How can we support students so they can thrive in a complex, digital, and sustainability-oriented professional world? The “KoSMOs” project at Hof University of Applied Sciences is addressing this question. The project aims to fundamentally transform university teaching and focus more strongly on future skills—that is, competencies such as teamwork, problem-solving, self-management, and interdisciplinary thinking.
“We want to design teaching in such a way that students not only absorb factual knowledge but also actively develop the skills they will truly need in their future careers,” explains project leader Prof. Dr.-Ing. Anke Müller, who is also dean of the Faculty of Engineering at Hof University of Applied Sciences. “To achieve this, we must break new ground—didactically, structurally, and, in part, culturally as well.”
Focus on Student-Centered Teaching
KoSMOs places student-centered teaching at the center. Pure knowledge transfer is being replaced by new teaching and learning formats that promote active exchange, self-directed learning, and practical problem-solving. The basis for this is an analysis of existing teaching structures as well as the demands of the professional world. At the same time, concrete offerings for faculty and students are being developed: The newly established Didactics Center (Anke Kaluza, Maike Haag) brings together consulting services, workshops, peer-learning formats, and a pool of teaching materials, and also provides support in the design of courses. The goal is to permanently embed student-centered and project-oriented teaching at the university.
Seven pilot projects for the teaching of tomorrow
KoSMOs is particularly visible in its practice-oriented pilot projects. A total of seven so-called “good practice” courses are testing new ways of learning across various disciplines:
- One example is the “Capture the Flag” format (Prof. Dr. Florian Adamsky), which originates from computer science. Here, students work in teams to identify security vulnerabilities and defend systems against attacks. The playful competitive element strengthens analytical thinking, teamwork, and problem-solving skills.
- The “Invert the Class” project (Prof. Dr.-Ing. Christoph Koch) employs a flipped classroom concept. In this approach, students first work through theoretical content independently—for example, using videos or digital learning materials—before the shared in-person time is used for discussions, group work, and complex case studies. The instructors act more as coaches throughout the process.
- The pilot project “MB Kompetenz” (Prof. Dr.-Ing. Marco Linß) integrates several engineering modules across a complete product lifecycle—from the initial idea through to quality control. Through this project-based learning, students not only acquire specialized knowledge but also strengthen their methodological skills, self-organization, and systems thinking.
- In the “AI Wizzard” project (Prof. Dr.-Ing. Katharina Neumann), students tackle real-world problems using artificial intelligence, digital platforms, simulations, and lab work. The hybrid learning format combines digital and practical elements and particularly fosters cooperation, communication, and critical thinking.
- Another example is “MINT Escape,” which is supervised by project leader Prof. Dr.-Ing. Anke Müller herself. In an escape room scenario, university and high school students solve interdisciplinary puzzles to avert a fictional disaster. The playful time pressure fosters teamwork, communication, and creative thinking while also aiming to strengthen enthusiasm for technical degree programs.
- The “Future Industry in a Box” project (Prof. Dr. Heike Markus) also takes a hands-on approach. Here, a microfactory is being created where modern production processes and IoT technologies—that is, the intelligent networking of machines and devices via the internet—can be experienced firsthand. In the process, students become familiar with so-called Industry 4.0 applications.
- With “INTER.Campus” (Prof. Dr. Heike Markus), KoSMOs is also pursuing a university-wide approach: students from various disciplines work together on real-world projects with companies from the region. In the process, they acquire skills in intercultural communication, teamwork, and entrepreneurship while gaining valuable practical experience.
Sustainable Change in University Culture
However, KoSMOs sees itself as more than just a collection of innovative teaching ideas. The project aims to transform university culture in the long term. To this end, new structures are being created—such as a teaching innovation committee, improved didactic onboarding processes for faculty, and interdisciplinary clusters for co-teaching and peer learning.
“Our goal is to permanently embed innovation in teaching within the university’s structures. When faculty members can more easily implement good ideas and receive recognition for doing so, everyone ultimately benefits—especially the students.”
Prof. Dr.-Ing. Anke Müller
The project is accompanied by an ongoing evaluation (Prof. Müller-Czygan) that examines the impact on teaching quality, academic success, and competency development. At the same time, the results will be made available to other universities through open-access publications, academic conferences, and digital learning materials.
Those interested can find further information on the KoSMOs project at:
Project Coordination: Dr. Julia Winterlich
Julia.Winterlich@hof-university.de
Contact person at the Didactics Center:
Anke Kaluza: anke.kaluza@hof-university.de
Maike Haag: maike.haag@hof-university.de
