adopt a different perspective. They have the feeling that they are putting their knowledge to good use and making a difference in society. There is collaboration on an equal footing, because the members of the association also have the opportunity to share their knowledge. This transdisciplinary collaboration helps science immensely and the students become bridge-builders between science and society.

What should the students take away from this seminar?

In addition to the theoretical content, students should expand their skills in project and time management as well as communication in this seminar. These skills will be put to the test during the seminar. In terms of communication, working with the members of the association is particularly exciting, as students have to learn how to communicate and work didactically with specific target groups. At the beginning, many students wondered how they would ever manage the project in terms of time, but in the end they all rose to the challenge and can be proud of themselves. I certainly am.

Teagan, the seminar was awarded the 2023 Prize for University Teaching Geography. How did you get this award?

Every two years, the Association for Geography at German-speaking Universities and Research Institutions (VGDH) awards the prize for outstanding achievements in geography teaching. We applied for the prize and actually had the honor of receiving it last year. We are Svenja Brockmüller, who initiated the project, Jan Göppel, Anna-Maria Woszczyk and myself.

What do the association members say about the project?

The association members are delighted that the students are so helpful. They take the time to talk to them and are very committed. Even though the members are already aware of the problems relating to climate change, they often don't know what they can do about them. In cooperation with the students, they receive recommendations and strategies and learn how they can consciously implement them. Most clubs already act in a very climate-conscious way by switching to LED lamps, offering vegetarian food or thinking about waste avoidance. These are already important steps. The students also make suggestions for climate adaptation. At a soccer club, for example, training times could be adapted to the climate so that the body is not overloaded on hot days. Another adaptation could be made to the ground of the soccer pitch, for example, so that the water can drain away better on rainy days.

Why do you think this project is needed?

Climate change affects us all in our everyday lives and we need to start making a difference now at the latest. It is very important to think and talk about climate change, climate adaptation and climate protection. If we don't do this, we won't change anything. With the project seminar, we want to raise awareness by visiting local associations and seeking communication. Many clubs reported back to us that they had already identified problems before the project and were trying to deal with them. The students were able to support them scientifically and provide new impetus. It's not about implementing as much as possible in six months or checking whether all the recommendations have been implemented, but about sowing the seeds for ideas that the associations can continue and grow independently.

Jakob Stapf, why did you take the seminar?

I am studying for a Master's degree in and also completed my Bachelor's degree program in in Landau. I have been dealing with the challenge of transferring scientific knowledge to social systems for some time through my Bachelor's degree and I think it is important to find ways to do this. On the Master's degree course, students are given a great deal of freedom of choice in the module plan. As most of the other courses tend to be purely science-based, I was looking forward to looking more at the social consequences of the climate crisis in this seminar.

What advantages do you see in the seminar?

I see it as an advantage to look at the consequences of the climate crisis at a regional level and to meet a wide variety of stakeholders from science and society. The relaxed, informal atmosphere in the relatively small course and the friendly support from Teagan Wernicke meant that the learning content was conveyed in a sustainable way and we didn't feel left alone even in the more difficult phases of group work.

What were the challenges?

Time was tight to organize collaborations with local associations, including a video shoot, in just one semester. My group decided to establish contact with a local rowing club. Its members met much less actively on site in winter to talk about our concerns than would perhaps have been the case in summer. As a result, contact was initially rather slow. During the actual work phase, we were all the more positively surprised by their broad support as interview partners and the general interest in our topics.

What did you take away from the seminar, both professionally and interdisciplinary?

As a rule, complex environmental problems such as climate change tend to be considered at a global level in lectures. This is justified in view of the huge threat. Nevertheless, this often means that we lose sight of what the enormous changes actually mean for me and the people in my environment, my region. As far as heat trends are concerned, for example, I learned there that the Palatinate is one of the risk regions within Germany with potentially particularly high temperature increases over the next 30 years. I hadn't come across this worrying news before. However, it seems particularly important to me to inform people who live in such regions so that they can implement effective adaptation measures in good time.

What were the association's problems?

In the interview with the older members of the club, we received testimonials about climatic changes that have already taken place and what they have meant for the development of rowing in our region over the past 30 years. The rowing club has a small harbor basin on the Rhine. Until the 1990s, this was still regularly frozen over in winter, so that there was no possibility of rowing at all. Members of the club now practise their sport all year round - even days in summer are lost due to the heat. Falling water levels are a problem for the club. The old arms of the Rhine around Germersheim are mainly used as rowing areas. During the low water events on the Rhine in recent years, it was always questionable whether these could still be used without risking damage to the boat. There have not yet been any restrictions, but the members firmly believe that this will become a problem in the coming years.

What ideas did you come up with in the cooperation?

Together with the rowing club we worked with, we came to the conclusion that we need to be more sensitive to heat events. Hot days can be dangerous, especially for the old and young members. In addition, the risk of UV rays to skin and eyes is significantly increased on the water due to the reflections. One of the experts on the course then suggested to us that setting up a heat protection officer would be an option. In other words, a person who keeps an eye on the weather in advance and, if necessary, points out potential dangers for children and the elderly. A club-owned range of sun protection products was another idea. In addition, such a person could maintain contact with representatives from other water sports clubs and exchange experiences.

Info box

The project is offered as part of the seminar "Human-Environmental-Systems: Communication of Climate Change Adaptation between Science and Society" in the Master's degree programs in Geography (Module 13 "Space and Landscape") and Environmental Sciences (GEO1a "Human-Environmental-Systems") at ����ֱ�� in Landau. The service-learning concept combines social commitment with the training of students' technical, methodological and social skills. The aim of the project is to contribute to raising awareness among volunteers with regard to regional climate impacts and to develop tailored adaptation concepts in cooperation with association stakeholders. The project is funded by the Federal Ministry for the Environment, Nature Conservation, Nuclear Safety and Consumer Protection (BMUV).

"I'm studying integrative social sciences. When my friends first heard about it, they thought I was studying social work with a focus on integration. But that's not the case at all," laughs Hanna-Lea Hackländer, who originally comes from the Southern Palatinate - and came to Kaiserslautern about four years ago to study. Why did she choose this subject of all things? "After my Abitur, I knew that I wanted to go into political science. At first I thought about becoming a teacher. But then I found out that there was a degree program in integrative social sciences." She was immediately attracted by the diversity it offered. As the term "integrative" in the name implies, the degree program combines several disciplines into one big whole: "The mix that this degree program has to offer is much more than what is commonly thought of as social sciences. It is a combination of political science, sociology, economics, philosophy and psychology." Students attend various courses in all of these areas. "You won't find this in this form at any other university in Germany."

Bachelor's thesis on extremism research

Hanna-Lea Hackländer is now in her ninth semester. Her upcoming Bachelor's thesis will be about extremism in Germany: "I'm still researching it at the moment. The exact research question for my Bachelor's thesis has not yet been decided." What options does your degree program offer? "You can choose between specializing in politics or sociology in your Bachelor's degree." With the new examination regulations, a third focus will be added, adult education. A technical focus is also possible in the Master's degree. Hanna-Lea Hackländer decided to focus on political science. "I took social studies as an advanced course at school. Among other things, it was about political theories. I wanted to delve deeper into all of that." She is also interested in foreign policy and security policy.

Practical experience in the Bundestag

She is also expanding her knowledge as a student assistant in the political science research group: she has already helped prepare courses and given tutorials herself: "In a tutorial, I worked with first-semester students to deepen their introductory lecture." Another course she organized was about academic work: "Here, for example, we explained what is important when writing an academic paper."

Hanna-Lea Hackländer explains that she even lived in Berlin for some of her studies. This is because her degree program includes a three-month mandatory internship. She was able to put her theoretical knowledge into practice in the office of a member of the Bundestag. "Among other things, I did research for the work in the committees. Many people don't know that the actual work in the Bundestag takes place in various committees and not just in the plenary chamber." She was also able to take part in speeches and contribute her own ideas. "It was all incredibly interesting."

On site in Vienna: focusing on nuclear disarmament and foreign policy

The fact that "thinking outside the box" is the motto of her degree program is underlined by a week-long excursion to Vienna, which she undertook together with fellow students. The whole thing was organized by her department together with the German Armed Forces. One of the topics covered was nuclear disarmament: "We attended a seminar where we learned a lot about Austrian politics. We visited the Austrian Armed Forces, the German embassy and institutes in Vienna." International politics is very complex and multi-layered, an insight that she was able to deepen. "And how international relations can change, for example due to the war in Ukraine."

Political organizations, parliaments and research: there are many career prospects

What do you do with a degree in Integrative Social Sciences? "Some people think you can only become a cab driver afterwards. But of course that's not the case," smiles Hanna-Lea Hackländer. "There are many career fields. I wasn't even aware of that at the beginning." After a Master's degree, for example, you could stay at university and do a doctorate. You could then pursue an academic career as a lecturer or even a professor. But journalism is also a possible career path. You can also work as a research assistant for members of the Bundestag or in a state parliament. Political organizations are also a potential employer - as are foundations. "We also offer courses in personnel and organizational development as part of our degree programs." This also opens up career prospects: In the field of management consultancy, for example.

