I3ProTeachING Research-based Learning

Research-based learning

The focus


This focus is designed for those who want to be active learners together with students in teaching and their own research project. In doing so, we deal with the questions, for example:

  • How can you introduce students to research and development already with small teaching methods?
  • How can you accompany students in partnership in research-based learning in project work and theses?
  • How can you design student research projects with industry partners?

The aim is for you to further develop your academic perspective as a teacher and researcher, discuss how to engage students in research in different contexts, and design and implement research-based learning units, courses or final theses.

To this end, you will deal with appropriate methods and digital media as well as feedback and examination forms, focus on theses and discuss aspects of research-based learning in interdisciplinary projects, for example.

What is “research-based learning”? – You are welcome to read up on it here.

Research-based learning is more than experimenting in the lab. Rather, students experience an entire research process cognitively, socially, and emotionally, work (partially) independently, and communicate their findings to others. Engaging students in research explicitly - this already begins in partial steps, in that students deal with research results, methods or processes, practice them or are active in research themselves.


The total duration of the workshops in I³ProTeachING is 24h. You begin with the start workshop. You choose the other workshops, totalling 18 hours, from the workshop catalogue. The workshops recognised in the focus are listed there.

Complementary Elements

The complementary elements support you in dealing with the contents of your focus in more depth. You will work through a total of three complementary elements in self-study. We provide you with handouts, checklists and information for the implementation. You work on the following three elements in any order:

Peer Visits
Teaching project

You can do the reflection as (1) individual reflection OR (2) network meetings. The individual reflection is about reflecting on a question around a topic from your basic program or about your own teaching stance. This reflection is done on your own through self-study and has to be documented. Network meetings are about networking and reflecting with other faculty on the teaching project in two 1.5 hour meetings.

The focus here is on a peer exchange and learning from and with each other. You will observe a peer’s course and give each other feedback on the previously agreed observation focus and document your experience in a observation report, which you will share with your I³ProTeachING supervisor.

The focus here is on transferring what you have learned into your own teaching. You will carry out a teaching project in pairs or threes. You can focus on (1) innovating a course such as practices to supervise students in final theses as co-researchers OR (2) analyzing a course e.g. with regard to how students develop research interest in the course. The teaching project will result in a product (e.g. poster), which will be feedbacked by the I³ProTeachING supervisor and presented to the TUHH public at the final event of your I³ProTeachING program.

Click here to register for the teaching project.

Individual Mentoring

Participants put together their programme with the focus individually. An example is illustrated below. During their individual programme, they are continuously accompanied by Ulrike Bulmann (all participants from the deaneries B, E, W) or Dorothea Ellinger (all participants from the deaneries G, M, V) from our I³ProTeachING team, i.e. from the initial conversation to the final event. In the initial conversation, a possible programme sequence according to individual interests and needs is discussed for the first time. Often, participants are first inspired by workshops on the main topic in order to generate their own ideas for teaching practice. Participants look for partners for the complementary elements of peer visits and teaching project. Participants carry out the reflection alone and independently. Participants carry out the peer visit in pairs, can share their observation report and request feedback from their accompanying I³ProTeachING mentor. The teaching project partners register their project via the form and already formulate their first project ideas in it. Then, there is always a consultation with the mentor, i.e. as a milestone before the detailed planning and implementation, e.g. of a teaching innovation. The mentor is available for further exchange on the project. Finally, the product of the teaching project is shared with the mentor who gives feedback. Finally, participants register via the form for the final event, where they then present their project and receive their certificates. Participants can informally exchange and network with each other via Mahara, the I³ProTeachING Community Chat and get-togethers. Participants can inform themself, document and network with each other via ILIAS.

If you have any questions about the focus on “Research-based learning”, please do not hesitate to contact us!