Quality management

Relevance: How important is this area for us?

• very important

Status Quo: What are we doing in this area so far?

• Strong research relevance, already in modules in the first semesters
• Students are trained to independently grasp complex problems and clearly analyze these with adequate methods at the current state of the art To work on and solve science accordingly.
• High proportion of practical training (laboratory and field internships, excursions, Exercises) in the modules (at least 50%)
• Students have the opportunity to participate in the iGEM competition (International Genetically Engineered Machine Competition). In this frame work together and independently to develop a “real” research project present their results at an international conference.
• There were specific modules for the Master of Education with school-suited Interlocking of specialized science and subject didactics develops and will be discontinued Winter semester implemented.

Perspective: what will we do in this area in the future?

• Online pre-courses or refresher courses before beginning your studies, esp. in Mathematics, Physics and Chemistry.
• Preliminary activation for individual modules during the study.

Relevance: How important is this area for us?

• very important

Status Quo: What are we doing in this area so far?

• “Good Scientific Practice” is already an issue in the basic module “Statistics, philosophy of Science and ethics “in the third semester, relatively early in the degree.
• In the Bachelor, Teacher and Master program Biology, the scientific thesis, a so-called “project module” in which students plan their research project in terms of content and time, the relevant literature research and in-depth knowledge of the methods to be used in theory and practice. Within the framework of these project modules, the students are given an introduction to good scientific practice, especially in the corresponding recommendations of the DFG. The supervisors fulfill beyond a role model. Scientific honesty, scientific misconduct and problems in the science system are the subject of discussions and journal club presentations in the workgroups.
• Some working groups have SOPs (standard operating procedures) for preparation of logs and lab book entries, all on the intranet (wiki) Provided to laboratory members. Partially in the wikis documents of the DFG, the Max Planck Society and other institutions on the “best PhD candidates can ask questions on good scientific practice

Perspective: what will we do in this area in the future?

• Continuous development of the module “Statistics, philosophy of science and ethics”
• If necessary. Conception or import of an (online) module on the topic “Good scientific practice”.
• Suggestion for a new BOK course of the center for key skills.
• Formulation of a requirements catalog for the above-mentioned project modules.

Relevance: How important is this area for us?

• rather important

Status Quo: What are we doing in this area so far?

• Biology as such is already in an interdisciplinary field in which scientists working in various fields ((bio) chemists, physicists, mathematicians, engineers, biologists). The interdisciplinarity is therefore inherent in biology studies.
• This is also reflected in the thematic breadth of the modules. In addition to the “basic biological” modules, students take modules in chemistry, mathematics and physics amounting to 42 ECTS credits.
• Networking with other faculties and research institutions: cooperation in teaching with UNR and Medicine, MPI-IE, State Viticultural Institute)
• Under elective modules, students can take modules from across the university course catalog. Here are the BOK offers of the ZfS essential.
• Transdisciplinarity takes place in the field of “Applied Biosciences” in the master’s program.
• Thanks to the cooperation with the College of Education, the students get in the Master of Education a new perspective on learning and teaching.
• As part of the Master of Education, the coherence of science, subject didactics and educational sciences.

Perspective: what will we do in this area in the future?

• No concrete measures are currently being planned.

Relevance: How important is this area for us?

• rather important

Status Quo: What are we doing in this area so far?

During the study of biology, students become familiar with the theoretical knowledge and practical skills, for a career as a biologist or biologist in the diverse field Spectrum of possible work areas are necessary. In the industry (especially in the areas of pharmaceuticals, crop protection and Biotechnology), biologists work in research and development, in sales and marketing, in controlling and in strategic fields of work. Biologists are involved in a variety of research areas Universities and state and parastatal agencies. Further They are eg in environmental protection and nature conservation, in plant protection, in Patent and documentation or required by publishers. As teachers Teachers work in education at schools. The application possibilities in a variety of very different fields of work leads to the fact that the biology study is not one-sided on a firm job profile can be aligned, but as many freedoms in the choice of Specializations, emphases, possible key qualifications and Must enable election modules.

These competences are in detail:

Professional Competencies

• Deepening knowledge in the life sciences
• Deepening of methodological-analytical knowledge at an international level
• Acquisition of knowledge of modern methods and concepts of life sciences and adjacent areas
• Ability to develop a self-contained scientific Project with adequate methods
• Development of the ability to use scientific material for own projects to use
• Experiences with workflows in research projects Research institutions and large-scale research facilities as well as in industry

Social Competences

• Ability to be independent, self-responsible and creative scientific work
• Ability to organize, conduct and manage complex projects
• Decision-making ability in complex issues
• Preparation for the ability to assume leadership responsibility
• Acquisition of abstraction, systemanalytical thinking, teamwork and Communication skills
• Experiences in the international and intercultural field
• Social Responsibility

To prepare for a job as a teacher or teacher allows the excellent cooperation with the pedagogical College in the development and implementation of the Master of Education, under Lead by Dr. Anne Liefländer (teaching development, Quality offensive teacher training) a professional teacher training.