High willingness to read required

And what should prospective or first-year students know in advance? "You need to be very willing to read. You read a lot of scientific articles throughout your studies." It is also important: "You should be aware that mathematical knowledge is also required. Some people decide to study social sciences because they don't want to do maths. But that's a mistake. We deal with statistics and data collection during our studies. That's not a focus. But it's just part of it." And you shouldn't shy away from group work and giving presentations either. Hanna-Lea Hackländer is very happy with her choice of degree program. She doesn't yet know exactly where she will end up: "Maybe in the direction of teaching or consulting, we'll see." The opportunities are extremely varied - as they were during her studies.

"The atmosphere on site was very relaxed. Everyone approached each other in a very benevolent and relaxed manner."

But back to the Young Researchers Symposium: every two years, the TU-Nachwuchsring and the Center for Simulation and Software-based Innovation organize this interdisciplinary competition, which is aimed specifically at young researchers. The most exciting presentations and the best posters are selected. Why did Annika Maria Pick take part? "I just felt like it. I wanted to try out what it was like to give a lecture in front of an audience from outside my field." She applied, was accepted, prepared her presentation - which, incidentally, was given in English - and rehearsed it in front of her working group. "When the big day arrived, I was incredibly excited because I had never given a presentation in front of so many people before." But the excitement soon subsided: "The atmosphere on site was very relaxed. Everyone was very friendly and relaxed."

As one of a total of fourteen speakers, Annika Maria Pick also tried to engage the audience visually with graphics and simple explanations. "You sometimes make a joke at one point or another." In general, the participants approached the topic much more openly and freely than is usually the case with specialist lectures. Annika Maria Pick gave her presentation in the morning - and was then able to relax and listen to the other speakers - and look at the posters on various scientific projects on display: "It was interesting to see how diverse the research at ����ֱ�� is. I wasn't aware of that before."

"Later in your career, you have to be able to explain research in a simple and exciting way"

Almost two years have passed since then. Annika Maria Pick hopes to complete the experiments for her doctoral thesis at the end of the year. The defense of her thesis is probably scheduled for spring 2025. What conclusions can she draw from her doctorate? "I feel very well looked after by my supervisor, Professor Sabine Becker, and my working group. We talk to each other a lot and also do things together in our private lives." Originally from the Eifel region, the 27-year-old made a conscious decision to study in Kaiserslautern at the start of her degree, as she reports: "I really liked the campus and the proximity to nature at the student information day. Everything felt familiar straight away."

Annika Maria Pick came second in the Best Talk category at the YRS. What does she take away? "I now approach presentations much more relaxed and confident." And by the way - the ability to explain things in a simple yet exciting way is also important for her future career, as she adds: "I want to stay in research, perhaps in a managerial position, for example in the pharmaceutical industry. It's important to be able to promote your project in research proposals. Or to arouse the interest of cooperation partners for something."

And today, looking back with a certain distance - what would she recommend to future YRS participants? "Have the courage to try things out. Take the opportunity to think outside the box. The whole day and everything around it is incredibly exciting. I can only recommend this experience to everyone."

How did you come up with the idea of doing a semester abroad?

Like many things in the past year and a half, it was a practical coincidence (laughs)... My friend had been awarded a soccer scholarship in the USA, which led me to start looking into studying abroad. At the time, I was still in my third semester here in Landau, so it was the perfect time for a change of scenery. I therefore continued my studies at Rhodes College in Tennessee from summer 2022 to the beginning of 2023.

Were you able to keep to your regular study schedule in the USA?

That was a big issue for me. I tried to replace the German courses with their American counterparts as best I could, but the education systems are very different. Nevertheless, it was important to me to make progress with my studies during my semester abroad. That's why I had to go to the lecturers in Germany and ask them to give me credit in Germany for the courses I took in the USA. Sometimes I was a bit scared to ask them, but in the end I always got a sympathetic ear.

How did your life in Memphis differ from your life in Landau?

Originally, I come from a very sheltered area in Germany. Memphis is in the south of the USA, which is definitely noticeable in the atmosphere. Nevertheless, I feel that many of the clichés about this area are exaggerated. Yes, everyone carries guns there in plain sight, but you get used to that, to be honest. I found the contrast between rich and poor a much stronger culture shock. Memphis is particularly affected by this inequality. This contrast was heightened by the fact that Rhodes College is a private one. There, all life takes place on campus, which is closed off and under security surveillance. From halls of residence and supermarkets to clubs, cafés and a pool, there is everything on campus. A golf course was even being built while I was there. Whenever we went into the city, it was like entering another world ...

And how is student life different?

I found studying much more time-consuming. I only had three courses a semester, but they were three to four times a week. In addition, I had to hand in essays for every lesson, which were corrected and graded. This meant that you had to deal with the topics very intensively, which I liked.

Did you still have enough free time?

Yes, definitely. My life in the USA was very carefree. I went to all kinds of fraternity parties and went on trips to neighboring cities. I felt a bit like High School Musical because I didn't have any responsibilities or serious deadlines. However, the level of education in the USA is much lower, which is why I felt underchallenged at times.

And yet the amount of time you spent studying was high? How does that fit together?

The system focuses much more on the individual. There is a maximum of 20 people in the classes and no frontal teaching. Instead, we sat in a circle and talked about the literature we had read. The crazy thing is that every person actually gets involved. In the "Political Philosophy" course, for example, this way of working was extremely challenging for me because all the complex thoughts I heard and read were also in another language. What I thought myself was added in German. At the beginning, I found this very difficult and had to explain to the lecturers that English is not my first language. In the end, that was no longer a problem for me.

What happened to you after the semester abroad?

I moved back to my home town of Mainz after the semester abroad. Because I didn't want to let the four months until the start of the semester in Landau go to waste, I decided to do two internships there. First, I spent five weeks at ZDF, more precisely at 3sat's Kulturzeit. Immediately afterwards, I was drawn to SWR for two months. This in turn led to a job as a student editorial assistant. From then on, I was employed as a student assistant in the "Regional Entertainment and Film Formats" editorial department.

What exactly did you do in your internships?

At 3sat, I was allowed to take over the cultural tips, which was fun. I was able to decide for myself which video and audio material to use and write my own texts. As I'm a big fan of the program, this insight was particularly exciting. At SWR, I wasn't just allowed to write texts, but also to prepare the shoot and sit in the editing room. As the internship included a few work shadowing sessions, I also got a little insight into online editorial offices or the distribution of the ZDF media library.

How did this period help you with your career choice?

Although I really enjoyed the work, I don't want to be in front of or behind the camera in the long term. I still really enjoy the combination of text, sound and image, so I started to take a serious interest in corporate communications. With the two internships in television, I actually just wanted to test whether I felt comfortable in broadcasting. However, I realized that I couldn't be as creative there as I would like to be. The content is relatively strongly geared towards the audience and the ratings. Now I have a trainee position at a creative agency that produces content for internal and external corporate communications.

You've got quite a chain reaction behind you. Do you think your plan would look similar if you hadn't done the semester abroad?

Spending time abroad was a big dream of mine. If I hadn't done it, I certainly wouldn't have studied for seven semesters, but I also wouldn't have done the internships and the jobs wouldn't have come my way. Due to the fact that some courses are only offered once a year, my study plan has been rearranged somewhat, so that I have now exceeded the standard period of study. However, my CV would have been much emptier. For me, the semester abroad was definitely worth it.

What made you decide to study in Landau?

I really wanted to study political science and as it was important to me to be close to my home town of Speyer and to start my studies in the summer semester when choosing a university, I decided on Landau. In addition to Political Science, I studied Philosophy as a basic subject and Intercultural Education as an elective subject in my two-subject Bachelor's degree. At the beginning of my studies, I was still a bit at a loss and didn't know whether I had chosen the right second subject, which is not uncommon for many students. But in the end, it turned out to be a very good choice that led me to the career I enjoy.

How did you experience your time at university?

Very intense, especially the time from my Bachelor's degree to my semester abroad in Poland. I simply did too much, took too many seminars in too short a time and wrote too many exams. I wouldn't do the same thing today, I would take more time. It definitely wasn't good for my health and, looking back, I should have enjoyed my time at university more. Nevertheless, I really enjoyed studying. I'm now in my day-to-day work and often think back to my studies.

What are you currently doing professionally?

In August 2023, I started a new job as a consultant for parliamentary and cabinet affairs in the Minister's Office of the Ministry of the Interior and Sport of Rhineland-Palatinate. In my area of responsibility, my activities include the interface function between the specialist departments and the top management in answering parliamentary questions. This department also coordinates preparations for plenary and committee meetings, ministerial conferences at federal level and the Council of Ministers.

