The transfer of theoretical knowledge from a lecture into a practical, problem-based situation is one of the challenges of a university of applied sciences education. In order to enable students to work on real and current problems from the practice of spatial and regional planning or regional management, a project seminar was designed and positively evaluated.
The assignment, literature and the main phases are provided before the seminar begins. The work phases in the seminar can be outlined as follows:
- Getting to know each other, group formation
- Information phase, clarification of the problem, clarification of the steps
- Creation and publication of information material for affected persons / target groups
- Field research with excursion and on-site visits
- Documentation, presentation and finalisation of the project.
Approximately 10 students from different faculties and thus with different backgrounds come together in two working groups. A group spokesperson is appointed to take on coordination and communication tasks during the course of the seminar. The students are equipped with basic theoretical knowledge through an associated lecture. Supplementary literature, discussions with experts, discussions with target groups on site and the lecturer support the acquisition of knowledge. If necessary, the lecturer provides templates or samples that the students can use for orientation.
A meeting in the sense of a consultation takes place every 14 days. In addition, experts are invited who can advance the content of the project. In addition to the meetings, there are three deadlines for comparing the current status, at each of which an interim report must be submitted. For example, the first interim report must show that the topic has been understood and what approach the project is based on.
The results and thus the examination performance are a term paper (weighting: 40%), a presentation (weighting: 30%) and a written examination (weighting: 30%). Bonus points can also be collected.
Experience shows that the high level of trust placed in the lecturer is appreciated by students. They perceive that they are taken seriously and that the lecturer is always available as a contact person. Almost without exception, the student groups organise themselves independently.
