FAQs

Frequently asked questions (and answers)

The means of reducing and increasing the teaching load must be agreed with the deans and superiors with sufficient advance notice. A reduction in teaching load is usually compensated by the allocation of a teaching assignment. An increase of two hours per week may be possible for part-time employees. Dr Lena Hotze is your contact in the PROKODIL team (hotze@europa-uni.de).

No, you can decide in favour of one type of relief for the first semester of the project and another in the second semester. For example, a participant chooses the material costs budget for the first semester and a reduction in teaching load for the second. Conversely, participants can also choose the same means of relief twice, for example a WHK or SHK for two semesters.

All in all, you are entitled to two reductions. How you divide them up is up to you.

1. winter semester 2024/25: Introduction to Faculty Learning Communities (FLCs)
- Theoretical basics: Participants will deal intensively with the theory and practice of Faculty Learning Communities.
- Practical testing: An interdisciplinary peer group will test how Faculty Learning Communities can be effectively designed and moderated.
- Goal definition: It will be examined which goals could be associated with Faculty Learning Communities and how these can be optimally implemented.

2. summer semester 2025: Support and implementation of FLCs
- Independent implementation: Participants will be supported in independently implementing curated Faculty Learning Communities as facilitators at their Faculties and institutions.
- Sustainable implementation: The aim is to perpetuate the concept of structured collegial exchange at the Viadrina.

The deans or directors of the Faculties and Centres and the PROKODIL team select the teaching staff for the individual learning groups according to the content focus of the teaching ideas submitted. This is to ensure that the teaching staff in the communities complement each other thematically and benefit from each other.
In the concept of the Faculty Learning Communities, groups that are as heterogeneous as possible have proven to be very beneficial in terms of the subject background of the participants. Cross-faculty exchange is expressly encouraged.