Commission for Teaching

Applications that fall within the mandate of the Committee can be made by all Faculties of the University. Applications must be submitted at least three weeks before a scheduled meeting to Vice Rector Prof. Dr. Kornelia Freitag. The Chairwoman of the Committee decides whether the application can be dealt with in the meeting or has to be postponed.

The UKL in transition "Self-conception - viewpoints - principles"

The Commission sees itself as an advisory and service organization.

Its fundamental objectives are

• Transparency (transparent working methods)
• Communication (openness to criticism and suggestions)
• Tolerance (tolerant treatment of differing positions)
• Reflection (of one's own actions)

As a permanent university commission, the UKL is responsible for all matters relating to studies and teaching and all related issues.

The UKL as an advocate for teaching

The UKL sees itself as an advocate for teaching at RUB:

• Improving the quality of teaching
• Supporting positive approaches
• Changing undesirable developments in cooperation with those affected
• Improving the study situation for students

The UKL as a self-governing body

As a self-governing body of the RUB, the members of the UKL are elected by the Senate in the following composition (group parity):

• 4 members from the group of professors
• 4 members from the group of academic staff
• 4 members from the group of technical and administrative staff
• 4 members from the group of students
• The Vice-Rector for Teaching and Continuing Education chairs the committee.

The complete mission statement of the UKL (published in 2010, only available internally at RUB)

PREAMBLE

In accordance with the "Teaching Mission Statement", teachers and students share responsibility for the learning process. RUB students are prepared to perform at a high level and to work independently. They take responsibility for their studies. They play an active role in shaping courses and give teachers productive feedback. Teachers inspire students with their professional expertise and arouse curiosity about their academic field. They challenge students with demanding content, promote their learning processes with suitable didactic methods and assess in a competence-oriented manner using transparent performance assessment procedures. They use feedback and evaluations and continuously develop their teaching and teaching skills.

1. COMMUNICATION CULTURE:

Talking to each other and mutual trust guide discussions and are core elements of the discourse between lecturers and students.

2. ATTENDANCE IN COURSES:

Compulsory attendance should not be applied across the board to course types or modules. It is derived from the learning objectives of the module or course, whose didactic setting and number of participants are to be chosen appropriately according to the learning objectives. Rules on attendance requirements must be defined for all types of courses. Seminars should be designed for a maximum of 30 participants. Attendance requirements for courses that are purely for the purpose of imparting knowledge and where the content can be accessed in other ways are excluded. As a rule, attendance has not been compulsory for lectures at RUB since 2010.

3. BINDING DEFINITION OF ATTENDANCE REQUIREMENTS

As a rule, each faculty or ZWE adopts binding regulations for all modules offered in its degree programs in the Academic Advisory Board and subsequently in the Faculty Council - if only in the latter, then with a 2/3 majority - unless they already result from a statutory regulation. There are two ways in which attendance in courses can be made binding: through a detailed specification for course types or modules in the examination regulations or via the module handbook. The rules for each module should be defined as specifically as possible, including the percentage of possible absences, the consequences of too many absences and the possible compensation of absences. The same rules should be applied to the same courses within a degree program. Individual determination by lecturers in courses or modules is excluded.

4.SEMESTER-ACCCOMPANIED LEARNING SUCCESS CONTROLS AND ATTENDANCE OBLIGATIONS: Attendance in itself is not an achievement, it may therefore not be defined as an examination (preliminary) achievement or course achievement. Semester-accompanying learning success checks are independent of attendance rules and are at the discretion of the lecturer. They may be awarded bonus points for the final module examination but are not an examination requirement.

5. TOLERANCE LIMITS FOR ATTENDANCE REQUIREMENTS:

As a rule, unjustified absences should be limited to 25% of the course dates.

6. PLACE OF REGULATION FOR CONFLICTS:

The faculty is the place of regulation for any cases of conflict because the subject-specific particularities are in view here. The primary point of contact for lecturers and students is the dean or the dean of studies. If the conflict cannot be resolved, the case can be passed on to the UKL via the Vice-Rector for Teaching.

Additional information from the UKL on the guidelines:

Compensation for disadvantages: The application for and granting of compensation for disadvantages requires the individual case to be considered. All examination regulations contain corresponding provisions:

"The statutory maternity protection periods, the periods of parental leave and the periods of absence due to the care and upbringing of children within the meaning of Section 25 (5) of the Federal Training Assistance Act and due to the care of a spouse, registered civil partner or a relative in a direct line or first degree by marriage must be taken into account. If the candidate provides a medical certificate stating that he or she is unable to take all or part of an examination in the intended form due to a long-term or permanent physical or mental disability or chronic illness, the chair of the examination board must allow the candidate to take equivalent examinations in a different form."

Depending on the specific individual case, a regulation to compensate for disadvantages may therefore also be necessary with regard to attendance. Teachers and examination boards must therefore be made aware of this.

Alternative course formats (block courses/blended learning formats):

Depending on the content and objective of a course, alternative course formats should be taken into account in the actual course planning. For example, events in off-peak times, block courses outside of regular study times, blended learning formats, etc. can support the possibility of continuous participation in courses.

Uncertainties in connection with the fulfillment of the teaching load obligation:

If lecturers are unable to fulfill their teaching duties due to a lack of course participants, the problem must be reported to the dean and an arrangement agreed. In the case of lecturers in particular, the faculties must ensure that the issue is addressed in advance and that reference is made to the relevant contractual regulations.

Adjustment period:

The necessary adjustments to module handbooks and, if applicable, examination regulations should be completed by the start of the 2020/2021 winter semester.