Did you already know during your bachelor's degree where you wanted to go professionally?

When I started my studies, I had no idea what I wanted to do after my Bachelor's degree. That changed during my internship in the Bundestag, where I learned about working as a research assistant in the Bundestag and knew that I wanted to work in politics.

Were you politically active during your studies?

I joined the SPD during my time at school and was active in the local association. From 2015, I supported refugees and offered homework support, for example. I was a mentor at the university, at the Competence Center for Studies and Careers, where I acted as a contact person for students. During my bachelor's degree, I also received a scholarship from the Friedrich Ebert Foundation. This gave me the opportunity to train as a seminar leader and I was the spokesperson for a working group there. After moving to Magdeburg, I spent three years as a youth ambassador for the development policy lobbying and campaigning organization ONE, which engages in dialogue with the public and political decision-makers to combat extreme poverty and preventable diseases, among other things. As a team member of Team Global, I led workshops on sustainability in schools and I was the contact person for finance, networking and social issues for the Viva con Aqua crew. Looking back, all my commitments were a lot of fun, but also very challenging.

What kind of scholarship was it?

I was accepted into the Friedrich-Ebert-Stiftung's basic funding program. The decisive factor for the award was not the grade point average - this should be at least in the good range - but the voluntary commitment and identification with the basic values of this foundation. I myself would never have expected to be considered for a scholarship. Accordingly, I can only recommend all committed students to submit an application to a suitable foundation.

Did you do a Master's degree?

Yes, I studied Peace and Conflict Studies in Magdeburg for my Master's degree. I was originally thinking of doing a Master's in political science, but during my Bachelor's degree I discovered my passion for international relations. If I remember correctly, the former managing director of the Peace Academy Rhineland-Palatinate gave a guest lecture on peace and conflict research as part of the lecture "Introduction to International Relations" in Module 6 in Political Science. It made a big impression on me and was ultimately a decisive factor in my later choice of a Master's degree course.

Did you ever have doubts about your studies?

During my Bachelor's degree, I was told by people around me - sometimes "humorously" - that I was studying unprofitable art and was repeatedly asked what I even wanted to do with it. At the time, however, I wasn't interested in that, as I had just come out of an aborted apprenticeship as a bank clerk and I knew that the apprenticeship wasn't right for me and that I would rather study. I enjoyed my studies and made a conscious decision to study subjects that really interested me.

During my Master's, I often had the unfounded fear that I wouldn't get a job. The people who, like me, were part of the international politics network were the best of the best for me, who it felt like held a hundred honorary positions and never rested. In comparison, I thought that my previous achievements were not enough. At the time, I didn't realize that I was very good at what I was doing. Looking back, what I take away from this time is that doubts are normal during your studies and that it is important not to constantly compare yourself with other people. Instead, you should realize your worth and focus on yourself.

What would you say to students who are worried about the future or have doubts about their studies?

I think it's more fulfilling to study something you're passionate about. You shouldn't look at which degree will earn you the most money. In my experience, the technical knowledge you learn during your studies is only a fraction of the actual skills you acquire. You gain comprehensive insights into your own personality and acquire interdisciplinary skills from which you benefit in your career. The most important thing for me is honesty. Ask yourself: What do I enjoy and what is my passion?

What tips would you give students for their time at university?

• Exam periods can be annoying, but try to enjoy this time anyway.
• Seek help if you need it, regardless of the situation.
• Studying is not an apprenticeship after which you usually know exactly what you're going to do with it. You have many more options than you think.
• Take advantage of offers and further education outside of university. I did a yoga course during my Master's and even if I don't give yoga classes now, I benefit from it every day. I think understanding that brings a lot of security.
• It's okay not to go out every weekend and stay at home instead.
  

In the summer semester of 2022, you offered a key skills course at your former university here in Landau on the topic of "Social discrimination structures: perception, thematization & handling". Why was it important to you to offer this course?

In my opinion, the topic of "societal discrimination structures" is neglected in social and academic discourse, but above all in the discourse with young academics. In particular, people who are not affected often do not perceive discrimination as such in everyday life - whether in the private, professional or public sphere. In my opinion, raising awareness of the extent to which one's own behavior is discriminatory and how I, as a person who is not affected, can behave in discriminatory situations are essential skills that we need to establish within society.

I found the key skills course very enriching - for me too. I believe that a number of "aha" moments occurred in relation to certain discrimination structures. The course showed me that there is a need for exchange and discussion and that the participants are prepared to uncover and admit their own discriminatory behavior through self-reflection.

What's next for you?

I am currently very happy. I can very well imagine staying in politics. But I can just as well imagine that if you ask me about my job again in a few years, I will do something else in the meantime. I see many opportunities for my professional future because I am well trained and good at what I do. I can say that today without any great shame, it wasn't always like that.

����ֱ��zero has been a regular offer in Kaiserslautern since 2018. Victoria Margraf and Ann-Cathrin Winter, coordinators for ����ֱ��zero at the location there, regularly receive positive feedback: "For us, the success of the project is particularly evident in the fact that more than half of the orientation students stay with us for a regular degree course." In Landau, ����ֱ��zero was implemented for the first time in the summer semester of 2023. Britta Rudolf took over the coordination there. From her point of view, what speaks in favor of the orientation program: "With ����ֱ��zero, prospective students can find out whether they meet the requirements of a degree program." In order to implement and further develop the offer in the best possible way, there is close cooperation and a constant exchange of experience between the two locations. Britta Rudolf names further advantages of the program: "����ֱ��zero is like a gentle introduction to studying, without the pressure to perform that comes with regular studies. This allows participants to make a considered decision about their future." It is particularly important for young people who have just passed their Abitur to experience the difference between school and university.

However, ����ֱ��zero is not just for recent high school graduates, but also for professionals who want to break new ground. This applies, for example, to Sebastian Linden, a former tattoo artist who has been an educator for ten years. He took part in the first course in Landau. "I wanted to do something new, but I wasn't sure whether studying would suit me," says the 39-year-old. "I also had no idea what I would be suited to in terms of my subject," he explains. "As I'm no longer the youngest, I wanted to avoid changing subjects during my studies. Through ����ֱ��zero, I was able to take a non-binding look at what was on offer and was involved in a framework program with fixed contact persons who provided support and answered questions about studying."

Discover perspectives, explore the campus

The ����ֱ��zero event series "Study - Discover. Experience. Decide" offers orientation on all topics related to studying in parallel to attending courses. Participants can choose from six modules or thematic blocks.

In the "Discover study perspectives" module, participants explore the degree programs at the university that interest them. It's not just about content, but also about the careers that follow after graduation.

"Explore campus" is particularly popular: the university introduces itself via a campus tour and campus challenge - after which everyone knows where to find the canteen, library and much more. In addition, student institutions such as the General Students' Committee (AStA), the Student Advisory Service and the Studierendenwerk (Student Services) present their tasks and services. Of course, you can also make initial contacts with fellow students. Sebastian Linden emphasizes: "As a participant in ����ֱ��zero, you are in the same position as all other first-year students: everyone wants to exchange ideas and, as a rule, no one knows each other beforehand." Offers during the orientation week, such as the campus tour, quickly change that.

Develop study skills, try out research

For most people, the "Experience studying" module is the most important. Here, participants can freely choose what interests them from the wide range of degree programs and attend the relevant courses. "This really helped me to rule out research groups and confirm my preferences," explains Sebastian Linden. This direct study experience is rounded off by the fourth module, "Developing study skills", which teaches skills such as stress management and general study skills.

In the "Trying out research" module, participants also get a first impression of how practical research work works. In Kaiserslautern, they can attend research workshops and get actively involved in exciting research projects. The offer is rounded off with a course on scientific work. "Among other things, we teach how to formulate a research question and cite it correctly. After all, the university is not only about teaching, but also about intensive research," says Britta Rufolf.

Exchange of experience deepens orientation

The many impressions and experiences can be regularly reflected on in the "Deciding the future" module. Counseling services and exchanges with fellow students help with decision-making. To this end, Britta Rudolf brings students together individually with graduates of their desired degree course if required.

In the summer semester of 2024, the exchange between ����ֱ��zero participants in Kaiserslautern and Landau will also be cast in a fixed format for the first time: "We are introducing a cross-location seminar series and thus opening up even more perspectives," explains Victoria Margraf.

Sebastian Linden was impressed by the orientation program as well as the offers at ����ֱ�� in general. He is now studying regularly in Landau on a dual-subject Bachelor's degree, which combines two undergraduate subjects on an equal footing - in his case English and political science. Another aspect of ����ֱ��zero benefits him: "I find it very practical that you can already take exams - this helps you to find out whether your learning style suits the university or not. If you don't pass, it's not the end of the world and if you do, you can choose whether you want to have the work credited towards a subsequent degree course." He believes that many more prospective students should take part in such a program. If only to prevent them from changing subjects during their studies. He recommends this phase of orientation to everyone, because "afterwards you not only know whether you are ready for university, but usually also what you want to study".

