Study Program Handbook

Earth and Environmental Sciences

Bachelor of Science
Subject-specific Examination Regulations for Earth and Environmental Sciences (Fachspezifische
Prufungsordnung) ¨

The subject-specific examination regulations for Earth and Environmental Sciences are defined by
this program handbook and are valid only in combination with the General Examination Regulations
for Undergraduate degree programs (General Examination Regulations = Rahmenprüfungsordnung).
This handbook also contains the program-specific Study and Examination Plan (Chapter 6).

Upon graduation, students in this program will receive a Bachelor of Science (BSc) degree with a
scope of 180 ECTS (for specifics see Chapter 6 of this handbook).

Version Valid as of Decision Details

Fall 2019 – V1 Sep 01, 2019 Approved by the Master version

Academic Senate on
August 28, 2019.
Contents

1 Program Overview ..........................................................................................................5

1.1 Concept ...............................................................................................................................5
1.1.1 The Jacobs University Educational Concept ..................................................................5
1.1.2 Program Concept .........................................................................................................5
1.2 Specific Advantages of Earth and Environmental Sciences at Jacobs University ....................6
1.3 Program-Specific Educational Aims ......................................................................................6
1.3.1 Qualification Aims ........................................................................................................6
1.3.2 Intended Learning Outcomes .......................................................................................7
1.4 Career Options ....................................................................................................................7
1.5 Admission Requirements .....................................................................................................8
1.6 More Information and Contact ............................................................................................9
2 The Curricular Structure................................................................................................10
2.1 General ............................................................................................................................. 10
2.2 The Jacobs University 3C Model......................................................................................... 10
2.2.1 Year 1 – CHOICE ......................................................................................................... 10
2.2.2 Year 2 – CORE ............................................................................................................ 13
2.2.3 Year 3 – CAREER......................................................................................................... 14
2.3 The Jacobs Track ................................................................................................................ 16
2.3.1 Methods and Skills Modules ...................................................................................... 16
2.3.2 Big Questions Modules .............................................................................................. 16
2.3.3 Community Impact Project ........................................................................................ 17
2.3.4 Language Modules ..................................................................................................... 17
3 Earth and Environmental Sciences as a Minor ..............................................................17
3.1 Qualification Aims ............................................................................................................. 17
3.1.1 Intended Learning Outcomes ..................................................................................... 18
3.2 Module Requirements ....................................................................................................... 18
3.3 Degree............................................................................................................................... 19
4 Earth and Environmental Sciences Undergraduate Program Regulations ....................19
4.1 Scope of these Regulations ................................................................................................ 19
4.2 Degree............................................................................................................................... 19
4.3 Graduation Requirements ................................................................................................. 19
5 Schematic Study Plan for Earth and Environmental Sciences .......................................20
6 Study and Examination Plan .........................................................................................21
7 Module Descriptions.....................................................................................................22
7.1 General Earth and Environmental Sciences ........................................................................ 22
7.2 General Geosciences ......................................................................................................... 24
7.3 Environmental Science ...................................................................................................... 26
7.4 Oceanography ................................................................................................................... 28
7.5 Geochemistry of Igneous and Aqueous Systems ................................................................ 30
7.6 Mineral, Metal and Water Resources ................................................................................. 32
7.7 Earth Data Science ............................................................................................................. 34
7.8 Geophysical Remote Sensing ............................................................................................. 36
7.9 Advanced Earth and Environmental Sciences Field lab ....................................................... 38
7.11 Global Change and Systems Thinking ............................................................................. 40
7.12 Modeling of Earth System Data ...................................................................................... 42
7.13 Current Topics in Earth and Environmental Sciences ...................................................... 44
7.14 Internship / Startup and Career Skills ............................................................................. 46
7.15 Bachelor Thesis and Seminar ......................................................................................... 49
7.16 Jacobs Track Modules .................................................................................................... 51
7.16.1 Methods and Skills Modules ................................................................................... 51
7.16.1 Big Questions Modules........................................................................................... 75
7.16.2 Community Impact Project ..................................................................................... 97
7.16.3 Language Modules ................................................................................................. 99
8 Appendix.....................................................................................................................100
8.1 Intended Learning Outcomes Assessment-Matrix ............................................................ 100
1 Program Overview

1.1 Concept

1.1.1 The Jacobs University Educational Concept

Jacobs University aims to educate students for both an academic and a professional career by
emphasizing four core objectives: academic quality, self-development/personal growth,
internationality and the ability to succeed in the working world (employability). Hence, study programs
at Jacobs University offer a comprehensive, structured approach to prepare students for graduate
education as well as career success by combining disciplinary depth and interdisciplinary breadth with
supplemental skills education and extra-curricular elements.

In this context, it is Jacobs University’s aim to educate talented young people from all over the world,
regardless of nationality, religion, and material circumstances, to become citizens of the world who
are able to take responsible roles for the democratic, peaceful, and sustainable development of the
societies in which they live. This is achieved through a high-quality teaching as well as manageable
study loads and supportive study conditions. Study programs and related study abroad programs
convey academic knowledge as well as the ability to interact positively with other individuals and
groups in culturally diverse environments. The ability to succeed in the working world is a core
objective for all study programs at Jacobs University, both in terms of actual disciplinary subject matter
and also to the social skills and intercultural competence. Study-program-specific modules and
additional specializations provide the necessary depth, interdisciplinary offerings and the minor option
provide breadth while the university-wide general foundation and methods modules, mandatory
German language requirements, and an extended internship period strengthen the employability of
students. The concept of living and learning together on an international campus with many cultural
and social activities supplements students’ education. In addition, Jacobs University offers professional
advising and counseling.

Jacobs University’s educational concept is highly regarded both nationally and internationally. While
the university has consistently achieved top marks over the last decade in Germany’s most
comprehensive and detailed university ranking by the Center for Higher Education (CHE), it has also
been listed by the renowned Times Higher Education (THE) magazine as one of the top 300 universities
worldwide in 2018. The THE ranking is considered as one of the most widely observed university
rankings. It is based on five major indicators: research, teaching, research impact, international
orientation, and the volume of research income from industry.

1.1.2 Program Concept

The BSc program Earth and Environmental Sciences (EES) at Jacobs University is an interdisciplinary
science major with a strong focus on phenomena and processes encountered at or near the Earth’s
surface. Our students develop a holistic understanding of the Earth’s surface environment with its
interacting land masses, oceans, atmosphere and biosphere, and of the human impact on this
environment. The EES program is based on a solid foundation in chemistry, mathematics and physics,
and combines traditional geoscience disciplines such as geology, oceanography and environmental
science using key methodological tools and concepts from geochemistry, geophysics, geodata analysis
and data management. The modular curriculum allows for an excellent integration of optional

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complementary courses from the social sciences, e.g., economics and management, and from the life
sciences, e.g., biochemistry, cell biology and microbiology.

The EES program imparts the knowledge and the skills that allow our graduates to address topical
challenges and key research questions including the sustainable and responsible exploration of natural
resources, the short- and long-term evolution of the Earth’s climate and oceans, the scientific
processing and analysis of large volumes of digital Earth data and pressing anthropogenic challenges
to the natural environment. The EES program is ideally suited for proactive and engaged students who
are passionate about planet Earth and our natural environment, its dynamics and the impact of human
activities, who enjoy working outdoors, and who wish to contribute to finding solutions to pressing
real-world problems.

1.2 Specific Advantages of Earth and Environmental Sciences at Jacobs University

The EES curriculum integrates a variety of course formats and educational elements ranging from
lectures and seminars, field and laboratory work to on-campus and off-campus teamwork in
multidisciplinary and multicultural groups. Already at the course level, theoretical concepts and
important earth processes are demonstrated and illustrated using hands-on exercises, field work, and
earth science data. In line with Jacobs University's 3C concept, the EES curriculum proceeds from
introductory modules in the first year of study (CHOICE) to more advanced and disciplinary focused
modules in the second study year (CORE). In the final year of study (CAREER), and in addition to the
B.Sc. thesis project, a set of EES capstone modules bring together different strands of the education at
Jacobs University in case studies and group projects, promoting social, intercultural, and presentation
skills as well as raising awareness of topical real-world challenges.

EES instructors emphasize a global and interdisciplinary perspective that is firmly rooted in the natural
sciences. We promote a process- and solution-oriented approach to topical challenges and problem-
solving skills that are in high demand by potential employers and graduate schools, thus opening a
wide range of possible career paths in academia and industry. Students graduating from the EES and
its associated programs entered careers in professional areas as diverse as non-governmental
organizations, mining and oil companies, international space agencies, media and press departments,
publishing companies, universities, and research institutions. The excellent quality of geoscience
programs at Jacobs University has been independently and consistently acknowledged by top CHE Die
Zeit rankings since 2009.

1.3 Program-Specific Educational Aims

1.3.1 Qualification Aims

The B.Sc. program Earth and Environmental Sciences is fully committed to the mission of Jacobs
University. With planet Earth and global environment at the heart of the study program,
internationality and interdisciplinary learning are key ingredients of the EES program that benefit our
graduates and supports them on their journey to become citizens of the world. The EES program
strongly emphasizes everyone’s responsibility for the future sustainable development of our natural
environment.

In field activities, data and chemistry laboratory courses, students are exposed to modern equipment
and current research methods early in their career. EES courses typically integrate theoretical concepts
and processes with case studies and the application of practical and presentation skills, so that our
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graduates are well-prepared for a wide range of career paths in academia, business, consulting,
government, and industry.

1.3.2 Intended Learning Outcomes

By the end of the program, students will be able to

• explain key concepts and processes in geology, oceanography, environmental sciences,

geochemistry, Earth data science and geophysical remote sensing;
• describe and discuss marine systems and terrestrial (near-)surface systems, identify and
examine their components and interactions;
• apply fundamental chemical and physical concepts and methods to solve real-world problems
in terrestrial and marine systems;
• identify and differentiate sedimentary, igneous and metamorphic rocks and minerals;
• apply fundamental field skills, technologies, and concepts in Earth and Environmental Sciences
to address topical issues;
• classify and analyze major anthropogenic disturbances of the natural (near-)surface system;
• describe and appraise the interdependencies between resource exploration, responsible
resource exploitation and environmental protection;
• cooperate and collaborate responsibly and ethically in international and culturally diverse
teams and communities;
• professionally communicate their own results in writing and in front of an audience, to both
specialists and non-specialists;
• select and apply key data processing and analysis techniques in applied and environmental
geosciences;
• perform quantitative analyses of materials, processes and systems, and model their dynamics;
• analyze scientific and technical questions, put them into context to what is known in the
literature, and to solve the questions at hand;
• evaluate, anticipate, and proactively communicate to society the human impact on the
environment, and engage ethically as an environmentally responsible person;
• apply research methods appropriate in Earth and Environmental Sciences;
• take responsibility for their own learning, personal and professional development and role in
society, evaluating critical feedback and self-analysis;
• actively defend and promote ethical, scientific and professional standards.

1.4 Career Options

The Earth and Environmental Sciences program provides a gateway to a wide range of different career
paths that reflect the diversity of Earth and Environmental Sciences. Career prospects are excellent, as
there is an increasing demand for graduates with a science-based background in Earth and
Environmental Sciences, especially with skill-sets that include practical field and lab work, numerical
and analytical skills coupled with a sound knowledge in geochemistry, geology, oceanography,
geophysics and/or data sciences. An understanding and appreciation of the inherent interdisciplinary
nature of the Earth and Environmental sciences is also greatly valued by both academia and industry.

