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University CORE

CORE Principle

CORE Our way of learning

Competence
Oriented
Research
Education

The CORE principle is characterized by active learning methods that promote independent and project-based learning. Beside expert knowledge in their field of study, our students also develop comprehensive methodological, social and personal skills - everthing they need for the working world. 

5-week blocks intensive and long lasting

Our students deal intensively with a practical question over a five-week period and take a maximum of two subjects per 5-week block. Learning objectives, course contents and exams are aligned.

Our competence-based exams are written at the end of each 5-week block (eight to nine times a year). Through regular testing, our students get continuous feedback on their performance and do not need to learn for multiple exams. In this manner teaching and learning content is conveyed very effectively - and stays in mind.  

Exams

  • Situation test
    In a station test, our students can show their technical and methodological expertise at several stations, in which they solve realistic tasks within a specified time in practical, oral or written form.
  • Presentation
    In a presentation, our students present a topic they have researched to an audience. They are able to respond to questions, suggestions and discussion points (technical, methodological and social skills).
  • Project
    The project showcases our students ability to evaluate and solve specific problems autonomously and in a team (technical, methodological, social and personal skills).

Key skills and competence

We have focused on ensuring that our courses are competence-oriented. This allows our students to apply the knowledge they have acquired in practice as soon as they start their first job. Their acquired skills make them attractive to the labour market.

Professional competence
Our students can connect and reproduce the acquired knowledge, recognize relationships and understand important theories as well as master technical language.

Social skills
Our students work in interdisciplinary teams and learning groups. They focus on goals and results.

Methodological skills
Our students apply efficient strategies and techniques, adapted to each situation.

Personal skills
Our students manage them self and therefore reflect upon and further develop their professional behavior conscientiously and independently.

Goal "only those who know the goal will find the way"

Our mock-up model connects learning objectives, contents, teaching methods and examination forms. This model focuses on constructive alignment and is a feature of all of our courses.

Active learning

We combine theory and practice. This means that our students do not just learn the required contents, but can also apply them in practice. This allows our students to quickly prove themselves in the workplace, making them attractive to future employers.

  • Role play
    Our students reenact a situation (such as a conflict, a decision process or a specific communication situation) as a group in a playful manner. During the role play critically questions will be discussed and reflected upon the various role behaviors (technical, methodological, social and personal skills).
  • Simulation
    In simulations our students are part of a team and will be confronted over a longer period of time with a practical situation, designed to be as realistic as possible. This provides our students with insights into problems and relations and teaches them to make decisions and evaluate the consequences of their actions (technical, methodological, social and personal skills).
  • Team teaching
    In the cooperative teaching method called team teaching, two or more people jointly conduct a course. This exercise, which simultaneously places our students in the position of student and teacher, allows them to learn and experience a wide range of perspectives, methods and suggestions (technical and methodological skills).
  • One-Minute-Paper
    In the one-minute paper exercise, our students actively engage with material e.g. to write down their learning outcomes and any open questions in one minute at the end of a teaching/learning unit (technical, personal skills).