The proteins that Mohseni discovered could have the potential to repair the damage to the DNA caused by cancer and thus stimulate the cell to heal itself.

Since January 2023, Mohseni has not only advanced his research, but also taken on a new role - that of supervisor for other students. "It's a new experience to teach," he says, emphasizing that he wants to continue his work in the academic world to "work with young minds who want to discover the mysteries of biology."

Between longing for home and fighting for freedom

Despite his scientific successes, Mohseni does not remain blind to the reality of his home country. He has been living in Germany since 2021 and has not visited Iran since, as the political situation and restrictions on personal freedoms make it unsafe to return. "It was hard to leave my home, friends and family to build my own life here," Mohseni admits, while at the same time positioning himself as a supporter of the Iranian freedom movement.

Together with other Iranian students, he founded a group that campaigns for human rights and freedom in Iran, the "Iranian Freedom Advocates", with Mohseni as its spokesperson. However, the group not only campaigns for the observance of human rights, but also calls for gender equality worldwide. To this end, it organizes cross-campus activities, such as the protest following the death of Mahsa Amini or the "Woman, Life, Freedom" event, and is active on social media.

Due to Mohseni's political activities in Germany, entering Iran could pose a great personal risk. Nevertheless, he and the other freedom fighters are prepared to take this risk in order to support their homeland and their families. In his own words, Mohseni explains: "But to be able to sleep peacefully at night, I at least need to know that I tried."

The DAAD Prize 2023 recognizes not only his academic achievements, but also his impressive social commitment. Farbod Mohseni, a man who not only pushes the boundaries of science but also actively stands up for freedom and the rights of his people, is undoubtedly an inspiring personality.

Stella Serafin, who studies Spatial and Environmental Planning at ����ֱ��, played a key role in organizing the planners' meeting in Kaiserslautern. Together with Michelle Hamm, Konstantin Ebling and a team of helpers, she worked for weeks to create an exciting and varied program for the students from twelve universities in the BfSR. The BfSR comprises universities that offer planning courses in German-speaking countries. This enables the students to get to know other cities twice a year and view them from an urban planning and spatial perspective. Each meeting has a chosen theme, which is determined by the respective planning team. In Kaiserslautern in October, everything revolved around the theme "Platz da?"

Sustainability as a common thread

This motto inspired university policy and planning-related workshops as well as excursions that addressed issues such as sustainability at the university, raising awareness, work-life balance, cycling, the River Lauter and the creation of open spaces. Serafin explains that this is about the spatial requirements of different user groups, not only in a geographical sense, but also in a mental sense. During the meeting, questions about space for Wellbeing and creativity were discussed.

It is particularly noteworthy that the planners' meeting was also designed according to high sustainability standards. The organizing team placed importance on four pillars in their sustainability concept: human, social, economic and ecological. This was reflected, for example, in decisions to use regional products for catering and to avoid unnecessary waste.

Taking away ideas for your own university

The planner meetings are not only an opportunity for exchange and encounters within the "planner community". They also offer added value for the degree programs at the participating universities. Together, solutions can be found for location-specific problems and challenges, such as the need for additional workspaces in Kaiserslautern. A request has been drawn up to tackle this problem. Specifically, this involves access to workspaces that were previously only accessible to architecture students.

The biggest organizational challenge was to distribute the 350 work shifts created by the extensive programme fairly, says Serafin. This should be improved at the next meeting. Otherwise, the event was a complete success and the "planning community" spent some exciting days in Kaiserslautern. Next semester, the trip will continue to Weimar and Erfurt, where more fascinating discussions about the design of our cities and spaces are sure to follow.

From spatial and environmental planning to climate adaptation

For Serafin, the planners' meeting, created by students for students, is a unique platform for intensive exchange and networking between budding urban and spatial planners from Germany, Austria and Switzerland. She raves about the feeling of being part of the "planning community", which was particularly noticeable during the event.

Serafin herself discovered her passion for spatial and environmental planning during her voluntary ecological year. As ����ֱ�� is one of the few universities in Germany to offer this degree program, she chose Kaiserslautern. She is currently writing her Bachelor's thesis on climate adaptation concepts in Europe. She also plans to specialize professionally in the development of climate adaptation concepts in order to advance Germany in this area.

Sara Braun has been working at the Competence Center for Studies and Careers (KSB) since 2020, which offers students from all degree programs interdisciplinary and supplementary courses and promotes students' self-competence. She discovered the need for such a program when she took a close look at the stress factors involved in studying and exam anxiety in particular. The Australian "Mental Health First Aid" program (MHFA) seemed to her to be the right answer to these challenges. In order to establish the program for the Landau site, Sara Braun first completed the first aid training herself in 2021. In spring 2023, she introduced it at the Landau site. In summer 2022, Diana Neben, project employee in Student Health Management CampusPlus, initiated the MHFA program in Kaiserslautern. The reason for the introduction of the program was the University Health Report, which was conducted at the Kaiserslautern campus in 2021 and showed a significant deterioration in the psychosocial health of students. Students at ����ֱ�� can now find a point of contact at both campuses if their mental health threatens to get out of balance.

"Mental Health First Aid" is offered worldwide. Each country can acquire a license to implement the program at a national level. In Germany, the Central Institute for Mental Health (ZI) in Mannheim is responsible for this. The training for first aiders is carried out by instructors on behalf of the ZI and takes place over several sessions, during which various mental illnesses and conversation techniques are discussed and practiced. At the end of the training, participants receive the title "certified first aider for mental health".

High demand for the limited places on the MHFA courses

The mental health program at the Landau location was launched at the same time as the ����ֱ�� at the beginning of this year, meaning that trained mental health first aiders are available at both locations. Students interested in first aider training were able to apply for the limited places in advance. The motivation to apply for this training is very different and individual. However, they all have one thing in common: They want to create an open platform and destigmatize mental illness, Sara Braun knows. The first aiders have initial experience of mental stress in their own environment. Their aim is to support people who need help.

When selecting the applications, the "Mental First Aid Program" teams in Landau and Kaiserslautern made sure that the future first aiders came from different departments. "In this way, we wanted to ensure that a contact person from their own department was available for every student seeking help," emphasizes Sara Braun. This makes it easier to understand the individual challenges of those seeking help because the first aiders know and can assess them from their own experience. 80 applications were received for the 14 places at the Landau site, which were filled by students from various departments. In Kaiserlautern, more than 20 students from different faculties have been trained since the start of the program. Since 2023, ����ֱ�� has had its own instructor for MHFA training courses. This means that regular in-house courses can now be offered to train even more interested students as first aiders.

The "Roger principle"

The basic principle of the Mental Health First Aid program is known as the "Roger Principle", where "R" stands for Responding, "O" for Openness, "G" for Support and Information, "E" for Encouragement and "R" for Reactivating Resources. This principle was developed by at the ZI Mannheim and emphasizes the importance of first aid: together we look for existing resources to provide acute help. This can be, for example, spending time with the parents or resuming activities that the person seeking help enjoys. In addition, information is provided about various mental illnesses and their symptoms in order to raise awareness among those affected and guide them in taking the first step towards help. "The aim is to proactively encourage those affected to seek professional support," says Braun.

If students would like to seek support from the Mental Health First Aid team, there are various ways to do so. In Kaiserslautern, the student councils can be contacted directly and individual appointments can be arranged. In Landau, there is an open consultation hour and it is also possible to make appointments by email.

The primary aim of the service is to show students that they are not alone and that there are people they can talk to about their concerns and problems. "The first aiders listen carefully and work together with the person concerned to find out what support is needed and refer them to the support services," explains Sara Braun. "Through their training, they are sensitized to the topic of mental health and the most common mental illnesses," adds Diana Neben. During the training, the first aiders also learn how they can support those affected in their search for therapy. They are informed about the regional and local services available and can therefore refer students in a targeted manner.

From students for students

The trained first aiders are not just simple contacts, but an integral part of student life. "This enables them to be there when first aid is needed for mental health issues," says Sara Braun, explaining the advantage of this approach. Every conversation is treated in strict confidence. The aim is to make it easier for students to open up to trained first aiders their own age than to university relatives. The first aiders work on a voluntary basis and take turns at the consultation hours.