Graduates of the Earth and Environmental Sciences program at Jacobs University can choose from a
broad range of careers in academia and in industry, for example in the exploration and management
of natural resources such as fresh water, fossil fuels and minerals on land and in the oceans, or in

7
research at universities and various State-, NGO- or privately-funded research facilities. Possible
careers also include high-school and college teaching, environmental consulting, protection and
management, work in science journalism and publishing or in the geo- and eco-tourism industry. Since
positions in industry and academia often require a M.Sc. degree, the modules and courses in the Earth
and Environmental Sciences program also aim to prepare students for further studies at graduate
schools.

The Earth and Environmental Sciences program has an excellent placement record for its graduates in
both, the international job market and highly ranked graduate programs in Germany and abroad (such
as Berlin, Bremen, Munich and Tübingen in Germany, and, for example, MIT Boston, ETH Zurich, TU
Delft and numerous other universities in the U.S., the Netherlands, the U.K., South Africa, Norway and
Sweden). Earth and Environmental Sciences alumni are currently employed by a variety of different
companies such as Equinor, Wintershall, DuPont USA, Shell, Lürssen Werft GmbH, and McKinsey,
universities and research institutions such as the University of St. Andrews, UK, University of Colorado
Boulder, USA, AWI Bremerhaven, MPI for Marine Microbiology, GFZ Potsdam, and Marum Bremen but
also at NGOs and Federal and State departments and agencies.

Since Jacobs University is an international residential campus university, all B.Sc. students live in shared
housing facilities on Jacobs Campus. The experience of living, learning, and working together with
students from more than 100 different countries, ensures that all Earth and Environmental Science
graduates are well-prepared for working together in highly diverse multicultural teams and
environments.

In addition to the career support provided by a student’s Academic Advisor, the central Career Services
Center (CSC) at Jacobs University together with the Jacobs Alumni Office support students with high
quality training and coaching in C.V. preparation, cover letter formulation, preparation for job
interviews, business etiquette, and employer research. Furthermore, the Alumni Office helps students
establish a long-lasting and worldwide network which provides support when exploring job options in
academia, industry, and elsewhere.

1.5 Admission Requirements

Admission to Jacobs University is selective and based on a candidate’s school and/or university
achievements, recommendations, self-presentation, and performance on required standardized tests.
Students admitted to Jacobs University demonstrate exceptional academic achievements, intellectual
creativity, and the desire and motivation to make a difference in the world.

The following documents need to be submitted with the application:

• Recommendation Letter
• Official or certified copies of high school/university transcripts
• Educational History Form
• Standardized test results (SAT/ACT/TestAS) if applicable
• ZeeMee electronic resume (optional)
• Language proficiency test results (TOEFL, IELTS or equivalent)

German language proficiency is not required, instead all applicants need to submit proof of English
proficiency.

For any student who has acquired the right to study at a university in the country where she/he has
acquired the higher education entrance qualification Jacobs University accepts the common
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international university entrance tests as a replacement of the entrance examination. Applicants who
have a subject-related entrance qualification (fachgebundene Hochschulreife) may be admitted only
to respective studies programs.

For more detailed information visit:

https://www.jacobs-university.de/study/undergraduate/application-information

1.6 More Information and Contact

For more information please contact the study program chair:

Dr. Michael Bau
Professor of Geosciences,
Email: m.bau@jacobs-university.de
Telephone: +49 421 200-3102
Visit our program website:
https://www.jacobs-university.de/study/undergraduate/programs/earth-and-environmental-
sciences

9
2 The Curricular Structure

2.1 General
The curricular structure provides multiple elements for enhancing employability, interdisciplinarity,
and internationality. The unique Jacobs Track, offered across all undergraduate study programs,
provides comprehensive tailor-made modules designed to achieve and foster career competency.
Additionally, a mandatory internship of at least two months after the second year of study and the
possibility to study abroad for one semester give students the opportunity to gain insight into the
professional world, apply their intercultural competences and reflect on their roles and ambitions for
employment and in a globalized society.

All undergraduate programs at Jacobs University are based on a coherently modularized structure,
which provides students with an extensive and flexible choice of study plans to meet the educational
aims of their major as well as minor study interests and complete their studies within the regular
period.

The framework policies and procedures regulating undergraduate study programs at Jacobs University
can be found on the website (https://www.jacobs-university.de/academic-policies).

2.2 The Jacobs University 3C Model

Jacobs University offers study programs that comply with the regulations of the European Higher
Education Area. All study programs are structured according to the European Credit Transfer System
(ECTS), which facilitates credit transfer between academic institutions. The three-year under-graduate
program involves six semesters of study with a total of 180 ECTS credit points (CP). The undergraduate
curricular structure follows an innovative and student-centered modularization scheme - the 3C-Model
- that groups the disciplinary content of the three study years according to overarching themes:

Year I: Year II: Year III:

CHOICE CORE CAREER
Students have the Students study the Students enhance their
CHOICE to decide on CORE elements of CAREER skills and
their major after the their major and may prepare for the job
first year of study. choose a minor. market, graduate school
and society.

Figure 1: The Jacobs University 3C-Model

2.2.1 Year 1 – CHOICE

The first study year is characterized by a university-specific offering of disciplinary education that builds
on and expands upon the students’ entrance qualifications. Students select introductory modules for
a total of 45 CP from the CHOICE area of a variety of study programs, of which 15-30 CP will be from
their intended major. A unique feature of our curriculum structure allows students to select their major
freely upon entering Jacobs University. The Academic Advising Coordinator offers curricular counseling

10
to all Bachelor students independently of their major, while Academic Advisors support students in
their decision-making regarding their major study program as contact persons from the faculty.

To pursue Earth and Environmental Sciences as a major, the following CHOICE modules (15 CP) need
to be taken as mandatory modules:

• CHOICE Module: General Earth and Environmental Sciences (7.5 CP)

• CHOICE Module: General Geoscience (7.5 CP)

These CHOICE modules introduce the students in the 1st semester to the fundamentals of Earth and
Environmental Sciences (e.g., the structure of the Earth, its major compartments, plate tectonics, time-
scales, and the human impact on the natural environment), and in the 2 nd semester provide more
specific knowledge of geomaterials and geological phenomena and address the exogenic and
endogenic processes that shape them.

The remaining CHOICE modules (30 CP) can be selected in the first year of studies according to interest
and with the aim to allow a change of major until the beginning of the second year, when the major
becomes fixed.

2.2.1.1 Major Change Option

Students can still change to another major at their beginning of the second year of studies if they have
taken the corresponding mandatory CHOICE modules in their first year of studies. All students must
participate in a seminar on the major change options in the O-Week and consult their Academic
Advisor in the first year of studies prior to changing their major.

Earth and Environmental Sciences students that would like to retain an option for a major change are
strongly recommended to register for the CHOICE modules of one of the following study programs in
their first year:

• Biochemistry and Cell Biology (BCCB)

CHOICE Module: General Biochemistry (7.5 CP)
CHOICE Module: General Cell Biology (7.5 CP)
CHOICE Module: General Chemistry (7.5 CP)
CHOICE Module: General Organic Chemistry (7.5 CP)

• Medicinal Chemistry and Chemical Biology (MCCB)

CHOICE Module: General Medicinal Chemistry & Chemical Biology (7.5 CP)
CHOICE Module: Module: General Organic Chemistry (7.5 CP)
CHOICE Module: General Biochemistry (7.5 CP)
CHOICE Module: General Cell Biology (7.5 CP)

• Chemistry
CHOICE Module: General Chemistry (7.5 CP)
CHOICE Module: General Organic Chemistry (7.5 CP)
CHOICE Module: General Biochemistry (7.5 CP)
CHOICE Module: Introduction to Biotechnology (7.5 CP)

• Physics (Phys)
CHOICE Module: Classical Physics (7.5 CP)
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 CHOICE Module: Modern Physics (7.5 CP)
CHOICE Module: Applied Mathematics (7.5 CP)
CHOICE Module: Introduction to Robotics and Intelligent Systems (7.5 CP)

• Mathematics (Math)
CHOICE Module: Analysis I (7.5 CP)
CHOICE Module: Advanced Linear Algebra (7.5 CP)
CHOICE Module: Applied Mathematics (7.5 CP)

• Computer Science (CS)

CHOICE Module: Programming in C and C++ (7.5 CP)
CHOICE Module: Algorithms and Data Structures (7.5 CP)
CHOICE Module: Introduction to Computer Science (7.5 CP)
CHOICE Module: Introduction to Robotics and Intelligent Systems (7.5 CP)

• Intelligent Mobile Systems (IMS)

CHOICE Module: Introduction to Robotics and Intelligent Systems (7.5 CP)
CHOICE Module: Module: Algorithms and Data Structures (7.5 CP)
CHOICE Module: Programming C and C++ (7.5 CP)

• Industrial Engineering and Management (IEM)

CHOICE Module: General Industrial Engineering (7.5 CP)
CHOICE Module: Module: General Logistics (7.5 CP)
CHOICE Module: Introduction to International Business (7.5 CP)
CHOICE Module: Introduction to Finance and Accounting (7.5 CP)

• Global Economics and Management (GEM)

CHOICE Module: Microeconomics (7.5 CP)
CHOICE Module: Macroeconomics (7.5 CP)
CHOICE Module: Introduction to International Business (7.5 CP)
CHOICE Module: Introduction to Finance and Accounting (7.5 CP)

• International Business Administration (IBA)

CHOICE Module: Microeconomics (7.5 CP)
CHOICE Module: Macroeconomics (7.5 CP)
CHOICE Module: Introduction to International Business (7.5 CP)
CHOICE Module: Introduction to Finance and Accounting (7.5 CP)

• International Relations: Politics and History (IRPH)

CHOICE Module: Introduction to International Relations Theory (7.5 CP)
CHOICE Module: Introduction to Modern European History (7.5 CP)

• Integrated Social Sciences (ISS)

CHOICE Module: Introduction to the Social Sciences 1: Politics and Society (7.5 CP)
CHOICE Module: Introduction to the Social Sciences 2: Media and Society (7.5 CP)

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2.2.2 Year 2 – CORE
In their second year, students take a total of 45 CP from a selection of in-depth, discipline-specific CORE
modules. Building on the introductory CHOICE modules and applying the methods and skills acquired
so far (see 2.3.1), these modules aim to expand the students’ critical understanding of the key theories,
principles, and methods in their major for the current state of knowledge and best practice.

To pursue Earth and Environmental Sciences as a major, at least 30 CP from the following mandatory
elective CORE modules need to be taken:

• CORE Module (ME-F): Environmental Science (7.5 CP)

• CORE Module (GR-F): Geochemistry of Igneous and Aqueous Systems (7.5 CP)
• CORE Module (ED-F): Earth Data Science (7.5 CP)
• CORE Module (ME-S): Oceanography (7.5 CP)
• CORE Module (GR-S): Mineral, Metal and Water Resources (7.5 CP)
• CORE Module (ED-S): Geophysical Remote Sensing (7.5 CP)

The CORE Modules are arranged as three sets of module pairs, with each pair comprising one fall (F)
and one spring (S) module. It is recommended that a student chooses the Fall (F) and Spring (S)
semester module pair ME-F and ME-S to focus on Marine Environmental Science and Oceanography,
GR-F and GR-S to focus on Geochemistry and Resources and their impact on the environment, and
module pair ED-F and ED-S to focus on Earth Data Science and Remote Sensing (for details see section
7 Module Descriptions). The contents of these paired CORE modules are structurally connected and
completion of both modules will be guaranteed by scheduling.

