PUB - Publikationen an der Universität Bielefeld

Research-based learning (RBL) has been discussed in German higher education teaching and learning since the end of 1960s, having found a revival in the 2000s with considerable federal funding which enabled a creation of a variety of RBL-formats at many universities across disci-plines. Within this dynamic development, both the Stand-ing Group on RBL (Arbeitsgruppe Forschendes Lernen; AG FL) and the annual student research conferences (Kon-ferenz f & uuml;r Studentische Forschung; StuFos) play crucial roles. The AG FL supports actors of the teaching commu-nity in connecting various within the area with regard to exchanging knowledge and experiences, creating materials on RBL-teaching, fostering critical discussions on the members' research, publishing, and providing a profes-sional network. The StuFos allow students to visualize their research, exchanging ideas with others and thus familiariz-ing themselves with scientific practice within the academic community. These two entities provide that the given impe-tus turned into and remains a common endeavor within a community of practice with the students' work becoming visible and applicable as well as sustainably published