Rausenberger, Julia
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An “Agile” project planning course. Learning by doing in process engineering education
Process engineering education requires a comprehensive foundation and practical application. To bridge the gap between theoretical education and market requirements, a "Project Planning Course” has been offered since 2018 as part of the MSc specialization in Chemical Engineering at the FHNW School of Life Sciences. The course didactics combines the principles of an “agile” teaching mindset and problem-based learning, which optimally support the experience of this module. Students had to work on unresolved real-world problems, make decisions based on incomplete information, and present their work in a board meeting role play with board members from industry. These situations represent typical real-world challenges for future chemical engineers. The results show that most of the students learned to cope with the unconventional teaching methodology. The students’ evaluations of the module have been very positive, especially the fact that the active participation of the students triggers the actual learning process - which means that the essential learning goal has been achieved.
An integrative model for phytochrome B mediated photomorphogenesis. From protein dynamics to physiology
Plants have evolved various sophisticated mechanisms to respond and adapt to changes of abiotic factors in their natural environment. Light is one of the most important abiotic environmental factors and it regulates plant growth and development throughout their entire life cycle. To monitor the intensity and spectral composition of the ambient light environment, plants have evolved multiple photoreceptors, including the red/far-red light-sensing phytochromes.