15 CP in CORE modules can be selected in the second year of studies according to interest and with
the aim to pursue a minor in a second field of studies.

2.2.2.1 Minor Option

Earth and Environmental Sciences students can take CORE modules (or more advanced Specialization
modules) from a second discipline, which allows them to incorporate a minor study track into their
undergraduate education, within the 180 CP required for a bachelor’s degree. The educational aims of
a minor are to broaden the students’ knowledge and skills, support the critical reflection of statements
in complex contexts, foster an interdisciplinary approach to problem-solving, and to develop an
individual academic and professional profile in line with students’ strengths and interests. This extra
qualification will be highlighted in the transcript.

The Academic Advising Coordinator, Academic Advisor, and the Study Program Chair of the minor
study program support students in the realization of their minor selection; the consultation with the
Academic Advisor is mandatory when choosing a minor.

As a rule, this requires Earth and Environmental Sciences students to:

• select two CHOICE modules (15 CP) from the desired minor program in the first year and
• substitute two of the mandatory elective Earth and Environmental Sciences CORE modules
in the second year (one in the 3rd and one in the 4th semester) with the default minor CORE
modules of the minor study program.

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The requirements for each specific minor are described in the handbook of the study program offering
the minor (Chapter 3.2) and are marked in the respective Study and Examination Plans. For an overview
of accessible minors, please check the Major/Minor Combination Matrix which is published at the
beginning of each academic year.

2.2.3 Year 3 – CAREER

During their third year, students prepare and make decisions about their career path after graduation.
To explore available choices and to gain professional experience, students undertake a mandatory
summer internship. The third year of studies allows EES students to take Specialization modules within
their discipline, but also focuses on the responsibility of students beyond their discipline (see Jacobs
Track).

The 5th semester also opens a mobility window for a diverse range of study abroad options. Finally,
the 6th semester is dedicated to fostering the students’ research experience by involving them in an
extended Bachelor thesis project.

2.2.3.1 Internship / Start-up and Career Skills Module

As a core element of Jacobs University’s employability approach students are required to engage in a
mandatory two-month internship of 15 CP that will usually be completed during the summer between
the second and third years of study. This gives students the opportunity to gain first-hand practical
experience in a professional environment, apply their knowledge and understanding in a professional
context, reflect on the relevance of their major to employment and society, reflect on their own role
in employment and society, and find a professional orientation. The internship can also establish
valuable contacts for the students’ Bachelor’s thesis project, for the selection of a Master program
graduate school or further employment after graduation. This module is complemented by career
advising and several career skills workshops throughout all six semesters that prepare students for the
transition from student life to professional life. As an alternative to the full-time internship, students
interested in setting up their own company can apply for a start-up option to focus on developing of
their business plans.

For further information, please contact the Career Services Center (http://www.jacobs-
university.de/career-services/contact).

2.2.3.2 Specialization Modules

In the third year of their studies, students take 15 CP from major-specific or major-related, advanced
Specialization modules to consolidate their knowledge and to be exposed to state-of-the-art research
in the areas of their interest. This curricular component is offered as a portfolio of modules, from which
students can make free selections during their 5th and 6th semester. The default specialization module
size is 5 CP, with smaller 2.5 CP modules being possible as justified exceptions.

To pursue Earth and Environmental Sciences as a major, at least 15 CP from the following mandatory
elective Specialization Modules need to be taken:

• Specialization: Advanced Oceanographic and Geological Field Lab (5 CP)

• Specialization: Global Change and Systems Thinking (5 CP)
• Specialization: Modelling of Earth System Data (5 CP)
• Specialization: Current Topics in Earth and Environmental Science (5 CP)
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In addition to the advancement of disciplinary skills within EES, these specialization modules are also
meant to bring together different disciplinary threads developed in the CORE area in an
interdisciplinary context, thus realizing the idea of capstone modules in the third year of study.

2.2.3.3 Study Abroad

Students have the opportunity to study abroad for a semester to extend their knowledge and abilities,
broaden their horizons and reflect on their values and behavior in a different context as well as on
their role in a global society. For a semester abroad (usually the 5th semester), modules related to the
major with a workload equivalent to 22.5 CP must be completed. Modules recognized as study abroad
CP need to be pre-approved according to Jacobs University study abroad procedures. Several exchange
programs allow students to directly enroll at prestigious partner institutions worldwide. Jacobs
University’s participation in Erasmus+, the European Union’s exchange program, provides an exchange
semester at a number of European universities that include Erasmus study abroad funding.

For further information, please contact the International Office (https://www.jacobs-

university.de/study/international-office).

EES students that wish to pursue a study abroad in their 5th semester are required to select their
modules at the study abroad partners such that they can be used to substitute between 10-15 CP of
major-specific Specialization modules and between 5-15 CP of modules equivalent to the non-
disciplinary Big Questions modules or the Community Impact Project (see Jacobs Track). In their 6th
semester, according to the study plan, returning study-abroad students complete the Bachelor
Thesis/Seminar module (see next section), they take any missing Specialization modules to reach the
required 15 CP in this area, and they take any missing Big Questions modules to reach 15 CP in this
area. Study abroad students are allowed to substitute the 5 CP Community Impact Project (see Jacobs
Track below) with 5 CP of Big Questions modules.

2.2.3.4 Bachelor Thesis/Seminar Module

This module is a mandatory graduation requirement for all undergraduate students. It consists of two
module components in the major study program guided by a Jacobs faculty member: the Bachelor
Thesis (12 CP) and a Seminar (3 CP). The title of the thesis will appear on the students’ transcripts.

Within this module, students apply the knowledge skills, and methods they have acquired in their
major discipline to become acquainted with actual research topics, ranging from the identification of
suitable (short-term) research projects, preparatory literature searches, the realization of discipline-
specific research, and the documentation, discussion, and interpretation of the results.

With their Bachelor Thesis students demonstrate mastery of the contents and methods of their major-
specific research field. Furthermore, students show the ability to analyze and solve a well-defined
problem with scientific approaches, a critical reflection of the status quo in scientific literature, and
the original development of their own ideas. With the permission of a Jacobs Faculty Supervisor, the
Bachelor Thesis can also have an interdisciplinary nature. In the seminar, students present and discuss
their theses in a course environment and reflect on their theoretical or experimental approach and
conduct. They learn to present their chosen research topics concisely and comprehensively in front of
an audience and to explain their methods, solutions, and results to both specialists and non-specialists.

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2.3 The Jacobs Track
The Jacobs Track, an integral part of all undergraduate study programs, is another important feature
of Jacobs University’s educational model. The Jacobs Track runs parallel to the disciplinary CHOICE,
CORE, and CAREER modules across all study years and is an integral part of all undergraduate study
programs. It reflects a university-wide commitment to an in-depth training in scientific methods,
fosters an interdisciplinary approach, raises awareness of global challenges and societal responsibility,
enhances employability, and equips students with augmented skills desirable in the general field of
study. Additionally, it integrates (German) language and culture modules.

2.3.1 Methods and Skills Modules

Methods and skills such as mathematics, statistics, programming, data handling, presentation skills,
academic writing, and scientific and experimental skills are offered to all students as part of the
Methods and Skills area in their curriculum. The modules that are specifically assigned to each study
programs equip students with transferable academic skills. They convey and practice specific methods
that are indispensable for each students’ chosen study program. Students are required to take 20 CP
in the Methods and Skills area. The size of all Methods and Skills modules is 5 CP.

To pursue EES as a major, the following Methods and Skills modules (15 CP) need to be taken as
mandatory modules:

Methods Module: JTME-1: Mathematical Concepts for the Sciences (5 CP)

Methods Module: JTME-2: Chemistry for Natural Scientists (5 CP)

Methods Module: JTME-3: Physics for Natural Scientists (5 CP)

For the remaining 5 CP EES students can choose freely among offered Methods Modules.

2.3.2 Big Questions Modules

The modules in the Big Questions area (10 CP) intend to broaden students’ horizons with applied
problem solving between and beyond their chosen disciplines. The offerings in this area comprise
problem-solving oriented modules that tackle global challenges from the perspectives of different
disciplinary backgrounds that allow, in particular, a reflection of acquired disciplinary knowledge in
economic, societal, technological, and/or ecological contexts. Working together with students from
different disciplines and cultural backgrounds, these modules cross the boundaries of traditional
academic disciplines.

Students are required to take 10 CP from modules in the Area. This curricular component is offered as
a portfolio of modules, from which students can make free selections during their 5th and 6th semester
with the aim of being exposed to the full spectrum of economic, societal, technological, and/or
ecological contexts. The size of Big Questions Modules is either 2.5 or 5 CP.

16
2.3.3 Community Impact Project
In their 5th semester students are required to take a 5 CP Community Impact Project (CIP) module.
Students engage in on-campus or off-campus activities that challenge their social responsibility, i.e.,
they typically work on major-related projects that make a difference in the community life on campus,
in the campus neighborhood, Bremen, or on a cross-regional level. The project is supervised by a
faculty coordinator and mentors.

Study abroad students are allowed to substitute the 5-CP Community Impact Project with 5 CP of Big
Questions modules.

2.3.4 Language Modules

Communication skills and foreign language abilities foster students’ intercultural awareness and
enhance their employability in an increasingly globalized and interconnected world. Jacobs University
supports its students in acquiring and improving these skills by offering a variety of language modules
at all proficiency levels. Emphasis is put on fostering the German language skills of international
students as they are an important prerequisite for non-native students to learn about, explore, and
eventually integrate into their host country and its professional environment. Students who meet the
required German proficiency level (e.g., native speakers) are required to select modules in any other
modern foreign language offered (Chinese, French or Spanish). Hence, acquiring 10 CP in language
modules, with German mandatory for non-native speakers, is a requirement for all students. This
curricular component is offered as a four-semester sequence of foreign language modules. The size of
the Language Modules is 2.5 CP.

3 Earth and Environmental Sciences as a Minor

A Minor in Earth and Environmental Sciences is a valuable complementary study component for
students with a strong general interest in environmental topics and/or for those who would like to
pursue a career that requires interdisciplinary knowledge of the natural environment, the acquisition
and processing of Earth (Big) data, and/or the natural resource sector on the one hand, and/or of
computer science, economics, microbiology, biotechnology, chemistry or physics on the other.

The Earth and Environmental Sciences program, therefore, is structured in a way that allows students
to not only choose a default set of CORE courses for a Minor in Earth and Environmental Sciences, but
that also makes provision for two alternative sets of CORE courses (see 3.2 Module Requirements).
However, while the course schedule always allows students to choose the default set of CORE courses,
it cannot be guaranteed that in each individual case the alternative sets of CORE courses for a Minor
can be taken.

3.1 Qualification Aims

The purpose of a Minor in Earth and Environmental Sciences is to prepare students to deal with the
pressing challenges of the next decades, such as Climate Change, scarcity of water and mineral
resources, and responsible and sustainable interaction with the environment. A Minor in Earth and
Environmental Sciences enables them to understand, discuss, participate in and promote science-
based approaches which address these issues.