The program now runs via CampusPlus, under the direction of Malte Prietz and Diana Neben, and has successfully established itself at both campuses. CampusPlus is a project at ����ֱ�� for student health management that aims to promote bio-psycho-social health and thus contribute to an attractive campus life and healthy studies. "Since the establishment of 'Mental Health First Aid', the number of students seeking advice has steadily increased," reports Malte Prietz. The teams' biggest challenge at the moment is to make the service more visible so that even more students who feel they need it can take advantage of it. "It's often not easy to accept help in difficult situations, especially if the problems are of a personal nature," Malte Prietz confirms. It is important to recognize that this is not a weakness, but a courageous and correct step towards healing and Wellbeing, Prietz continues. The stresses and strains of everyday student life and life in general can lead to mental challenges that should not be ignored. It is therefore all the more pleasing that there are a number of students who are committed to a positive campus culture that focuses on mental health during studies. Seeking help and support is a sign of self-care and strength. Similar to physical ailments, mental distress also requires professional help. "By opening up and seeking support, students are laying the foundations for improving their mental health and paving the way for successful and fulfilling studies," says Diana Neben, motivating students to take advantage of the Mental Health First Aid program.

Important contribution for students

In recognition of its outstanding commitment to the needs of students, the Friends of ����ֱ�� in Landau awarded the program this year's Campus Culture Prize on 30 October 2023.

New first aid training courses will be offered at the beginning of 2024 to help even more students - an important step in challenging times. All information on this will follow soon via the CampusPlus website and Instagram and by circular email to all students. Anyone who would like to be trained as a student MHFA first aider can contact Malte Prietz (LD) or Diana Neben (KL) by email.

Text: Sara Pipaud

Picture: Pixabay

"And what kind of doctor do you do?" I was asked during lunch in the canteen on one of my first days as an intern. Well. What do you answer when you're in the glorious seventh semester of a bachelor's degree that doesn't even remotely have anything to do with the area of study of anyone at the table? It's best to tell the truth: "I'm studying social and communication sciences". I quickly got used to the skeptical looks and questions that followed this statement. Most of the people I dealt with had at least a Master's degree in agricultural sciences, biology, animal sciences or had studied law. For many, the term "communication sciences" could just as easily have come from a foreign language. However, when I subsequently explained that I was particularly interested in political communication and climate protection, the raised eyebrows usually lowered a little. However, working in a field outside of one's field of expertise is nothing unusual politically; the current Minister of Agriculture, Cem Özdemir, is a trained educator and yet his popularity ratings in the traffic light coalition are among the best.

The department I worked in during my internship is responsible for climate protection, climate adaptation and water. Its tasks also include preparations for the 28th World Climate Conference, which took place this year from November 30 to December 12 in Dubai and has just come to an end. For me, this meant, for example, compiling CVs of the people with whom the Minister was expected to speak at COP 28 (Conference of the Parties). As you might imagine, the list was very long. All these many important people at the conference also had many important appointments. In a "How-to-COP-Workshop" of the Federal Foreign Office, which I was allowed to attend, one of the German negotiators there showed his schedule for the climate conference in Egypt in 2022; he came up with 137 daily points. I haven't counted how many events I picked out for the BMEL delegation that might be relevant to them. Who knows, I might never have finished counting.

My view of the climate conferences has definitely changed as a result of my look behind the scenes. It is undisputed that far too little is happening there from a climate activist perspective. According to the , we are currently heading towards global warming of 4.4°C compared to the beginning of the 20th century. The has confirmed that the German government will still miss its climate targets in 2023. One climate conference follows the next and yet the phase-out of fossil fuels, which is so urgently needed in the near future, is nowhere in sight. Now one could debate whether this has anything to do with the fact that a country like the United Arab Emirates, whose economy is based on the export of oil, is taking over the presidency of the conference. I still think this is a very valid point. With such different ideas, it is nevertheless remarkable that the parties continue to talk to each other. The negotiations there are certainly no walk in the park and sometimes last well into the night. In my experience, it is by no means the case that the people who go to the COP don't care about the issue. But they've been doing it for a while and know how things work. In my view, it is understandable that they are not embarking on the journey with a fire of euphoria and enthusiasm for change.

Regardless of the fact that the World Climate Conference was coming up, my time at the BMEL was politically exciting. Two weeks before the end of my internship, the Federal Constitutional Court ruled that the unused special funds that the government had borrowed to fight the coronavirus crisis could not be used for other purposes. The government's plan had been to spend the remaining money on the country's climate-friendly transformation in order to avoid having to incur further debt. This plan was now, to put it bluntly, in tatters. This problem particularly affects the Climate and Transformation Fund, for which the Climate Protection Division in the BMEL is also responsible. This was followed by a budget freeze ordered by the Ministry of Finance, including weeks of budget crisis. Discussions about this quickly filled the corridors, departmental meetings and canteen conversations. In meetings with outsiders, the first thing they would ask you about was the current budget situation and how your own project would be affected. In short, the problem was on everyone's lips. So when I came home during those days, I was totally confused that nobody was talking about it. My friends had heard about the ruling, but even those who were interested in climate protection didn't seem to really understand what it meant. To be fair, I think I would have felt the same way if I hadn't been at the source.

Above all, the internship made me realize that politics is a huge bubble. The topics that are discussed internally are usually completely different to those that are discussed externally. The way issues are discussed internally (very soberly but constructively) is also completely different from the way they are reported on, not to mention the discussions at the regulars' table. As I know from my studies, this has to do with media logic. Complex contexts simply don't fit into a short headline, especially if it's supposed to make you want to read the corresponding article. Nevertheless, I think it is very short-sighted to blame the media exclusively. A lot of it also has to do with political education. If even people with an Abitur don't know exactly how the Federal Chancellor is elected, how is a society supposed to understand complex rulings by the highest court on politically immensely important issues?

The internship has not only helped me in this respect. I now not only know that I want to work in politics, but also that I can do it. My desire to work in political communication and public relations has fortunately been strengthened by the internship. I still have to decide whether I want to do this in a party, a ministry or a non-governmental organization. Even though I will probably change it 20 or so times, it feels good to have a plan.

Image: private
Text: Lena Frohn

Scouts have long played an important role in Katarina's life: She first joined the scouts when she was seven years old and spent a large part of her childhood in the association there. "In the weekly group lessons, which were led by people in their teens, we played a lot, but there were also always events that lasted for whole days. You can imagine it like a vacation camp," says Katarina. When she completed her Abitur in 2020, she had been a group leader herself for several years. She moved to Landau to study . But that hasn't stopped her from continuing her involvement with the scouts. "I think many young people end their involvement after Abitur because they move. You could also change the scout group when you move house, but it's a bit like joining a soccer club. In a way, you're born into it," laughs Katarina.

The fact that Katarina did not have to turn her back on her commitment and hobby after Abitur to earn a living with a part-time job like many students is thanks to a special scholarship. It is awarded by the and is aimed at "talented students who show particular social commitment." Like many others, Katarina initially thought that you had to have top marks in every subject to be able to apply for this kind of funding. Good grades are indeed a prerequisite, but you don't have to have a 1.0 average. What counts for this scholarship is, above all, commitment to society. Every year, the foundation supports around 400 students and graduates who are in financial need, have children or are socially committed like Katarina. The students are selected by the universities themselves.

Scholarship instead of Bafög

Katarina explains that she found it difficult to give an average number of hours for her work when applying for the scholarship: "I work 24/7 at camps and courses, including at night. Other weeks it might be two or three hours." She has much more positive memories of her application to the scholarship foundation than her Bafög application: "I still remember getting lost in a mountain of documents at the beginning of the first semester to apply for Bafög. It was a complete disaster for me". As with many other students, the stress wasn't worth it: Katarina still doesn't receive any Bafög to this day.

Work is not possible without appreciation

"Thanks to the scholarship, I definitely worry less about money," Katarina reflects. In general, however, she is a thrifty person who is good at assessing where cutbacks are possible. Katarina's view of work has also changed fundamentally as a result of the scholarship: "Before I had the scholarship, I sometimes compared my working hours with others and realized that I was working more and receiving less money for it," says Katarina. "Of course, the point of volunteering is not to do it for the money," she admits. If the scholarship money were a regular salary, she would be "grossly underpaid". Nevertheless, for her it is one of the rare material appreciations of her voluntary work. "People are always thanking me for what I do. But I was missing some kind of official thank you." The scholarship is perfect for this.

From participant to organizer

Even though Katarina no longer lives in her home country and can get involved locally, people are needed at the national level of the Scout associations to take on important tasks. Katarina is currently working in the federal association in the podcast editorial team and the "Participation" specialist group. And she is still involved in her home association. Here, she sits on the "Anti-discrimination" working group and takes on a number of public relations tasks. She also teaches other volunteers on courses on how to become good group leaders.

Teaching values as work

Through the Scouts, Katarina has made friends with people from all over Germany. Everyone works together towards one goal: The children should have a good time and, ideally, take something valuable away with them. This is a particular concern of the "Anti-Discrimination" working group: "For example, we come up with ideas on how the group leaders can communicate what is behind racism. With seven-year-old children, we can't start with the definition of cultural appropriation. It's more about encouraging their empathy for other people and other cultures, which is a basis for anti-discrimination," explains Katarina. The working group therefore devised a game in which feelings have to be mimed and guessed. Because: "This helps the children understand, for example, how unpleasant it feels to be sad and not wish it on others." Katarina has been sensitized to such social issues through her studies, among other things. For example, she attended courses on the social structure of modern societies as well as social psychology with a focus on groups and interaction. Katarina perceives the Scouts as more inclusive than the rest of society: "At secondary school, I hardly had any contact with people with disabilities or from other social classes. There is still room for improvement in the Scouts, but we are generally much more mixed."

