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11 - Humboldt Reloaded, Hohenheim

from Part II.1 - Implementation Models in Undergraduate Research

Published online by Cambridge University Press:  11 August 2022

Harald A. Mieg
Affiliation:
Humboldt-Universität zu Berlin
Elizabeth Ambos
Affiliation:
Council on Undergraduate Research, Washington DC
Angela Brew
Affiliation:
Macquarie University, Sydney
Dominique Galli
Affiliation:
Indiana University–Purdue University, Indianapolis
Judith Lehmann
Affiliation:
Universidad de Buenos Aires, Argentina
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Summary

“Humboldt reloaded” is a cross-faculty teaching program for undergraduate research experiences established in 2011 at the University of Hohenheim, Stuttgart, Germany. The overall goal is to provide students with the opportunity to experience and conduct research at a very early stage in the undergraduate curriculum. The program is named after the educational reformer Wilhelm von Humboldt, the founder of the modern German university, who advocated the unity of research and teaching and the development of critical thinking skills (the Humboldtian education ideal).

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Chapter
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Publisher: Cambridge University Press
Print publication year: 2022

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References

Fair, C., King, C., & Vandermaas-Peeler, M. (2004). A cognitive apprenticeship model of undergraduate research in human services. Human Service Education, 24(1), 6168.Google Scholar
Gerstenberg, J., & Reinmuth, E. (2018). Humboldt reloaded – Undergraduate research integrated into bachelor curriculum at Hohenheim University, Germany. Creating collaborative connections in and through undergraduate research. CUR Biennial Conference 2018. Council on Undergraduate Research.Google Scholar
Linn, M. C., Palmer, E., Baranger, A., Gerard, E., & Stone, E. (2015). Undergraduate research experiences: Impacts and opportunities. Science, 347(6222). https://doi.org/10.1126/science.1261757CrossRefGoogle ScholarPubMed
Sand, J. (2019). Unpacking the black box URE – A holistic analysis on the effects of undergraduate research experience using the example of Humboldt reloaded. Proceedings of FocusURE: Underpinnings, requirements, effects of undergraduate research experiences. University of Hohenheim. https://humboldt-reloaded.uni-hohenheim.de/fileadmin/einrichtungen/humboldt-reloaded/focus_URE/focusURE_-_Tagungsband_-_final.Web.pdfGoogle Scholar
Selje-Aßmann, N. (2019). A multidimensional model for mentoring learners in research-based learning. Proceedings of FocusURE: Underpinnings, requirements, effects of undergraduate research experiences. University of Hohenheim. https://humboldt-reloaded.uni-hohenheim.de/fileadmin/einrichtungen/humboldt-reloaded/focus_URE/focusURE_-_Tagungsband_-_final.Web.pdfGoogle Scholar
Selje-Aßmann, N., Poll, C., Tisler, M., Gerstenberg, J., Blum, M., & Fleischer, J. (2019). Inquiry-based learning in the life sciences. In Mieg, H. A. (Ed.), Inquiry-based learning – Undergraduate research: The German multidisciplinary experience. Springer (open access). www.springer.com/de/book/9783030142223Google Scholar

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