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3.1.1 Intended Learning Outcomes
With the default minor in Earth and Environmental Sciences, students will be able to:

• explain key concepts and processes in geology, oceanography and environmental sciences;
• describe and discuss marine systems and terrestrial (near-) surface systems, identify and
examine their components and interactions;
• identify and differentiate sedimentary, igneous and metamorphic rocks and minerals;
• apply fundamental field skills, technologies, and concepts in Earth and Environmental
Sciences;
• classify and analyze major anthropogenic disturbances of the natural system;
• cooperate and collaborate responsibly and ethically in international and culturally diverse
teams and communities.

3.2 Module Requirements

A Minor in Earth and Environmental Sciences requires 30 CP. The default option to obtain a Minor in
Earth and Environmental Sciences is marked in the Study and Examination Plan in chapter 6. It includes
the following CHOICE and CORE modules:

Set of CHOICE modules:

• CHOICE Module: General Earth and Environmental Sciences (7.5 CP)

• CHOICE Module: General Geoscience (7.5 CP)

Default set of CORE modules:

• CORE Module (ME-F): Environmental Science (7.5 CP)

• CORE Module (ME-S): Oceanography (7.5 CP)

Upon the consultation with the Academic Advisor and the EES Study Program Coordinator, individual
CORE modules from the default minor can be replaced by other advanced modules (CORE or
Specialization) from the EES major.

Scheduling and prerequisites allowing, substitution of the default set of CORE modules with the
following alternative sets (A1 and A2) of CORE modules is possible:

Alternative (A1) set of CORE courses:

• CORE Module (GR-F): Geochemistry of Igneous and Aqueous Systems (7.5 CP)
• CORE Module (GR-S): Mineral, Metal and Water Resources (7.5 CP)

Alternative (A2) set of CORE courses:

• CORE Module (ED-F): Earth Data Science (7.5 CP)

• CORE Module (ED-S): Geophysical Remote Sensing (7.5 CP)

Upon the consultation with the Academic Advisor and the EES Study Program Coordinator,
individual CORE modules from the default minor can be replaced by other advanced modules
(CORE or Specialization) from the EES major

18
3.3 Degree
After successful completion, the minor in Earth and Environmental Sciences will be listed on the final
transcript under PROGRAM OF STUDY and BA/BSc – [name of the major] as “(Minor: Earth and
Environmental Sciences)”.

4 Earth and Environmental Sciences Undergraduate Program Regulations

4.1 Scope of these Regulations

The regulations in this handbook are valid for all students who entered the Earth and Environmental
Sciences undergraduate program at Jacobs University in Fall 2019. In case of conflict between the
regulations in this handbook and the general Policies for Bachelor Studies, the latter apply (see
http://www.jacobs-university.de/academic-policies).

Jacobs University Bremen reserves the right to substitute modules by replacements and/or reduce the
number of mandatory/mandatory-elective modules offered.

4.2 Degree
Upon successful completion of the study program, students are awarded a Bachelor of Science degree
in Earth and Environmental Sciences.

4.3 Graduation Requirements

In order to graduate, students need to obtain 180 CP. In addition, the following graduation
requirements apply:

Students need to complete all mandatory components of the program as indicated in the Study and
Examination Plan in Chapter 6 of this handbook.

19
5 Schematic Study Plan for Earth and Environmental Sciences

Figure 2 shows schematically the sequence and types of modules required for the study program. A more detailed description, including the assessment types, is given in the
Study and Examination Plans in the following section.

Figure 2: Schematic Study Plan for EES

* mandatory for minor students (default minor) 20
m = mandatory
me = mandatory elective
6 Study and Examination Plan

Earth and Environmental Sciences (EES)

Matriculation Fall 2019
Program-Specific Modules Type Asse ssme nt Pe riod Status¹ Se m. CP Jacobs Track Modules (General Education) Type Asse ssme nt Pe riod Status¹ Se m. CP
Year 1 - CHOICE 45 15
Take the mandatory CHOICE modules listed below, this is a requirement for the EES program
Unit: EES (default minor) 15 Unit: Methods / S kills 10
CH-130 Module: General Earth and Environmental S ciences (default minor) m 1 7.5 JTMS -MAT-07 Module: Mathematical Concepts for the S ciences m 1 5
CH-130-A Structure and Geological Evolution of the Earth Lecture 2.5 JTM S-07 M athematical Concepts for the Sciences Lecture Written exam Final exam period m 1 5
CH-130-B Structure and Dynamics of the Earth's Atmosphere and Oceans Lecture Written Exam Final exam period 2.5
CH-130-C Anthropogenic Impact on the Earth's Surface Environment Lecture / Field Lab 2,5
CH-131 Module: General Geosciences (default minor) m 2 7.5 JTMS -S CI-15 Module: Chemistry for Natural S cientists m 2 5
CH-131-A Volcanism and M etamorphism Lecture 2.5 JTM S-15 Chemistry for Natural Scientists Lecture Written exam Final exam period m 2 5
CH-131-B Sedimentology Lecture Oral Exam Final exam period 2.5
CH-131-C Structural Geology Lecture 2,5
Unit: CHOICE (own selection) 1+2 30 Unit: Language m 5
Take four further CHOICE modules from those offered for all other study programs 2 German is default language. Native German speakers take modules in another offered language.
JTLA-xxx Module: Language 1 m 1 2.5
JTLA-xxx Language 1 Seminar Various me 2.5

JTLA-xxx Module: Language 2 m 2 2.5

JTLA-xxx Language 2 Seminar Various me 2.5
Year 2 - CORE 45 15
Take all CORE modules listed below or replace 15 CP with suitable CORE modules from other study programs 2
Unit: Marine Environmental S cience (default minor) 15 Unit: Methods / S kills 10
CO-460 Module: Environmental S cience (default minor) me 3 7.5 Select from Methods / Skills modules offered in the Fall semester
CO-460-A M arine Environments Lecture 2.5 JTMS -xxx-xx Module: Methods (own selection) various me 3 5
CO-460-B Environmental Geochemistry Lecture Written Exam Final exam period 2.5
CO-460-C Environmental M ineralogy Lecture 2,5
CO-461 Module: Oceanography (default minor) me 4 7.5 JTMS -S CI-17 Module: Physics for the Natural S ciences m 4 5
CO-461-A Physical Oceanography Lecture 2.5 JTM S-17 Physics for the Natural Sciences Lecture Written exam Final exam period 5
CO-461-B M arine Geophysics Lecture Written Exam Final exam period 2.5
CO-461-C Oceanographic Research Cruise Field Lab 2,5
Unit: Geochemistry and Resources 15 Unit: Language 5
CO-462 Module: Geochemistry of Igneous and Aqueous S ystems me 3 7.5 German is default language. Native German speakers take modules in another offered language.
CO-462-A Igneous Trace Element and Radiogenic Isotope Geochemistry Lecture 2.5 JTLA-xxx Module: Language 3 m 3 2.5
CO-462-B Aqueous and M arine Geochemistry Lecture Written Exam Final exam period 2.5 JTLA-xxx Language 3 Seminar Various me 2.5
CO-462-C Stable Isotope Geochemistry Lecture 2,5
CO-463 Module: Mineral, Metal and Water Resources me 4 7.5 JTLA-xxx Module: Language 4 m 4 2.5
CO-463-A General M ineral Resources Lecture 2.5 JTLA-xxx Language 4 Seminar Various me 2.5
CO-463-B Critical High-Technology M etals: Resources and Environmental Impact Lecture Written Exam Final exam period 2.5
CO-463-C Fieldcamp: Geology, M etals and Freshwater Resources Field Lab 2,5
Unit: Earth Data S cience and Remote S ensing 15
CO-464 Module: Earth Data S cience me 3 7.5
CO-464-A Surface and Subsurface Systems: Data, M odels, and Processes Lecture 2.5
CO-464-B M arine and Atmospheric Systems: Data, M odels, and Processes Lecture Written Exam Final exam period 2.5
CO-464-C Introduction to Geographic Information Systems Lecture 2,5
CO-465 Module: Geophysical Remote S ensing me 4 7.5
CO-465-A Earth and Planetary Surfaces in Remote Sensing Data Lecture 2.5
CO-465-B Climate System Dynamics Observed from Space Lecture Project Report Final exam period 2.5
CO-465-C Global Geophysical Fields and M odels Lecture 2,5
Year 3 - CAREER 45 15

CA-INT-900 Module: Internship / S tartup and Career S kills m 4/5 15 Unit: Big Questions 10
CA-INT-900-0 Internship / Startup and Career Skills Internship Report/Business Plan 15 JTBQ-xxx M odule: Big Questions m 5/6
Module Code Module: S eminar / Thesis EES m 6 15 Take a total of 10 CP of Big Questions modules (each 2.5 or 5 CP) as mandatory elective various various me 10
CA-EES-800-T Thesis EES 12 Unit: Community Impact Project 5
Thesis and Presentation
CA-EES-800-S Seminar EES 3 JTCI-CI-950 Module: Community Impact Project m 5 5
Unit: S pecialization EES m 15 JTCI-950 Community Impact Project Project Project 5
Take a total of 15 ECTS of specialization modules
CA-S-EES-801 Advanced Earth and Environmental Sciences Field Lab Field Lab Project Report Final exam period me 5 5
CA-S-EES-801 Global Change and Systems Thinking Lecture Written Exam Final exam period me 5 5
CA-S-EES-801 M odelling of Earth System Data Lecture Project Report Final exam period me 5 5
CA-S-EES-801 Current Topics in Earth and Environmental Sciences Seminar Project Report Final exam period me 6 5
Total CP 45 180
¹ Status (m = mandatory, me = mandatory elective)
² For a full listing of all CHOICE / CORE / CAREER / Jacobs Track modules please consult the CampusNet online catalogue and /or the study program handbooks.

Figure 3: Study and Examination Plan EES

21
7 Module Descriptions

7.1 General Earth and Environmental Sciences

Module Name Module Code Level (type) CP

General Earth and Environmental Sciences CH-130 Year 1 7.5
(CHOICE)
Module Components

Number Name Type CP

CH-130-A Structure and Geological Evolution of the Earth Lecture 2.5
CH-130-B Structure and Dynamics of the Earth's Atmosphere and Oceans Lecture 2.5
CH-130-C Anthropogenic Impact on the Earth's Surface Environment Field Lab and 2.5
Lecture
Module Program Affiliation Mandatory Status
Coordinator
• Earth and Environmental Science (EES) Mandatory for:
Andrea EES
Koschinsky,
Vikram Unnithan

Entry Frequency Forms of Learning and

Requirements Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or • Lecture (55 hours)
Skills • Field Lab (25 hours)
• Private study (107.5
hours)
☒ None ☒ None
Duration Workload

1 semester 187.5 hours

Recommendations for Preparation

None
Content and Educational Aims
The module is an introduction to how planet Earth works with a focus on the formation and geological evolution of the
Earth, the natural processes that affect and shape the Earth, and the environmental issues pertinent to society. Students
learn about the internal structure and the different compartments of Earth, the fundamental concept of plate tectonics,
the basic minerals and rocks the Earth is composed of, the oceans, the atmosphere, and the environmental issues resulting
from human impact. Students are encouraged to think about the interconnectedness of the Earth as a system. The
interdisciplinary nature of Earth and Environmental Science is emphasized throughout the course. Field components
complement and extend the lecture material.