Text: Lena Frohn
Photo: private

"We spoke on the phone before I started my studies, about two months before I came to university," says Florentine Domrös about her first contact with her mentor Annelina Valerius. Further meetings followed online and at the start of my studies in Kaiserslautern: "I had a lot of organizational questions at the beginning. It was good to know that there was someone there who could explain everything." Annelina Valerius and Florentine Domrös are both studying for a Bachelor's degree in mathematics - although Annelina Valerius is four semesters further on. They were put in touch via the mentoring program for first-year students, which was set up by the Equal Opportunities, Diversity and Family Office at ����ֱ��. Annelina Valerius: "The project brings tandems together. These are an older student who is at least in her third semester and a first-year student from the same subject." The aim is for the older student to advise the younger student in her first two semesters, give her a helping hand - and perhaps also warn her of the odd stumbling block.

Mentoring program was one reason for choosing Kaiserslautern as a place to study

"It was partly because of the mentoring program that I decided to study in Kaiserslautern in the first place," says Florentine Domrös, who knew that mathematics was not an easy subject to choose - and therefore relied on support from the outset: "A lot of smart people study mathematics. Many of them have straight A's." But most of them have a hard time getting into the subject: "Some drop out because the subject is completely different to math lessons at school." What is the challenge? "At university, it's not about arithmetic, it's about proving things and thinking in a structured way," explains the 21-year-old. "You hardly come across any numbers. Studying mathematics is like learning another language."

Overcoming initial difficulties together

Annelina Valerius knows these initial difficulties from her own experience: "From the 10th grade onwards, I knew that I wanted to study mathematics. I was very good at the subject and took math as an advanced course. I took part in math competitions." However, starting to study mathematics was pure overload for the once very good student: "I felt really bad. I didn't pass my first exams." She then gave herself three semesters to find out whether she and mathematics could still make it. She didn't want to give up straight away. Among other things, she signed up for the mentoring program, was a mentee herself at the time and received support. "Today I know that you put a lot of pressure on yourself," Annelina Velarius sums up, "many people simply fail because of themselves.

"There's always someone you can ask"

Valerius, a mathematics student, wanted to pass on her experience and became a mentor to Florentine Domrös at the start of the 2021/22 winter semester. A happy coincidence from which both benefited: "Annelina took away my perfectionism right from the start. I could talk to her." The two met up from time to time, even cooked together, the chemistry between them was just right: "Annelina made it clear to me that it's completely normal when things don't go so well. When you have doubts." And: "I also sought her advice before exams." What exactly did the help look like? "In mathematics, for example, we have a very extensive oral exam after the first two semesters," says Florentine Domrös. "Annelina studied with me and also gave me tips for the exam." And the 22-year-old mentor adds: "It was also a good opportunity for me to review the material." And beyond that? What else does Annelina Valerius take away from her mentoring work? "I've learned a lot about how to lead. In a way, you lead and guide your mentee. Skills that you might need again, for example when you climb the career ladder and have to manage employees at some point." Overall, she recommends a proactive approach, says Annelina Valerius, when asked what she would like to pass on to future mentors: "If I haven't heard from Florentine for a while, I've already asked how she's doing." Florentine Domrös agrees: "As a mentee, it's incredibly good to know that someone is there. Someone who asks questions of their own accord." The time commitment for the mentor is manageable, adds Valerius, who has already mentored her second mentee, Florentine Domrös: "Of course you have to invest time. But not so much time that you can't devote to it. And it's fun."

Empowering female students to get through their time at university well

The two were also able to exchange ideas with other mentors and mentees from the project at various events. Christine Klein, who coordinates the whole thing on behalf of the Equal Opportunities, Diversity and Family Office, receives very good feedback: "I keep hearing from the mentees that they benefit from the safety net that the program offers them. I hear from the mentors, who incidentally do this on a voluntary basis, that they reflect on their own start to their studies."

The rising number of participants also shows that the project is a success: At the start of the 2022/ 23 winter semester, over 50 first-year students registered, including international students. Christine Klein: "I then try to find a suitable mentor for each of them. The first decisive criterion when forming a tandem is, of course, that both students are studying the same subject. If there is a larger selection, I look for shared hobbies and interests." Just like Annelina Valerius, most of the mentors were once mentees themselves: "I'm always pleased when they remain loyal to the project in this way."

Exchanging ideas, clearing up doubts together - possibly even preventing students from dropping out. What else could the mentoring program achieve? How could it develop further? Christine Klein: "I could imagine the participants taking on even more responsibility. That the mentors also organize meetings for everyone, for example." The participants can already benefit from the workshops run by the Equal Opportunities, Diversity and Family Office: "It's all about improving soft skills," explains Christine Klein. For example, self-motivation, how to master challenging communication - or discovering your own strengths. "These are all topics that should help female students to get through their studies well." Christine Klein hopes that the participants in the mentoring program will stay in touch after their studies, "that they will form a network and continue to support each other".

A network for the rest of their lives too

Florentine Domrös and Annelina Valerius have become friends. However, this is not a matter of course for every tandem, they both emphasize. Nevertheless, they can benefit from the exchange and would definitely recommend the mentoring program to others. Annelina Valerius: "It's best to register as early as possible. So that mentor and mentee can get in touch with each other before the semester starts."

And what's next for the two mathematics students? Florentine Domrös would like to do a Master's in mathematics after her Bachelor's. Annelina Valerius wants to leave ����ֱ�� after her Bachelor's degree and take a completely different, new path: "I want to do something crafty, train as a pastry chef." But she doesn't rule out the possibility of completing a Master's degree in mathematics at some point, perhaps while working. "Then I'll ask Florentine for advice, she'll be my mentor." And Florentin Domrös says with a laugh: "Yes, I'd love to. Of course I'll help you."

"Mentoring for female first-year students" is a project of the Equal Opportunities, Diversity and Family Office:
rptu.de/s/mentoring

Text: Christine Pauli, permanent freelancer in Science Communications / University Communications / Press and Public Relations at ����ֱ��
Photos: Thomas Koziel, photographer, University Communications Office at ����ֱ��

>> How do I get to the campus?

The campus in Kaiserslautern is surrounded by greenery. From the main train station, you can take bus lines 105, 115 and 116 operated by and get off at one of the four stops on campus. These are Uni West, Uni Süd, Uni Sporthalle and Uni Zentral. By the way: Your semester ticket is valid in the entire VRN network area! So you don't have to buy a ticket. If you prefer to travel by bike and don't have your own, simply hire one from VRNnextbike. The first half hour is free for students!

In Landau, you can do almost everything on foot or by bike - including getting to campus. Or you can get to the campus from the main train station via bus lines 500, 520, 521, 535, 536, 537 and 538. You can get off at the bus stops Bethesa, Zoo (Abzw. Uni) and Alter Messplatz. From here, the campus can be reached on foot within 5 minutes.

For all those coming by car: The maps of both campuses, which also show available parking spaces, provide initial orientation.

>> Eating on campus

Your physical well-being is taken care of at both ����ֱ�� campuses! There are different options in the canteens, and there is always a meat-free meal to choose from. The veggie menu in Landau is even mostly vegan. In addition, there is a bistro and a cafeteria at both locations for those with a small appetite. The "Bistro 36" in Kaiserslautern offers many vegan options as well as organic products. You can find the menus on the websites of the operators, and for Landau.

>> Sports and culture

University life is not just about lectures and homework! At ����ֱ�� there are countless leisure activities for every taste. The campus in Kaiserslautern even has its own fitness studio, . Whether it's football, yoga for beginners or ultimate frisbee - has many activities on offer at both campuses. Not only that: your mental and social well-being is also the focus: the team therefore offers various activities. Just take a look. It's worth it!

Culture should not be neglected during your studies either. In Landau, there are therefore regular lecture series, student-organized workshops and the like. The best place to find out about such events is your student council! CampusKultur and the Center for Cultural and Knowledge Dialogue (ZKW) in Landau also enrich the cultural and leisure activities on offer in Kaiserslautern. The offerings include film screenings, slam events, concerts - you can even join in with the theater group or choir.

>> Where can I learn?

Sometimes thinking at home just doesn't work so well. That's why there are our , where you can also find plenty of literature for your assignments and courses.

>> What does the University Computer Center do?

Roughly speaking, the takes care of everything to do with IT and related technology. This starts with your personal ����ֱ�� account, which gives you access to digital services in the university network. Even if you need to download certain software for an event or set up a VPN tunnel, it is best to contact the RHRZ.

