The faculty follows a philosophy of a completely unified approach between teaching and research. Ongoing research and new research results are directly incorporated in the teaching, which in turn prepares the students for doing research. The contents of teaching are authentically represented by active researchers. Very early the students gain insights in topical basic research. Our goal is to show them that the pursuit of gaining knowledge is a societal value. Bachelor and master theses are geared to topical research subjects and possibly add to publications. The principles of good scientific practise are taught beginning with at the basic laboratory courses, and are emphasis throughout the studies. Since the winter semester 2012/13 exercises within the framework of newly installed tutorials also strengthens the efforts of education through peer discussions and group communciation.
In its study programs, the faculty offers numerous possibilities for specialization as well as extra-program leaning opportunities. Contents and learning targets of the study programs are transparent in all phases of the studies. The students are supported by different contacts (advisors, coordinators, service centre...) who help them reaching their individual targets.
a) Topical curricula and module manuals help in planning the studies.
b) For the masters' courses there are guides that show the way to individual specialization areas, and each student is provided with personalized advising by a member of the teaching staff .
The graduates have well-founded expertise and knowledge of techniques, they are able to think analytically and critically, to work scientifically and to solve problems. They have internalized the physicist’s mind-set and the strategies with which to best apply it. This and the acquisition of interdisciplinary key competences enable them to independently acquire new knowledge and abilities (lifelong learning) and to responsibly do their job in a multitude of sectors.
a) Following this research based studies approach, the students learn how to analyse problems in different and new contexts, how to make a case, how to verify and falsify and how to find and develop solutions.
b) With courses and trainings specifically designed for the teacher training courses the students obtain a qualification in step with actual practice.
University and faculties create a framework within which all students find the best teaching and learning atmosphere in all phases of the studies. There are sufficient and easily accessible information centres. This includes support when starting the studies (preparation courses), assistance in understanding the material(tutorials, mentoring) and with organisational difficulties (service centre, mentoring) as well as the promotion of extra leaning opportunities for particularly skilled students.
a) Preparation courses that are in every semester adjusted to the needs of the first-year students make it easier to start the studies. Here the skills and requirements of the first-year students are analysed before starting the studies to smoothen the transition from school to university.
b) Small exercise and discussion groups lead to a better supervision.
c) Particularly talented and motivated students are offered the possibility to begin the studies while still being a pupil at school, by specific programs (e.g. Elite-Master program MINT-teacher training courses PLUS), as well as by individual offers.
d) Since winter semester 2011/12 professors assist the students as mentors. In regular meetings in small groups or in private they act as contact persons and confidants for the students. The mentors report to the deans of studies about their experiences and report any problems they identify.
e) Since winter semester 2012/13 the faculty offers tutorials (until summer semester promoted by the BMBF (German federal ministry for education and research) quality pact „teaching“, then being taken over by the faculty) which complement the existing preparation courses and further supports the beginning of the studies. A significant goal of the tutorials is to compensate the different levels of mathematical knowledge of the first-year students, and thus to reducing the dropout rate by providing individual support to students who need to fill gaps in their school education.
University-wide „universitas“ aims to the creation and maintenance of the highest quality in teaching. It enables the faculties, „facultas“, to achieve this through technical support.. Reaching and maintaining the quality targets is monitored by regular assessment involving all factions and by communication between the different institutions.
a) Through their representatives in the committee on the curriculum of the faculty the students are being involved in the development of the study program.
b) Evaluating the lectures has a long tradition in the faculty. The students as addressees of the teaching play an important role in this evaluation.
c) The students are an important part of the faculty. So the faculty supports the work of its student representative committee, thus getting an intensive and positive collaboration.
d) In narrow coordination with its student representative committee the faculty does regular crossfaculty study program evaluations of all bachelor, master and teacher training study programs since summer semester 2012.
e) In regular and sometimes extraordinary students' plenary meetings there is interaction between academics and students in all aspects of study and teaching.
In the truest sense of „universitas“ the expectations and interests of our students are very heterogeneous and so are the profiles of the graduates. It is the aim of the faculty to keep this diversity and individually support every student. This diversity is a driving force for new ideas and insights.
The students have the abilities and the knowledge to participate on an international stage in their area of expertise. The study programs promote gaining expertise in European and other foreign countries. The degrees are internationally accredited and comparable and allow the graduates to start a job or to get advanced training abroad. Studying abroad is being promoted, and the study programs are accessible for foreign applicants.
a) Studying abroad is being promoted. The students are supported with the preparations and the planning, so that the semesters abroad can be integrated very well into the study in Germany.
b) Performance done abroad is recognized as competence-oriented according to transparent criteria. The students are given advice before and during their studies abroad. The students are enabled to plan their time aboard reasonably, may adjust it flexibly and attune it to their further studies.
c) Already accepted performances done abroad are listed and updated regularly.
d) Students who want to change university as well as external applicants get individual counselling.
e) Final theses are carried out in work groups with international contacts.
f) The introduction of an international master study program in English, with different topical core areas, such as solid state physics, particle physics, astronomy and/or imaging physics was just implemented.
To honour especially brilliant lectures the faculty student representative committee is sporadically awarding the „Golden Chalk“ since 2011. The awardees are appointed by the student body and the award is being handed over at the annual Academic Ceremony.