22
Intended Learning Outcomes
By the end of this module, students will be able to

• describe the general structure and compartments of the Earth and the fundamental concept of plate
tectonics;
• recognize the most common Earth materials and suggest in which geological settings they are likely to be
found;
• use the proper scientific terminology in the field of Earth and Environmental Science.
• discuss natural processes that shape the Earth and the implications these processes have for the evolution of
our planet and the environment;
• appreciate and appraise Earth as a complex and evolving dynamic system in the context of the long timescales
and slow rates of geological processes and the short timescales and fast rates of human impact;
• recognize the multi- and interdisciplinary nature of Earth and Environmental Science and synthesize geologic
knowledge to holistically view, assess, and interpret geological materials, structures and processes;
• assess the extraction and use of various natural resources, land-use and climate change, and the impact these
changes have on society.
Usability and Relationship to other Modules

• Recommended for all EES CHOICE and CORE modules.

• Mandatory for a major and minor in EES.

Assessment
In all module descriptions the category “Assessment” describes the requirements for the award of ECTS credit points
(CP) for the respective module.

Type: Written examination Duration: 120 minutes

Weight: 100%
Module achievement: The Field-Lab report is a prerequisite, ("Studienbegleitleistung”) for being admitted to the written
examination.

Scope: All intended learning outcomes for the module.

23
7.2 General Geosciences

Module Name Module Code Level (type) CP

General Geosciences CH-131 Year 1 7.5
(CHOICE)
Module Components

Number Name Type CP

CH-131-A Volcanism and Metamorphism Lecture + 2.5
Tutorials +
Excursion
CH-131-B Sedimentology Lecture + 2.5
Tutorials +
Excursion
CH-131-C Structural Geology Lecture + 2.5
Tutorials +
Excursion
Module Coordinator Program Affiliation Mandatory Status

Vikram Unnithan, • Earth and Environmental Sciences (EES) Mandatory for EES
Michael Bau

Entry Requirements Frequency Forms of Learning and

Teaching
Pre-requisites Co-requisites Knowledge, Abilities, or annually
Skills • Lecture (26.25 hours)
• Tutorials (26.25 hours)
☒ None ☒ None • Excursion (20.00 hours)
• Self-study (115 hours)
Duration Workload

1 semester 187.5 hours

Recommendations for Preparation

Attendance of the module EES-CH-GenEES Introduction to Earth and Environmental Sciences

Content and Educational Aims

The module is comprised of essential geoscience courses that represent the backbone of a sound university education in
the geosciences. This includes key lectures in Sedimentology, Structural Geology, Volcanism and Metamorphism,
complemented by on-campus (tutorials) and off-campus (FieldLab/excursion) practicals. Based upon the lectures which
provide the students with the necessary background information and theoretical framework, key elements of this module
are hands-on tutorials and an off-campus practical (2-day excursion) during which the students are introduced to
geological methods and techniques, resulting in a close combination of teaching theoretical knowledge and essential
practical skills in a real-life environment.

24
Intended Learning Outcomes
By the end of this module, students will be able to

• identify and differentiate sedimentary, igneous and metamorphic rocks and minerals using the relevant
scientific terminology;
• describe the major rock-forming minerals in igneous, metamorphic and sedimentary rocks and the processes
that produce their specific mineralogical and textural features;
• describe sedimentary structures and reflect on sedimentary environments and depositional processes;
• identify and explain geological structures and phenomena in the field;
• recognize, interpret geological structures, describe the geometry and location of geological structures at depth,
illustrate links to mining and resource exploration;
• appraise the close relationship and manifold dependencies between geology, environment and society.

Usability and Relationship to other Modules

• Pre-requisite for EES-CO-EnvSci, EES-CO-Ocean, EES-CO-Geochem, EES-CO-MMWRes, EES-CA-AdvField.
• Mandatory for a major and minor in EES.
• Elective for all other undergraduate study programs.
• This module is a continuation of the module EES-CH-GenEES which, however, is not a pre-requisite.

Assessment

Type: Oral examination with practical component Duration: 60 min

Weight: 100%
Scope: All intended learning outcomes of the module.

25
7.3 Environmental Science
Module Name Module Code Level (type) CP
Environmental Science CO-460 Year 2 (CORE) 7.5
Module Components

Number Name Type CP

CO-460-A Marine Environments Lecture 2.5
CO-460-B Environmental Geochemistry Lecture 2.5
CO-460-C Environmental Mineralogy Lecture 2.5
Module Program Affiliation Mandatory Status
Coordinator
• Earth and Environmental Sciences (EES) Mandatory elective for
Andrea EES
Koschinsky,
Laurenz Thomsen

Entry Frequency Forms of Learning and

Requirements Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or • Lectures (52.5 hours)
Skills • Private study (135
hours)

☒ None ☒ None Duration Workload

1 semester 187.5 hours

Recommendations for Preparation

Please review the content of the EES CHOICE modules EES-CH-GenEES and EES-CH-Geoscience.
Content and Educational Aims
This module provides an exploration of the evolution of the Earth's environment and of the progressive exploitation of
environmental resources by humankind. Students will study the different physical, chemical and biological processes
which generate the Earth's environment and which support life in the different environmental compartments. The
importance of Environmental Science is based on the need for sustainable development and environmental
management as a key to a secure future of mankind.
The courses as part of the module aim to review the large-scale global processes that shape the terrestrial and marine
systems with their specially adapted ecosystems. They illustrate how anthropogenic interactions such as resource
extraction, energy consumption and pollution interfere with these natural processes, which ecosystems respond to
these changes and introduce concepts and strategies of remediation. The students will learn to distinguish between
natural and anthropogenic environmental change and learn to read from the geological record to understand present
changes and predict impacts of future global change. The courses in the module will consider both terrestrial systems
such as freshwater and soil systems, as well as marine systems from coastal to deep-ocean environments, always in the
context of their special environmental parameters and related environmental vulnerability or resilience.

26
Intended Learning Outcomes
By the end of this module, students will be able to:

• critically assess the natural and human-driven systems and processes that provide resources, produce energy
and affect the climate and our earth surface environment;
• connect environmental conditions to the development of specific adapted terrestrial and marine ecosystems;
• use numerical tools and publicly available scientific data to demonstrate important concepts about the Earth,
its climate, and resources;
• use mineralogical and geochemical tools to identify the status and composition of an environmental system
and its dynamics;
• distinguish between natural and anthropogenic factors that are responsible for patterns of global warming,
ocean deoxygenation and acidification, contamination and other environmental changes in the past century;
• apply sedimentological, chemical and biological data as proxies to reconstruct ancient environments and
climates;
• suggest mitigation strategies to remediate water, soil and air pollution, negative changes in the marine
system, and global warming;
• demonstrate awareness of the difficulties involved in the detection of any unusual environmental change
signal above the background noise of natural variability.
Usability and Relationship to other Modules
• This module prepares and relates to EES-CO-Geochem, EES-CO-Ocean, EES-CA-GlChSysTh.
• Mandatory elective for major in EES.
• Mandatory for a minor in EES.
• Elective for all other undergraduate study programs.

Assessment
Type: Written examination Duration: 180 minutes
Weight: 100%
Scope: All indented learning outcomes of the module

27
7.4 Oceanography

Module Name Module Code Level (type) CP

Oceanography CO-461 Year 2 (CORE) 7.5
Module Components

Number Name Type CP

CO-461-A Physical Oceanography Lecture 2.5
CO-461-B Marine Geophysics Lecture 2.5
CO-461-C Oceanographic FieldLab: Research Cruise North Sea Field Lab 2.5
Module Program Affiliation Mandatory Status
Coordinator
• Earth and Environmental Sciences (EES) Mandatory elective for EES
Laurenz
Thomsen, Vikram
Unnithan

Entry Frequency Forms of Learning and

Requirements Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or • Lectures (35 hours)
Skills • Private study (121.5
hours)
• • Field Lab (40 hours)
☒ None ☒ None
Duration 187.5 hours

1 semester
Recommendations for Preparation

Please review the content of the EES CHOICE modules EES-CH-GenEES and EES-CH-Geology.
Content and Educational Aims
This module will further develop your understanding of our marine environment and how it interacts with the Earth’s
processes. The role of the ocean on weather, climate, food availability and mineral resources is often discussed in the
news. The ocean is one part of the earth system. It mediates processes in the atmosphere by the transfer of mass,
momentum, and energy through the sea surface. It receives water and dissolved substances from the land. And, it lays
down sediments or produces crusts, enriched with mineral resources. Hence an understanding of the ocean is important
for understanding the earth as a system, especially for understanding important problems such as global change and
supply of resources. Theory, observations and numerical models are used to describe ocean dynamics. None is these can
sufficiently explain the complexity of ocean dynamics by itself. This module offers an introduction to marine physics and
geophysics, emphasizing on theory, more applied and hands-on aspects, and to introduce tools and techniques.
Furthermore, students learn to operate selected geoscientific instruments and the basics of data acquisition in the field.
The module covers topics and methods that are essential in physical oceanography and geophysics. Emphasis will be on
the quantitative assessment of physical processes and structures in marine systems. Important concepts are introduced
and studied in lectures, and then applied and consolidated during a research cruise to the North Sea, where team-work is
fostered and data interpretation will be practiced.

28
Intended Learning Outcomes
By the end of this module, students will be able to

• enumerate and describe ocean processes and their role in the proper functioning of our planet;
• acquire basic skills required to quantify how the ocean works;
• describe and explain physical principles of marine geophysical techniques such as acoustics, gravity, and
magnetics;
• operate and test selected geophysical instruments and apply essential field data acquisition techniques;
• compare and contrast different geophysical methods, describe weaknesses, strengths, and applicability to
different problems, scenarios and environments;
• extend fundamental practical skills and concepts in biological, geological, geochemical, and geophysical fields
to oceangoing field (lab) research.

Usability and Relationship to other Modules

• Pre-requisite for EES-CA-AdvField.

• Mandatory elective for a major in EES
• Mandatory for a minor in EES.
• Elective for all other undergraduate study programs.
• This module is related to modules EES-CH-GenEES, EES-CH-GenGeo, EES-CO-EnvSci.
Assessment
Type: Written examination Duration: 120 min
Weight: 100%
Scope: All indented learning outcomes of the module

Module achievement: Attendance during the field trip and submission of the Cruise report are prerequisites,
("Studienbegleitleistung”) for being admitted to the written examination.

29
7.5 Geochemistry of Igneous and Aqueous Systems

Module Name Module Code Level (type) CP

Geochemistry of Igneous and Aqueous Systems CO-462 Year 2 (CORE) 7.5
Module Components

Number Name Type CP

CO-462-A Trace Element and Radiogenic Isotope Geochemistry Lecture + 2.5
Tutorials
CO-462-B Aqueous and Marine Geochemistry Lecture + 2.5
Tutorials
CO-462-C Stable Isotope Geochemistry Lecture + 2.5
Tutorials
Module Program Affiliation Mandatory Status
Coordinator
• Earth and Environmental Sciences (EES) Mandatory elective for EES
Michael Bau, and Chemistry
Andrea
Koschinsky

Entry Frequency Forms of Learning and

Requirements Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or • lectures (37.5 hours)
Skills • tutorials (15.0 hours)
• homework, self-study
☒ EES- ☒ None (135hrs)
CHGenGeo Duration Workload

Or 1 semester 187.5 hours

☒ Chemistry -
General and
Inorganic
Chemistry

Recommendations for Preparation

Please review the content of the EES CHOICE modules: EES-CH-GenEES, EES-CH-Geo.