Further features of our courses contribute to the connectivity of our Students at:

• High proportion of practical training (laboratory and field internships, excursions, Exercises) in the modules (at least 50%)
• The students improve their teamwork by working in small groups in the practical exercises.
• In the advanced modules of the 5th semester of bachelor’s programs the exams mainly from scientific Preparations (protocols) and seminar lectures, the two pillars of the professional, scientific communication.
• Commitment to Full University: Students can earn a certain share of the total Study freely from the complete curriculum of the Choose a university and thus design their individual study profile.

The following measures support our students in their professional life Orientation:

• The curriculum recognizes the recognition of internships as study achievement in the Frame of profile modules (B.Sc.) and elective modules (M.Sc.).
• The student council organizes the annual event “B³ – Job descriptions for Biologists “, working in various fields Biologists their career and their professional life imagine.
• We advertise eg events of the Biotechnologische Studenteninitiative (https://gs.bts-ev.de/freiburg/): With cooperation partners and representatives from economics or academy organizes the BtS diverse workshops, seminars and excursions for students and thus create interfaces between industry and Students.
• We are promoting the offers of the Central Student Advisory Service Career orientation.
• Students receive individualized career guidance in the Student Support Center.

Perspective: what will we do in this area in the future?

• No concrete measures are currently being planned.

Relevance: How important is this area for us?

• very important

Status Quo: What are we doing in this area so far?

• New forms of teaching / learning such as “flipped classroom” promote the concrete Discussion and independent development of content in the phases of Self-study. In the presence phases, discussions become critical thinking and acting encouraged.
• The high proportion of practical forms of learning – often done in teamwork – promotes problem-solving skills.
• 1 to 1 communication between students and carers Theses; Students work on current theses in their theses Research questions for which the solution has not been determined beforehand.
• Interactive lectures with liveVoting (ILIAS-Tool) and self-guided Excursions promote active engagement with scientific research Content.

Perspective: what will we do in this area in the future?

• if necessary. Conception of a new, interdisciplinary profile or elective module scientific-social topics

Relevance: How important is this area for us?

• rather important

Status Quo: What are we doing in this area so far?

• Expand participation in EUCOR – The European Campus (Specialization Biotechnology, Joint Master Neuroscience, Bilingual Variant in M.Sc. Biochemistry and Biophysics)
• Structured foreign mobility is organized through various programs (Erasmus program, RISE, Promos etc.)
• For individual mobility activities, students become more central and decentralized student guidance and the IO in terms of funding supported.
• PhDs: mobility through integration into joint programs (Erasmus Mundus, Marie-Curie ITN) and international research projects, as well as contacts of the Supervisor * inside.
• The bachelor’s degree courses offer one-semester stays abroad the 5th semester, since the students by choosing the appropriate modules can free up larger windows of time. All-year stays abroad are only available after the end of the fifth semester to.
• Semester abroad can be completed at M.Sc. Biology without major problems in the second or third semester.

Perspective: what will we do in this area in the future?

• No further concrete measures are currently being planned.

Relevance: How important is this area for us?

• very important

Status Quo: What are we doing in this area so far?

• Advice on didactic education is provided by the study office
• Teacher education is strengthened by younger teachers in Claimed.
• Participation in university didactic training events is a condition for the habilitation

Perspective: what will we do in this area in the future?

• Incentives for teacher training in higher education through the creation of Freedom, especially in the administrative area by staffing from central funds of the University
• A semester-comprehensive course “Information for Teachers” was launched at ILIAS created, with information material for study. There is currently a Subsection “Didactic Corner”, in the short descriptions of didactic methods, ILIAS tools, videos too “Constructive Alignment”, instructions for the formulation of learning objectives and other for Lecturers be made available. The program coordinator creates this section within the module III of the University Didactics Certificate Baden-Württemberg. This is supposed to be the hurdle for the Lecturers to enter the lower didactic training.

Relevance: How important is this area for us?

• very important

Status Quo: What are we doing in this area so far?

Since biology is an extremely research-driven science, of course the close connection in all phases of study by itself.

• The research proximity of the teaching is ensured above all by the high portion of Practical exercises with involvement in concrete research projects from the Research practice.
• Students have the opportunity to participate in the iGEM competition (International Genetically Engineered Machine Competition). In this context, they work independently in a team on a “real” research project and present their findings at an international conference.