Good to know: The RHRZ also takes care of Druckausgabe. Every month, 200 sheets of white DIN A4 pages are available to you free of charge!

>> Who can help with organizational questions about studying?

Do you want to register for an exam, change degree programs or apply for BAföG? There are contact points at ����ֱ�� for all these organizational matters. You can find information about all administrative services here.

>> Why should I know the AStA?

The abbreviation AStA stands for "Allgemeiner Studierendenausschuss". Students come together under this umbrella to represent you at the university and in society. For example, the AStA organizes the semester ticket or campaigns for fairer BAföG distribution. You can also contact the AStA if you have practical questions about your studies.

The even offers its own cinema for students. Chairman Aaron Hackenberg also emphasizes the advisory function of the committee: "Students can come to the AStA with all kinds of issues relating to university life. From exam advice to support with tenancy law, we either help directly or direct them to the relevant offices."

The offers a digital O-Messe (O for orientation) specially designed for first-year students. It also organizes the legendary Schnipseljagd and the Ersti-Kneipentour, where you can make your first contacts with your fellow students. Kaya Ludian, Press Officer, makes it clear: "Anyone who comes to us with questions or problems - whether it's about the timetable, car and bike rental or discrimination on campus - will never be turned away, but will at most be forwarded to the relevant department."

>> Where can I live?

There are five student halls of residence near the campus in . You can apply for a place in a hall of residence online at the Studierendenwerk. In there are three student halls of residence to choose from. You can also apply via the Studierendenwerk website.

To make your search for accommodation a success, it is best to look around for other options at the same time. You can research in newspapers (the Rheinpfalz, for example, which is available in both cities, contains housing advertisements), in Facebook groups or on real estate portals. The best place to look for a room in a shared flat is on the usual portals such as "WG-Gesucht" or "WG-Suche".

>> Learning needs to be learned

When the first learning tasks become a challenge: With the services of the Centre for Innovation and Digitalization in Studies and Teaching (ZIDiS), you can improve the way you learn and thus also your grades. You can find out how to present yourself more confidently, use your study notes more effectively or take part in coaching during your studies. You can find an overview of the offers .

>> Free time in Landau and Kaiserslautern

If you want to get away from everyday student life, there are many opportunities in the Palatinate. For example, the Palatinate Forest, the largest contiguous forest area in Germany, connects both locations. There you will find space to relax and enjoy outdoor sports such as mountain biking (see ) or hiking (see ). The Palatinate is also known for its numerous , which take place in the towns along the German Wine Route throughout the year.

The cities of Kaiserslautern and Landau also offer a wide range of cultural and leisure activities - here is an initial overview:

And then, of course, there are the classic weekend excursion destinations: The Kalmit, Hambach Castle, the Karlstal Gorge, the Gelterswoog or one of the numerous castles. Inspiration can be . Along the way in the Palatinate Forest, you will find the huts of the Palatinate Forest Association (PWV) in many places, which offer hearty cuisine - the Palatinate hut culture is an "intangible cultural heritage", by the way. And the vineyards of "Germany's Tuscany" are a wonderful place for a picnic.

"Kaiserslautern, the city of PFAFF sewing machines" was once the advertising slogan of the Barbarossa city - and aptly describes the decades-long connection between the city and the Pfaff factory, which produced sewing machines that were in demand worldwide. However, many of the factory buildings between Königstrasse and Herzog-von-Weimar-Strasse have now been demolished. Only a few are still standing. What the future of Pfaff could look like, however, was the subject of the final project at ����ֱ��'s Architecture department in Kaiserslautern in summer 2022. The task was to create a design for an imagined German Sewing Machine Museum. Each of the graduates had four months to plan and integrate a place of technological history into the "Hansabau", one of the last remaining buildings on the site, which was built in 1954 according to plans by Johann Seeberger.

Sustainability is a major topic in architecture

One of the graduates was Pascal Lange: "The main focus of my idea is that I wanted to work in a way that conserves resources. That's why I tried to reuse components." Sustainability is now a major topic for architects. Not least because the construction sector is responsible for 38% of global CO₂ emissions. But Pascal Lange didn't want to ignore Pfaff's history in his plans either: "When we first visited the site, I was shocked at how few of the former factory buildings were still there. So much had already been demolished." And this in view of the fact of how identity-forming the brand once was: "In addition to soccer, Kaiserslautern is known far beyond the city limits primarily because of Pfaff." This is how he came up with his central idea: "In my design, I reused parts of the few existing buildings." In terms of planning, he mainly used components from the factory buildings in the north of the site that had been cleared for demolition: "I wanted to preserve the history of the site." In his design, you can see how the Hansabau is given a new lease of life with old bricks, room dividers and the entire supporting structure of the warehouses. To what extent was he able to use the content of his architecture degree to solve the task? "I learned to think creatively during my studies. This creative or artistic approach to a task." The fact that components were reused, for example, "was not a direct requirement." (CP)

Source: This article was first published in a special supplement to the daily newspaper "DIE RHEINPFALZ" in May 2023.

She started her studies in the winter semester 2021/22, says Florentine Domrös, who originally comes from Brandenburg, near Berlin. Why did she choose to study at the TU in Rhineland-Palatinate? "I had looked at the CHE ranking for mathematics beforehand, among other things." This is a comprehensive ranking of German universities and universities of applied sciences based on the opinions of over 120,000 students: "It looks at study conditions, facts about teaching, facilities and research. Kaiserslautern regularly performs very well here."

Studying mathematics is all about proofs

She and her fellow students got to know the special approach of university mathematics as early as the preliminary course: "Unlike at school, you work more with proofs when studying mathematics," reports fellow student Lena Wirries. One example of this is "that you have to show that there are an infinite number of prime numbers. For example, you start by assuming that there are a finite number of prime numbers. You then derive conclusions from this until you finally arrive at a contradiction." Florentine Domrös adds: "You have to think about how to approach something like this conceptually. How do I start?"

And what does the everyday life of a mathematics student look like? "On average, we have three events a day. That could be two lectures, for example. And then maybe an exercise," says Lena Wirries. "Then we go to the cafeteria, repeat the material in the library on our own or work through exercise sheets." From the second semester onwards, you also have to do a lot of programming during your studies, adds Florentine Domrös: "Many people aren't aware that this is also part of studying mathematics."

And what advice would you give to young people who are interested in your subject? Lena Wirries: "Just try it out. You realize very quickly whether it's right for you." She adds: "You should be able to think logically and be willing to question things. And you need stamina." Both are very happy with their choice of university: "If you want to make it, then it's best to do it here," says Florentine Domrös. After all, you get a lot of support at ����ֱ�� - from the professors, but also from older students. (CP)

Source: This article was first published in a special supplement to the daily newspaper "DIE RHEINPFALZ" in May 2023.

Natural sciences were Alina Mees' favorite subjects at school. Today, the 23-year-old is studying environmental sciences in Landau. Last summer, she sailed across the Elbe for ten days on the research boat "Aldebaran" in the name of science. The perfect place for Alina to gain practical experience as part of a team.

Alina decided to study physics straight after her Abitur. With the emergence of the Fridays for Future movement, her desire to better understand the processes in nature, which had already fascinated her as a schoolgirl, came to the fore through her studies. Changing her subject and coming to Landau was the right decision for her: "I often feel powerless in the face of climate change, but thanks to my studies, I understand the connections better and hope to be able to make a professional contribution to protecting the environment later on."

Alina likes the broad combination of subjects on her Bachelor's degree course. She has yet to decide what direction her Master's should take. "I have lots of ideas about what I want to do later in my career." Among other things, she could imagine doing an English-language Master's in Environmental Pollution Management in Landau, which focuses on developing methods for risk management and mitigation with regard to the effects of chemicals on biological systems. In the summer, Alina will do an internship at the Natural History Museum in Münster. She will accompany groups of visitors and supervise her own project on groundwater wells.

Alina particularly likes the practical teaching formats such as identification courses, laboratory practicals and excursions, which were somewhat neglected during the corona semester. The opportunity to be part of the Aldebaran's Elbe excursion last summer came at just the right time. "The exchange with the other scientists and the opportunity to bring science closer to the visitors on the boat was a great experience." Alina examined the river sediment for methane production - one of seven research projects on board. "Methane is a greenhouse gas. Researchers assume that it accounts for 30 percent of the warming caused by humans." Alina has now written her Bachelor's thesis on the research project. Her tip for prospective students? "Work as a student assistant at the university as early as possible, it gives you a lot of practical experience and valuable insights into research." (KT)

Source: This article was first published in a special supplement to the daily newspaper "DIE RHEINPFALZ" in May 2023.