30
Content and Educational Aims
This module provides an introduction into the geochemistry of igneous (and clastic sedimentary) and aqueous (seawater
and other natural waters) systems with respect to major and trace elements as well as stable and radiogenic isotopes. The
theoretical framework will be provided by lectures which are complemented by tutorials and homework in which students
will apply trace element and isotope geochemical tools in a quantitative way to solve basic geochemical problems related
to, for example, trace element behavior during partial melting and fractional crystallization of magmas, age and
provenance of igneous and sedimentary rocks, marine residence times of elements, or trace element behavior during
water-rock interaction during weathering and hydrothermal alteration.

Intended Learning Outcomes

By the end of this module, students will be able to

• classify elements according to their physico-chemical characteristics and behavior in natural systems;
• derive and work with mineral/melt partition coefficients and use them to predict and quantify the behavior of
trace elements in igneous systems during partial melting and fractional crystallization;
• characterize the fundamental parameters and processes that control the behavior of elements in aqueous
natural systems;
• predict and quantify the behavior of trace elements in natural aqueous systems;
• characterize and apply the radiogenic isotope systems commonly used in geochronology and as source
proxies;
• characterize and apply the stable isotope systems commonly used in biogeochemistry;
• assess the potential environmental impact of different elements based on their specific geochemical behavior.
Usability and Relationship to other Modules

• Pre-requisite for EES-CO-MMWRes and EES-CA-AdvField.

• Mandatory elective for a major in EES.
• Serves as a mandatory elective specialization module for 3rd year Chemistry major students.
• Elective for all other undergraduate study programs.
• This module builds on the EES CHOICE modules EES-CH-GenEES and EES-CH-Geoscience but only EES-CH-
Geoscience is a pre-requisite.

Assessment

Type: Written examination Duration: 180 min

Weight: 100%
Scope: All indented learning outcomes of the module

31
7.6 Mineral, Metal and Water Resources
Module Name Module Code Level (type) CP
Mineral, Metal and Water Resources CO-463 Year 2 (CORE) 7.5
4th Semester
Module Components

Number Name Type CP

CO-463-A Economic Geology: Mineral Resources Lecture +Tutorials 2.5
CO-463-B Critical High-Technology Metals: Resources and Lecture +Tutorials 2.5
Environmental Impact
CO-463-C FieldCamp: Geology, Resources and Water Lecture+FieldLab/Excursion 2.5

Module Program Affiliation Mandatory Status

Coordinator
Michael Bau, • Earth and Environmental Sciences (EES) Mandatory elective for EES
Andrea Koschinsky

Entry Frequency Forms of Learning and Teaching

Requirements
annually • Lectures and Tutorials (40.0
Pre-requisites Co- Knowledge, Abilities, or hours)
requisites Skills • Off-Campus FieldCamp (57.5
• hours)
☒EES-CH-GenGeo, ☒ None • Homework + private study (90.0
EES-CO-Geochem hours)

Duration Workload

1 semester 187.5 hours

Recommendations for Preparation

Please review the content of the EES CHOICE modules EES-CH-GenEES and EES-CH-GenGeo.
Content and Educational Aims
This module provides an introduction into the field of mineral resources with special emphasis on resources of critical
high-technology metals (e.g., rare earth elements, niobium, gallium, lithium) and their environmental behavior and
impacts, and on the appreciation of potable water and mineral water as precious natural resources. The important
different types of mineralization and ore deposits in the terrestrial as well as marine environment, their geological and
mineralogical characteristics and processes of formation, and their world-wide distribution, as well as the environmental
impact of their mining and ore processing are addressed. Students are made familiar with the evolving topic of resources
and environmental behavior of critical high-technology metals. The module is complemented by a FieldLab/excursion
during which students learn how to recognize specific geological environments and apply geological and geochemical field
techniques, including those employed during geochemical exploration, and understand the relationship between geology
and metal and freshwater resources.

32
Intended Learning Outcomes
By the end of this module, students will be able to:

• recognize and characterize the major different types of mineral deposits and their genesis;
• relate specific mineral assemblages and geological structures with specific mineral deposits;
• appraise and apply the concept of "criticality" and evaluate the basic geology, biogeochemistry, resources and
environmental impact of critical metals;
• apply geological and geochemical field methods to characterize geological settings and their potential
mineralization and as exploration tools;
• critically assess the role of potable water and mineral water as a resource;
• appraise and critically assess the environmental and societal impact of the resource sector (including the role
of water).

Usability and Relationship to other Modules

• Pre-requisite for EES-CA-AdvField.
• Mandatory elective for a major in EES.
• Elective for all other undergraduate study programs.
• This module is related to EES-CH-GenEES, EES-CH-GenGeo, and EES-CO-Geochem. Only EES-CH-GenGeo is a
prerequisite.
Assessment

Type: Written examination Duration: 120 min

Weight: 100%
Scope: All intended learning outcomes for the module.

Module achievement: Accepted Field-Lab report is a prerequisite, ("Studienbegleitleistung”) for being admitted to the
exam.

33
7.7 Earth Data Science
Module Name Module Code Level (type) CP
Earth Data Science CO-464 Year 2 (CORE) 7.5
Module Components
Number Name Type CP
CO-464-A Surface and Subsurface Systems: Data, Models, and Processes Lecture 2.5
CO-464-B Marine and Atmospheric Systems: Data, Models, and Processes Lecture 2.5
CO-464-C Introduction to Geographic Information Systems Lecture 2.5
Module Program Affiliation Mandatory Status
Coordinator
• Earth and Environmental Sciences (EES) Mandatory elective for EES
Vikram Unnithan,
Joachim Vogt

Entry Frequency Forms of Learning and

Requirements Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or • Lectures (52.5 hours)
Skills • Private study (135
hours)

☒ None ☒ None Duration Workload

1 semester 187.5 hours

Recommendations for Preparation

Please review the content of the EES CHOICE modules EES-CH-GenEES and EES-CH-GenGeo.
Content and Educational Aims
A general introduction to datasets, models, and tools in Earth and Environmental Sciences (EES) is provided in this module.
Students learn to find, access, and display EES data and models of different types and formats, and to perform basic
processing and visualization operations. Relevant EES structures and processes reflected in the data and models are
explained and discussed in an innovative learning environment that combines traditional classroom instruction with
hands-on computer exercises and group work. Of importance are geographic information systems (GIS) that are
fundamental to many EES disciplines.

34
Intended Learning Outcomes
By the end of this module, students will be able to

• access and display time series, maps, and images in Earth and Environmental Sciences (EES);
• select and use important empirical and numerical models in EES;
• explain the concepts of global positioning systems (GPS) and geographical information systems (GIS);
• apply GIS tools to visualize surface structures and processes;
• perform basic processing and analysis of EES datasets and models;
• discuss essential EES structures and processes reflected in datasets and models.

Usability and Relationship to other Modules

• Pre-requisite for EES-CO-RemSens and EES-CA-ModESD.
• This module prepares and relates to EES-CO-Ocean and EES-CA-AdvField.
• Mandatory elective for a major in EES.
• Elective for all other undergraduate study programs.

Assessment
Type: Project examination (on-site data analysis) Duration: 180 minutes
Weight: 100%
Scope: All indented learning outcomes of the module

35
7.8 Geophysical Remote Sensing

Module Name Module Code Level (type) CP

Geophysical Remote Sensing CO-465 Year 2 (CORE) 7.5
Module Components

Number Name Type CP

CO-465-A Earth and Planetary Surfaces in Remote Sensing Data Lecture 2.5
CO-465-B Climate System Dynamics Observed from Space Lecture 2.5
CO-465-C Global Geophysical Fields and Models Lecture 2.5

Module Program Affiliation Mandatory Status

Coordinator
• Earth and Environmental Sciences (EES) Mandatory elective for EES
Joachim Vogt,
Vikram Unnithan

Entry Frequency Forms of Learning and

Requirements Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or • Lectures (52.5 hours)
Skills • Private study (135
hours)
☒ EES-CO- ☒ None
DataSci Duration Workload

1 semester 187.5 hours

Recommendations for Preparation

EES CORE modules EES-CO-DataSci, EES-CO-Ocean

Content and Educational Aims
Earth, environmental, and planetary systems are monitored routinely from space using scientific instrumentation on
satellites. Of particular importance are remote-sensing instruments that observe e.g. surface structures, ocean dynamics,
and atmospheric processes. Spacecraft measurements of various types and different formats are made accessible to the
public for scientific analysis, interpretation, and modeling on repositories and archives hosted by ESA, NASA, and other
space agencies. In this module students are introduced to space-borne observations of Earth and planetary system
compartments and of global geophysical fields. Of relevance are surface processes, ocean and climate dynamics, and the
Earth's gravity and magnetic fields. Analysis and modeling techniques for satellite data are also compared with classical
geophysical remote-sensing of the subsurface using seismic measurements. We discuss opportunities and implications of
special orbit geometries, remote-sensing principles and instrument types, data organization and structure, data-
processing workflows including archival, retrieval, preprocessing, display and preparation for further analysis, as well as
data interpretation in the light of spatial structures, relevant processes, and important numerical models.

36
Intended Learning Outcomes
By the end of this module, students will be able to:

• distinguish and explain different measurement principles in remote-sensing and in-situ instrumentation;
• identify and select tools and data repositories to answer topical questions in the Earth sciences;
• access, process, and display satellite observations of the Earth's surface, ocean, and atmosphere;
• analyze and interpret satellite observations of the Earth's surface, ocean, and atmosphere;
• explain classical geophysical remote-sensing methods such as seismology;
• compare remote-sensing data and observations with relevant numerical models;
• evaluate remote-sensing data and observations in the light of key processes and structures.

Usability and Relationship to other Modules

• Pre-requisite for EES-CA-ModESD.
• This module relates to EES-CO-DataSci, EES-CO-Ocean, EES-CA-AdvField, EES-CA-ModESD.
• Mandatory elective for a major in EES.
• Elective for all other undergraduate study programs.

Assessment

Type: Term-paper Length: 20 pages or 10000 words

Weight: 100%

Scope: All indented learning outcomes of the module

37
7.9 Advanced Earth and Environmental Sciences Field lab

Module Name Module Code Level (type) CP

Advanced Earth and Environmental Sciences Field lab CA-S-EES-801 Year 3 5
(Specialization)
Module Components

Number Name Type CP

CA-EES-801 Advanced Earth and Environmental Sciences FieldLab Field Lab 5
Module Program Affiliation Mandatory Status
Coordinator
• Earth and Environmental Science (EES) Mandatory elective for EES
Michael Bau,
Laurenz Thomsen

Entry Frequency Forms of Learning and

Requirements Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or • Field Lab (80 hours)
Skills • Private study (45 hours)

☒ Both EES ☒ None Duration Workload

CHOICE modules,
and two EES CORE 1 semester 125 hours
modules

Recommendations for Preparation

• Review content of previous EES modules especially EES-CO-RemSens, EES-CO-DataSci, EES-CO-MMWRes, EES-
CO-Geochem, EES-CO-Ocean, EES-CH-GenGeo.