Perspective: what will we do in this area in the future?

• No further concrete measures are currently being planned.

Relevance: How important is this area for us?

• very important

Status Quo: What are we doing in this area so far?

The learning objectives are formulated according to the taxonomy according to Bloom (1973) and Express what students can (should) do after completing the module. The Examination forms are aligned to these learning objectives. Therefore, the vast majority exists Part of the final module examinations in compulsory modules from examinations, which consist of Compose free-text questions as an overall learning objective of all degree programs is that students correct scientific facts in their own words can express.

Perspective: what will we do in this area in the future?

• Implementation of “Constructive Alignment”, as a universal didactic Concept in all courses / modules, eg through workshops for teachers and students Examples of successful “Constructive Alignment”.

Relevance: How important is this area for us?

• rather important

Status Quo: What are we doing in this area so far?

• Increasing use of modern teaching formats: In places, ILIAS is no longer just used as a “foil container” but also for pre-activation and Knowledge check.
• Especially in the newly designed modules in the Master of Education is increasingly used “Blended Learning” and “Flipped Classroom”.
• Support for teachers who want to introduce digital teaching methods offered by the student office.

Perspective: what will we do in this area in the future?

• Synchronization of initiatives to digitize teaching in the faculty with the university digitization strategy
• Creating free space for teachers of continuing education in higher education and the acquisition of digital skills, eg in the form of flexible teaching materials
• Scattering of experiences with modern teaching formats throughout the faculty Information events for teachers.
• Examples of ILIAS tools in the “didactics corner” on ILIAS.
• Freedom and incentives to use the research semester for didactic Attend training courses and design courses.

Relevance: How important is this area for us?

• rather important

Status Quo: What are we doing in this area so far?

Biology is a living and future-shaping science with high technological, economic and social relevance; Therefore, there is an ongoing review or adaptation of the curriculum and the curriculum Teaching contents on current developments in research and society.

Perspective: what will we do in this area in the future?

• No further concrete measures are currently being planned.

Relevance: How important is this area for us?

• very important

Status Quo: What are we doing in this area so far?

• The drop-out rate in undergraduate biology programs is moderate (Mean: B.Sc .: 15.8% after the second semester; 23% after the 5th semester). Since the faculty since the end of the temporary topping on average, has 120% freshmen (compared to the number of places offered), which compensates Dropout rate just this overload.
• pre-courses, supporting tutorials, online foresight activation, individual Knowledge acquisition before beginning your studies.
• Compulsory exercises in basic science subjects, to build a semester-accompanying learning strategy.
• We promote the online tool “ELIS – Successful Learning in Studies”.

Perspective: what will we do in this area in the future?

• Online knowledge refreshing material in front of the individual modules (accompanying the study) should be the study-accompanying maintenance of the acquired Supporting Knowledge.

Relevance: How important is this area for us?

• very important

Status Quo: What are we doing in this area so far?

• First semester introductory week, organized by the student council
• Regular information events from the specialist study counseling to the next Study section
• Regular information e-mails on time limits and Exam registration deadlines.
• Service Portal “Information about studying” on ILIAS with information material, videos and FAQ Forum on Study Organization.
• Service-oriented examination office with short processing times and unbureaucratic examination administration.
• Short ways and close integration of student guidance, study coordination and Examination Office (on a corridor).
• Daily office hours of specialist study counseling and Erasmus consulting.
• Daily office hours of the student council.
• For individual mobility activities, students become more central and decentralized student guidance and the IO in terms of funding supported.
• PhDs: mobility through integration into joint programs (Erasmus Mundus, Marie-Curie ITN) and research contacts of caregivers
• The Module Guides are also accessible from outside the university and allow a detailed look at the study content, learning objectives and requirements of the individual modules.
• The communication possibilities of the students are manifold. In addition to the personal address to the students mailing lists, one from the student council operated Online Forum and a Facebook Group available. The learning platform ILIAS can communicate within individual courses and / or modules. A variety of Modules are accompanied by voluntary tutorials that help students to structure the content and to ask for specific content and to to discuss. Frequently, students organize themselves into learning groups that do the Studying to a community experience.
• The student council organizes the annual event ” B³ – Careers for Biologists “ , at the Biologists working in different fields make their career and their own introduce your professional life.

Perspective: what will we do in this area in the future?

• No further concrete measures are currently being planned.

Relevance: How important is this area for us?

• very important

Status Quo: What are we doing in this area so far?