"I wasn't sure whether I wanted to study medicine or something scientific. I deliberately chose the biophysics degree program because it's a good combination of both," says Helena Gutheil, who is currently studying for a Bachelor's degree at ����ֱ��. The 19-year-old remembers the beginnings of her studies fondly: "That was at the start of the 2021/22 winter semester. The coronavirus period wasn't quite over yet. Nevertheless, the physics student council had put a lot of things in place to make it easier for us to start our studies." She was able to get to know the university very well during the Freshers' Days, the introductory events for first-semester students.

"The scientific and technical thinking and work appealed to me"

Master's student Fabian Isler, who began his studies in October 2019, also looks back positively on the beginnings of his time at university. He is studying physics - now in his eighth semester: "After leaving school, I wasn't sure whether I wanted to do something in the direction of engineering or physics. In the end, it turned out to be physics." Because, as he goes on to explain: "In my advanced physics course, I was fascinated by questioning everyday things from a technical and scientific perspective. I wanted to build on this in my studies." Quantum physics had already appealed to him back then, "even if, unlike today, I still lacked an understanding of it".

The first course he attended was the preliminary math course: "We were taught a lot of the basics there, which we naturally needed for our studies." During his university education, he particularly enjoyed the laboratory practicals and found everything in the field of experimental physics interesting. He quickly got to know his fellow students and they worked together on the prescribed exercises: "As a physics student, you have to go through three to four worksheets every week at the beginning of your studies." And Fabian Isler, who comes from Neustadt an der Weinstraße, was also able to look beyond his actual physics degree course: "In my Bachelor's degree, I had computer science as a minor subject. Now it's electrical engineering in my Master's."

"Everyone knows everyone"

For Helena Gutheil, the first semester of biophysics included general chemistry, while biology courses focused on genetics, cell biology and plant physiology. "And of course a biophysics lecture, where you learn how biology and physics can be combined." The student, who comes from Simmertal near Kirn, sums up that her degree program is very broadly based - and she likes the fact that it is manageable: "In my semester, everyone knows everyone. We also know the people in the semesters below and above us. So if you have any questions, you can approach the others in an uncomplicated way. That makes a lot of things easier." Fabian Isler also appreciates this family atmosphere, even though the number of students on the undergraduate physics degree program is somewhat larger: "We started out with 20 to 30 people. Now there are fewer."

Commitment to others

Alongside her studies, Helena Gutheil is also involved in the physics department's student council: "Once a semester, for example, we organize a meal for all biophysicists. Our professors are also there." Fabian Isler is also involved in the physics student council in a variety of ways: he looks after the servers and the stock of materials - for example for the parties organized by the student council. And he co-organizes lecture surveys: "Every lecture is evaluated by students so that they can be better adapted to students' needs in future." He also sits on the student council conference for the physics department, where he exchanges ideas with representatives from the other student councils at ����ֱ��.

Many opportunities after graduation

Fabian Isler has long since completed his Bachelor's degree. The title of his thesis was "Construction and characterization of a resonant free jet EOM". In terms of content, he explains, it was about "building an optoelectronic component with which a laser can be frequency-stabilized". The 23-year-old is currently spending a semester abroad in Grenoble, France. He will then return to ����ֱ�� to complete his Master's thesis. After that, he is thinking about doing a doctorate - "either in a company or at a university".

Helena Gutheil would definitely like to do a Master's after her Bachelor's, also at ����ֱ��: "I chose Kaiserslautern University mainly because of the Biophysics Master's program. Because here you can specialize in the field of medical biophysics." After that, she could also imagine doing a doctorate. Later, perhaps a job in research and development at a biotech company.

Support from the Deutschlandstipendium scholarship

Both Helena Gutheil and Fabian Isler are supported by the Deutschlandstipendium scholarship. This is a federal government program in which students receive 150 euros a month from a sponsor - this can be a private individual or a company. On the other hand, the federal government contributes a further 150 euros per month, so that particularly high-achieving and committed young people have an additional 300 euros in their pockets. "Of course, this gives you a lot of freedom," reports the biophysics student. You don't have to "take on a part-time job alongside your studies". And the scholarship holder, who is sponsored by Dr. Kurt Jung as part of the Deutschlandstipendium, sees another plus point: "You come into contact with people you wouldn't otherwise get to know." The scholarship holders took part in joint training courses and excursions, for example to the Amazon logistics center in Kaiserslautern. Fabian Isler, who is also sponsored by Dr. Kurt Jung, also appreciates the advantages: "This financial independence enables me to pursue my voluntary work in the physics department in the first place. After all, it takes up several hours of my time every week."

He had actually planned a skiing vacation with friends: But when Erik Schäfer heard about the invasion of Ukraine by Russian troops on February 24, 2022, it was clear to him that very evening that he wanted to help. He set off for the Polish-Ukrainian border with his converted camper van and the first relief supplies. He will never forget the situation there: "Within a few hours, an initial reception station was set up for the fleeing people. None of it was organized by the state, there were just a lot of people who came here because they wanted to do something."

On his way to Ukraine, Erik Schäfer shared appeals for support via social media, which helped him to organize further donations such as food and blankets: "In the first two weeks, I slept a maximum of two hours a day and lost ten kilos. There was always something to do." At one point, he even drove his bus across the border to Ukraine himself - bringing people from there to Berlin. A rescue operation that he repeated several times. Driving in Ukraine was anything but easy, he remembers: "It sometimes took us over three hours to drive 50 kilometers, as we were checked by the military every hundred meters."

Together with other volunteers, he founded H.O.P.E e.V., an association for humanitarian aid. It helps to bring medicines to Kiev, for example. As a student teacher, Erik Schäfer had noticed that many pupils from Rhineland-Palatinate also wanted to help. Together with his fellow campaigners from H.O.P.E e.V., he therefore launched the #rlpschülerhelfen campaign: Interested schools can use this campaign to organize projects and raise funds. Fundraising runs, flea markets and cake sales have already taken place: "We use the money raised to finance donated goods that are urgently needed." Further information at (SP)

Source: This article was first published in a special supplement to the daily newspaper "DIE RHEINPFALZ" in May 2023 .

"I really liked the connected campus right from the start. And also that the university in Kaiserslautern is very close to nature, right next to the Palatinate Forest," recalls Mery Hach, who is in her sixth semester of the Bachelor's degree program in Energy and Process Engineering at ����ֱ�� - and who left her home region especially for her university education: "I was born in Fulda in East Hesse." Why did she choose to study Energy and Process Engineering? "I wanted to do something in the scientific and technical field. Before studying, I had completed an apprenticeship as a chemical technician in a mining company. And I wanted to build on that." And she adds: "My degree course gives me a broad base. For example, we look at how processes can be technically implemented. How resources can be converted into energy. I am particularly fascinated by the large plants in which something new is created from raw materials." Thermodynamics or fluid mechanics, for example, are on the timetable for the budding engineer: "The course is made up of lectures and exercises. In the lab, we carry out experiments in small groups." And as the number of students is manageable, everything is very informal.

Renewable energies are part of the varied course

In addition to process engineering and conventional energy technology, the course also deals with the future topic of renewable energies. Mery Hach: "At the moment, however, it's mainly important for me to learn the basics behind it." The topic of renewable energies is, of course, very promising for the future: "To be able to manage the energy transition, you need people who know about it." In general, the career prospects after studying engineering are very good: "You can stay in research afterwards or work for a company, for example as an operating engineer."

And what should you bring with you to get through a degree course in energy and process engineering? "An interest in technology. A good understanding of mathematics is also an advantage for an engineering degree. And you should enjoy dealing with problems and want to solve them." And also: "I recommend looking for study partners, then a lot of things are easier" - making contacts was no problem for the Hessian-born student. She really likes learning and living on campus in Kaiserslautern. After completing her Bachelor's degree, she wants to stay at ����ֱ�� - and continue with a Master's degree. (CP)

Source: This article was first published in a special supplement to the daily newspaper "DIE RHEINPFALZ" in May 2023 .

The Bachelor's degree course has a numerus clausus and only starts in the winter semester. Initially, the program covers basics such as general psychology. "It's about what is common to all people and how general mechanisms work," reports Möring. But the curriculum also includes biopsychology, developmental psychology, social psychology, statistics and experimental design. There are also subjects such as differential and personality psychology "Among other things, it's about where people differ," he adds. There are also subjects from applied disciplines such as clinical psychology and prevention, educational psychology, business psychology and communication and media psychology.

Möring completed his Bachelor's thesis in social psychology under Junior Professor Dr. Selma Rudert. To put it simply, he looked at why people exclude others and investigated how social group affiliations play into this.

Möring is now in his fourth master's semester. After his stay in the USA and before completing his master's thesis, he hopes to receive an Erasmus scholarship from the European Union for a stay in Sweden. And then? Definitely a doctorate. "But I might do a Master's degree in security policy before that," he says. In general, the career prospects after graduation are very good. Psychologists not only work in therapy, but also in human resources development in companies, at public authorities, in social services or in counseling. (ML)

Source: This article was first published in a special supplement to the daily newspaper "DIE RHEINPFALZ" in May 2023.