Content and Educational Aims

This module consists of an extended field laboratory with evening seminars and lectures on either (i) Resource and
Environmental Geology and Geochemistry (IoR: Michael Bau) or (ii) Geophysics and Oceanography (IoR: Laurenz Thomsen,
Vikram Unnithan) depending on student need and demand. In track (i), students will be made familiar with geological
features at various scales and with techniques applied in geological and geochemical field work. It focuses on geological
sequences that illustrate the chemical evolution of the Earths lithosphere, oceans and atmosphere, water chemistry, and
(depending on the region visited) the formation of metal deposits and their environmental impact. A six-day geological
mapping project forms part of this track. Track (ii) focuses on Oceanography, Marine Resources and Environments, and
Geophysics, and includes a field laboratory to a coastal research station with daily cruises on board a research boat where
students will learn to handle oceanographic instrumentation (CTD, water sampling, magnetometer, current meter,
fluorometer), geophysical tools, characterize sediment and water samples, acquire and analyze data, create GIS maps,
and interpret and present the data.

Intended Learning Outcomes

By the end of this module, students will be able to

• Review, research and discuss relevant literature on the field topic;

• Apply concepts, methods and analyses to real world problems including anthropogenic impact;
• Perform and actively contribute to geological and oceanographic field studies;
• Demonstrate the ability to work individually but also as part of a group in a field situation;
• Professionally communicate the results to experts and non-experts

38
Usability and Relationship to other Modules

• Applies the content of all EES modules, especially EES-CO-RemSens, EES-CO-DataSci, EES-CO-MMWRes, EES-
CO-Geochem, EES-CO-Ocean, EES-CH-GenGeo.
• Mandatory elective specialization module for 3rd year EES major students

Assessment

Type: Report Length: 10 pages

Scope: All indented learning outcomes of the module. Weight: 100%

Module achievement: Attendance during the field trip is a prerequisites, ("Studienbegleitleistung”) for submission of the
report.

39
7.11 Global Change and Systems Thinking

Module Name Module Code Level (type) CP

Global Change and Systems Thinking CA-S-EES-802 Year 3 5
(Specialization)
Module Components

Number Name Type CP

CA-EES-802 Global Change and Systems Thinking Lecture 5
Module Program Affiliation Mandatory Status
Coordinator
• Earth and Environmental Sciences (EES) Mandatory elective for EES
Andrea
Koschinsky,
Joachim Vogt

Entry Frequency Forms of Learning and

Requirements Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or • Lectures and Seminars
Skills (35 hours)
• Private study (90 hours)
☒ Both EES ☒ None
CHOICE modules, Duration Workload
and two EES CORE 125 hours
modules 1 semester

Recommendations for Preparation

All EES modules.

Content and Educational Aims
Planet Earth is a system of interconnected compartments or spheres. Their complex interplay is influenced by external
drivers such as solar radiation and by internal processes on a wide range of temporal and spatial scales. This course studies
the temporal evolution of near-surface compartments, namely, the atmosphere, the oceans, and the pedosphere. Using
key concepts from systems thinking such as positive and negative feedback loops, stability, complexity, emergence and
resilience, we study global environmental changes of the Earth's climate and critical zones over geological timescales, e.g,
the evolution of an oxic atmosphere and ocean, onset of early life, snowball Earth, and modern glaciation cycles.
Furthermore, the course emphasizes human impact on present climate change and global warming. Causes and
consequences including case studies and methods for studying climate change will be presented and possibilities of
climate mitigation (geo-engineering) and adaptation of our society to climate change (such as coastal protection and
adaption of agricultural practices to more arid and hot conditions) will be discussed.

40
Intended Learning Outcomes
By the end of this module, students will be able to

• numerate and describe key concepts of systems thinking such as feedback loops, stability, complexity,
emergence, and resilience;
• list and characterize the different compartments of system Earth and their interactions;
• explain the natural causes and consequences of climate change through Earth history, on biological processes,
biodiversity, and extinction;
• describe anthropogenic activities on climate and important climate mitigation strategies;
• discern and select climate models as tools to predict future climate change;
• contribute to discussions on the scientific consensus, the complexities and uncertainties of climate science.
Usability and Relationship to other Modules
• CAREER module of the EES program.
• This module makes use of the knowledge and skills acquired in module EES-CO-EnvSci.
• Mandatory elective specialization module for 3rd year EES major students
• Elective for all other undergraduate study programs.
Assessment

Type: Written examination Duration: 120 minutes

Weight: 100%
Scope: All indented learning outcomes of the module

41
7.12 Modeling of Earth System Data

Module Name Module Code Level (type) CP

Modeling of Earth System Data CA-S-EES-803 Year 3 5.0
(Specialization)
Module Components

Number Name Type CP

CA-EES-803 Modeling of Earth System Data Lecture 5
Module Program Affiliation Mandatory Status
Coordinator
• Earth and Environmental Sciences (EES) Mandatory elective for EES
Joachim Vogt,
Vikram Unnithan

Entry Frequency Forms of Learning and

Requirements Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or • Lectures (35 hours)
Skills • Private study (90 hours)

☒ Both EES ☒ None Duration Workload

CHOICE modules,
and two EES CORE 1 semester 125 hours
modules

Recommendations for Preparation

Content and Educational Aims

In many Earth and Environmental Sciences (EES) disciplines, large sets of observations are regularly distilled into
quantitative models, e.g., structural models emphasizing the spatial dimensions, or dynamical models based on predictive
principles in time. This module introduces the students to the logic and the methological basis of data modeling in EES,
typical workflows, limitations and caveats. The topics are taught in an integrated classroom setting with introductory
examples, hands-on exercises, and discussion of the underlying theory. After a review of essential statistics, we introduce
basic concepts of inverse theory to first study linear parameter estimation problems, then discuss regularization aspects,
and briefly touch upon nonlinear estimation problems. The methods are applied to data sets in various formats ranging
from time series and spatial profiles to maps and images. The module is concluded with a project phase and a report.

Intended Learning Outcomes

By the end of this module, students will be able to

• enumerate and describe models and in Earth and Environmental Sciences (EES);
• differentiate and explain model categories in EES;
• discern and explain data modeling approaches in EES;
• select data modeling tools and apply them to observations in EES.

Usability and Relationship to other Modules

• CAREER module of the EES program.
42
• Module EES-CA-ModESD builds on the EES CORE modules EES-CO-DataSci and EES-CO-RemSen
• Mandatory elective specialization module for 3rd year EES major students
• Elective for other undergraduate study programs.

Assessment

Type: Term-paper Length: 15 pages

Weight: 100%
Scope: All indented learning outcomes of the module

43
7.13 Current Topics in Earth and Environmental Sciences

Module Name Module Code Level (type) CP

Current Topics in Earth and Environmental Sciences CA-S-EES-804 Year 3 5.0
(Specialization)
Module Components

Number Name Type CP

CA-EES-804 Current Topics in Earth and Environmental Sciences Seminar 5
Module Program Affiliation Mandatory Status
Coordinator
Vikram Unnithan, • Earth and Environmental Sciences (EES) Mandatory elective for EES
Laurenz Thomsen

Entry Frequency Forms of Learning and

Requirements Teaching
annually • Lectures and Seminars
Pre-requisites Co-requisites Knowledge, Abilities, or (35 hours)
Skills • Private study (90 hours)

☒ Both EES ☒ None Duration Workload

CHOICE modules,
and two EES CORE 1 semester 125 hours
modules

Recommendations for Preparation

All EES modules.

Content and Educational Aims
In this module, topics currently (controversially) discussed in Earth and Environmental Sciences (EES) will be presented,
discussed and analyzed. The underlying scientific background will be explained to allow students to understand the
controversy and/or the importance and relevance of the debated issues for the EES community. The students will also be
made familiar with important unsolved problems, key current issues and researchers in the field, allowing them to better
critically read, and evaluate high-impact scientific papers and presentations.

Intended Learning Outcomes

By the end of this module, students will be able to

• critically assess scientific literature on a wide range of topical research in Earth and Environmental Sciences
(EES);
• familiarize with currently much-debated topics in selected EES disciplines and subject areas;
• summarize and describe topical research questions in selected EES disciplines and subject areas;
• synthesize a body of knowledge on a given EES subject;
• participate in scientific discussions on topical and possibly controversial EES subjects.

44
Usability and Relationship to other Modules

• CAREER module of the EES program. Depending on the topic, it draws on knowledge and skills acquired in all
prior modules.
• Mandatory elective specialization module for 3rd year EES major students
• Elective for all other undergraduate study programs.

Assessment

Type: Term-paper Length: 20 pages

Weight: 100%
Scope: All indented learning outcomes of the module

45
7.14 Internship / Startup and Career Skills

Module Name Module Code Level (type) CP

Internship / Startup and Career Skills CA-INT-900 Year 3 (CAREER) 15

Module Components

Number Name Type CP

CA-INT-900-0 Internship Internship 15
Module Program Affiliation Mandatory Status
Coordinator
Mandatory for all
Predrag Tapavicki • CAREER module for undergraduate study programs undergraduate study
& programs except IEM
Christin Klähn
(CSC
Organization);
SPC / Faculty
Startup
Coordinator
(Academic
responsibility);

Entry Frequency Forms of Learning and

Requirements Teaching
Co-requisites Knowledge, Abilities, or annually
Pre-requisites Skills • Internship/Start-up
☒ None • Internship Event
☒ at least 15 CP • Information provided • Seminars, Info-sessions,
from CORE on CSC pages (see Workshops and Career
modules in the below) Events
major • Major specific • Self-Study, Readings,
knowledge and skills Online Tutorials
Duration Workload
1 semester
375 Hours consisting of:
• Internship (308 hours)
• Workshops (33 hours)
• Internship Event (2
hours)
• Self-study (32 hours)
Recommendations for Preparation

• Reading the information in the menu sections “Internship Information”, “Career Events”, “Create Your Application”
and “Seminars & Workshops” at the Career Services Center website http://csc-microsite.user.jacobs-university.de/
• Completing all four online tutorials about the job market preparation and the application process ( http://csc-
microsite.user.jacobs-university.de/create-your-application/tutorials/)
• Participation at Internship Events of earlier classes

Content and Educational Aims

The aims of the internship module are reflection, application, orientation and development: For students to reflect on
their interests, knowledge, skills, their role in society, the relevance of their major subject in society, to apply these skills
and this knowledge in real life whilst getting practical experience, to find professional orientation, and develop their
personality and in their career. The module supports the programs’ aims of preparing students for gainful, qualified
employment and the development of their personality.

46
The full-time internship must be related to major area of study and extends over a minimum period of two consecutive
months, normally scheduled just before the 5th semester, with the internship event and submission of the internship
report in the 5th semester. Upon approval by the SPC and CSC, the internship may take place at other times, such as before
teaching starts in the 3rd or after teaching finishes in the 6th semester. The Study Program Coordinator or their faculty
delegate approves the intended internship a priori by reviewing the tasks in either the Internship Contract or Internship
Confirmation from the respective internship institution or company. Further regulations as set out in the Policies for
Bachelor Studies apply.