• Zoological exhibition, botanical garden including greenhouses and Field trial areas at the airfield serve as a place of teaching and learning
• Continuous reinvestment of good technical equipment Course rooms.
• The perspective 2020 into the basic budget of the faculty transfer QSM are still earmarked for teaching by the study commission used.
• There is a group work space exclusively for use by the Is reserved for students.
• Own faculty libraries for specialized literature and textbooks provide the necessary literature is available and serve as a learning place.
• The study office will take over all study organizational work (compilation of the Lecture list avoiding scheduling conflicts, examination planning, Recording the fulfillment of the individual teaching obligation, preparation and Conducting the student evaluations, etc.) so that the teachers spend their time for be able to use the preparation of the teaching content and teaching objectives.

Perspective: what will we do in this area in the future?

• Many courses (especially in undergraduate courses) are open The reason for the overload (currently: 1.51, previous year: 1.7) was overcrowded Restrictions in the care key result. The aim is therefore an adaptation of the Number of undergraduate students to those indicated in the capacity calculation Capacity and / or increase of teaching staff. Here are the increasingly extensive teaching activities for doctoral students so far not yet taken into account.
• No further expansion of study places. Since 2012 have been in several stages (“Hochschule 2012” and “Master 2016”) a total of 80 additional study places 60 permanent and 20 temporary (WiSe 2012/13 and WiSe 2013/14).
• Compensation for cuts in deputations, eg through teaching assignments (from central resources of the Rectorate), since these are not in reality because of the overload can be claimed (eg members of the faculty board).
• A higher quota for the digestion of middle construction sites should be made possible to strike a balance between innovation and continuity Courses.
• It also requires central special funds for large investments, about the possibilities of the QSM transferred into the basic budget of the faculty go.

Relevance: How important is this area for us?

• rather important

Status Quo: What are we doing in this area so far?

• The disadvantage compensation for students with disabilities and chronic Diseases are regulated in all study programs in the examination regulations.
• In addition, for students with disabilities or chronic Illnesses always look for flexible solutions to problems with Course forms (eg excursions) wanted.

Perspective: what will we do in this area in the future?

• The concept of barrier-free excursions for students is planned Mobility difficulties.

Relevance: How important is this area for us?

• rather unimportant

Status Quo: What are we doing in this area so far?

• International students and teachers will be enriching perceived.

Perspective: what will we do in this area in the future?

• Stronger internationalization through better and more English-speaking Courses offered in the master’s programs.

Relevance: How important is this area for us?

• rather important

Status Quo: What are we doing in this area so far?

• Expand participation in EUCOR – The European Campus (Specialization Biotechnology, Joint Master Neuroscience, Bilingual Variant in M.Sc. Biochemistry and Biophysics)
• Structured foreign mobility is organized through various programs (Erasmus program, RISE, Promos etc.)
• In the Bachelor’s programs B.Sc. lends itself to a one-semester Stays abroad the 5th semester, since the students by choice of corresponding modules can free up larger time windows. Year-round Stays abroad are only available after the end of the 5th semester.
• Semester abroad can be completed at M.Sc. Biology without major problems in the second or third semester.
• International summer schools on emerging disciplines such as Synthetic Biology, Bionics, Plant Biotechnology, Immunobiology, Neuroscience, proteome research, functional biodiversity research.
• Master’s theses abroad are within the framework of international Research collaborations possible.

Perspective: what will we do in this area in the future?

• The introduction of tuition fees for non-EU foreigners is for the Internationalization hindering.

Relevance: How important is this area for us?

• rather important

Status Quo: What are we doing in this area so far?

• Strong involvement of student representatives (student council) in the Implementation of improvement measures and the conception of new study programs and Teaching formats.
• The faculty uses the following quality assurance tools in study and Teaching:
• annual teaching report presented in study commission and faculty council and discussed.
• central organized student event and module evaluation (online via EvaSys).
• public evaluation reports (without free text responses; Data) on the website of the Faculty of Biology
• cyclical retreat meetings of study commission and module responsible: Strength and weakness analysis of module evaluations, measures taken and impact of change measures.
• Lecturer Assemblies: Discussion of far-reaching changes in the Study regulations or other teaching-related aspects, presentation of innovative teaching Learning exam formats.
• Accreditation: The degree programs B.Sc. Biology and M.Sc. Biology became 2014 accredited and are approved until 2020. The courses Polyvalent Two- Major subjects Bachelor of Biology (with option Lehramt Gymnasium) and M.Sc. Neuroscience become university internal after completion of the system accreditation accredited.

Perspective: what will we do in this area in the future?

• “The documentation of the quality cycles should be structured and more goal-oriented. (“Monitoring” within the Accreditation processes of the University of Freiburg)