The internship will be gradually prepared in semesters 1 to 4 by a series of mandatory information sessions, seminars and
career events.
The purpose of the Career Services Information Sessions is to provide all students with basic facts about the job market
in general and especially in Germany and the EU, and services provided by the Career Services Center.
In the Career Skills Seminars, students will learn how to engage in the internship/job search, how to create a competitive
application (CV, Cover Letter etc.) and how to successfully conduct job interviews and/or assessment centers. In addition
to this mandatory part, students can customize their set of skills regarding the application challenges and intended career
path in elective seminars.
Finally, during the Career Events organized by the Career Services Center (e.g. the annual Jacobs Career Fair and single
employer events on and off campus), students will have the opportunity to apply the acquired job market skills in an actual
internship/job search situation and to gain a desired internship in a high-quality environment and with excellent
employers.

As an alternative to the full-time internship, students can apply for the StartUp-Option. Following the same schedule as
the full-time internship, the StartUp Option allows students who are particularly interested in founding their own company
to focus on the development of their business plan over a period of two consecutive months. Participation in the StartUp-
Option depends on a successful presentation of the initial StartUp-idea. This presentation will be held at the beginning of
the 4th semester. A jury of faculty members will judge the potential to realize the idea and approve the participation of
the students. The StartUp-Option is supervised by the Faculty StartUp Coordinator. At the end of StartUp-Option students
submit their business plan. Further regulations as set out in the Policies for Bachelor Studies apply.

The concluding Internship Event will be conducted in each study program (or a cluster of related study programs) and will
formally conclude the module by providing students the opportunity to present their internships and reflect on the lessons
learned within their major area of study. The purpose is not only to self-reflect the whole process but also to create the
professional network within the academic community, especially with the aspect of entering the Alumni Network after
graduation. It is recommended that all three classes of the same major are present at this event to enable the creation of
networks between older and younger students and to create a learning environment for younger students in the sense of
“lessons learned” effect from diverse internships of their elder fellow students.

Intended Learning Outcomes

By the end of this module, students should be able to:
• describe the scope and the functions of the employment market and personal career development;
• apply professional, personal and career-related skills for the modern labor market, including self-
organization, initiative and responsibility, communication, intercultural sensitivity, team and leadership skills
etc.;
• independently manage their own career orientation processes: identify personal interests, select
appropriate internship destinations or start-up opportunities, conduct interviews, pitches or assessment
centers, negotiate related employment, funding or support conditions (such as salary, contract, funding,
supplies, work space, etc.);
• apply specialist skills and knowledge acquired during their studies to solve problems in a professional
environment and reflect on their relevance in employment and society;
• justify professional decisions based on theoretical knowledge and academic methods;
• reflect on their professional conduct in the context of expectations by and consequences for employers and
the society;
• reflect on and set own targets for further development of their knowledge, skills, interests and values;
• establish and expand contacts with potential employers or business partner and possibly other students and
alumni to build their own professional network to create employment opportunities in the future;
• discuss observations and reflection in a professional network.

Usability and Relationship to other Modules

• Mandatory for a major in BCCB, Chemistry, CS, EES, GEM, IBA, IRPH, Psychology, Math, MCCB, Physics, IMS and ISS.

47
• This module applies skills and knowledge acquired in previous modules to a professional environment and provides
an opportunity to reflect on their relevance in employment and society. It may lead to Thesis topics.

Assessment

Type: Internship Report or Business Plan and Reflection Length: approx. 3.500 words
Scope: All intended learning outcomes Weight: 100%

48
7.15 Bachelor Thesis and Seminar

Module Name Module Code Level (type) CP

Bachelor Thesis and Seminar CA-EES-800 Year 3 (CAREER) 15

Module Components

Number Name Type CP

CA-EES-800-T Thesis Thesis 12

CA-EES-800-S Thesis Seminar Seminar 3

Module Program Affiliation Mandatory Status

Coordinator

Study Program
Chair • All undergraduate programs Mandatory for all
undergraduate programs

Entry Frequency Forms of Learning and

Requirements Teaching

Pre-requisites Co-requisites Knowledge, Abilities, or

Skills annually
• Self-study/lab work (350
☒ Students must ☐ None • Comprehensive hours)
be in the third knowledge of the • Seminars (25 hours)
year and have subject and deeper Duration Workload
taken at least 30 insight into the
CP from CORE chosen topic;
modules of their • ability to plan and
major. undertake work 1 semester 375 hours
independently;
• skills to identify and
critically review
literature.
Recommendations for Preparation

• Identify an area or a topic of interest and discuss this with your prospective supervisor in good time.
• Create a research proposal including a research plan to ensure timely submission.
• Ensure you possess all required technical research skills or are able to acquire them on time.
• Review the University’s Code of Academic Integrity and Guidelines to Ensure Good Academic Practice.

49
Content and Educational Aims
This module is a mandatory graduation requirement for all undergraduate students to demonstrate their ability to deal
with a problem from their respective major subject independently by means of academic/scientific methods within a set
period. Although supervised, the module requires students to be able to work independently and regularly and set their
own goals in exchange for the opportunity to explore a topic that excites and interests them personally and which a faculty
member is interested to supervise. Within this module, students apply their acquired knowledge about the major
discipline, skills, and methods to conduct research, ranging from the identification of suitable (short-term) research
projects, preparatory literature searches, the realization of discipline-specific research, and the documentation,
discussion, interpretation and communication of the results.

This module consists of two components, an independent thesis and an accompanying seminar. The thesis component
must be supervised by a Jacobs University faculty member and requires short-term research work, the results of which
must be documented in a comprehensive written thesis including an introduction, a justification of the methods, results,
a discussion of the results, and conclusions. The seminar provides students with the opportunity to present, discuss and
justify their and other students’ approaches, methods and results at various stages of their research to practice these skills
to improve their academic writing, receive and reflect on formative feedback, thereby growing personally and
professionally.

Intended Learning Outcomes

On completion of this module, students should be able to
1. independently plan and organize advanced learning processes;
2. design and implement appropriate research methods taking full account of the range of alternative techniques
and approaches;
3. collect, assess and interpret relevant information;
4. draw scientifically founded conclusions that consider social, scientific and ethical insights;
5. apply their knowledge and understanding to a context of their choice;
6. develop, formulate and advance solutions to problems and arguments in their subject area, and defend these
through argument;
7. discuss information, ideas, problems and solutions with specialists and non-specialists.

Usability and Relationship to other Modules

• This module builds on all previous modules of the program. Students apply the knowledge, skills and
competencies they acquired and practiced during their studies, including research methods and the ability
to acquire additional skills independently as and if required.

Assessment

Type: Thesis Length: approx. 6.000 – 8.000 words (15 – 25 pages),

Scope: All intended learning outcomes, mainly 1-6. excluding front- and back matter.
Weight: 80%

Type: Presentation Duration: approx. 15 to 30 minutes

Weight: 20%

Scope: The presentation focusses mainly on ILOs 6 and 7, but by nature of these ILOs also touches on the others.
Two separate assessments are justified by the size of the module and the fact that the justification of solutions to problems
and arguments (ILO 6) and discussion (ILO 7) should at least have verbal elements. The weights of the assessments are
commensurate with the sizes of the respective module components.

50
7.16 Jacobs Track Modules

7.16.1 Methods and Skills Modules

7.16.1.1 Mathematical Concepts for the Sciences

Module Name Module Code Level (type) CP

Mathematical Concepts for the Sciences JTMS-MAT-07 Year 1 (Methods) 5

Module Components

Number Name Type CP

JTMS-07 Mathematical Concepts for the Sciences Lecture 5

Module Coordinator(s) Program Affiliation Mandatory Status

Marcel Oliver, Tobias • •Jacobs Track – Methods and Skills Mandatory for BCCB;
Preußer Chemistry, EES, and MCCB

Entry Requirements Frequency Forms of Learning and

Teaching
Pre-requisites Co-requisites Knowledge, annually
Abilities, or • Lectures (35 hours)
☒ None ☒ None Skills • Private study (90 hours)

Duration Workload

1 semester 125 hours

Recommendations for Preparation

Review basic mathematical concepts and tools.

Content and Educational Aims

In this module, students develop and strengthen quantitative problem-solving skills that are important in the natural
sciences. Hands-on exercises and group work are integrated in the lectures to maximize feedback between the students
and the instructor. The module starts with a review of elementary mathematical concepts such as functions and their
graphs, units and dimensions, series and convergence. Vectors and matrices are introduced using linear equations, and
then motivated further in the context of basic analytical geometry. An extended section on calculus proceeds from
basic differentiation and integration to the solution of differential equations, always guided by applications in the
natural sciences. The module is concluded by a data-oriented introduction to descriptive statistics and basic statistical
modeling applied to laboratory measurements and observations of natural systems.

51
Intended Learning Outcomes
By the end of this module, students will be able to
• identify important types of quantitative problems in the natural sciences;
• select and use key solution strategies, methods, and tools;
• explain and apply linear algebra concepts and techniques;
• analyze models and observations of natural systems using derivatives and integrals;
• classify differential equations, find equilibria, and apply standard solution methods;
• process data by means of descriptive statistics and basic regression techniques.

Usability and Relationship to other Modules

• The module is a mandatory / mandatory elective module of the Methods and Skills area that is part of the
Jacobs Track (Methods and Skills modules; Community Impact Project module; Language modules; Big
Questions modules).
• Mandatory for a major in BCCB, Chemistry, EES, MCCB
• Elective for all other study programs.

Assessment

Type: Written examination Duration: 120 minutes

Weight: 100%

Scope: All Intended Learning Outcomes of this module

52
7.16.1.2 Chemistry for Natural Scientists
Module Name Module Code Level (type) CP
Chemistry for Natural Scientists JTMS-SCI-15 Year 1 5
(Methods)
Module Components

Number Name Type CP

JTMS-15 Chemistry for Natural Scientists Lecture 5
Module Program Affiliation Mandatory Status
Coordinator
• Jacobs Track – Methods and Skills Mandatory for EES
Andrea
Koschinsky

Entry Frequency Forms of Learning and

Requirements Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or • Lectures (17.5 hours)
Skills • Lab sessions (17.5 hours)
☒None ☒None • Private study (90 hours)
Duration Workload

1 semester 125 hours

Recommendations for Preparation

xxxxx
Content and Educational Aims
This module is comprised of general, inorganic and organic chemistry at an introductory level, with a focus on inorganic
chemistry. The module objectives are to give a basic understanding of fundamental principles and theories of chemistry.
This includes an introduction to matter, molecules, atomic theory, stoichiometry, intermolecular forces and solids, as well
as chemical thermodynamics and kinetics, redox chemistry, electrochemistry and equilibrium chemistry. The organic
chemistry component incorporates a systematic examination of the physical properties and reactivity of simple organic
compounds. Subsequently, these theories and principles are applied to chemical concepts in natural systems. It will be
demonstrated how chemical reactions and equilibria interact with changes in the environment. Furthermore, the module
introduces compartments, components, and chemical processes including interactions with the biosphere in natural
systems.
The module also introduces students to basic safety requirements and techniques used in a chemistry laboratory as well
as sampling methods of natural materials to be analysed. The material covered in the lecture is reinforced in the laboratory
practicals.

Intended Learning Outcomes

On Completion of this module, the students will be able to
• describe the basis of atomic theory and explain the structure of an atom, ions and electronic configuration;
• describe periodic trends for groups and periods;
• calculate molecules, molar mass, moles and molarity;
• identify the types of chemical reactions in natural systems;
• relate bonding and intermolecular forces to the structure of solids and molecules;
• apply the principle of pH and acid-base as well as the action of buffers;
• balance chemical reactions;
• explain and calculate equilibrium constants for different types of reactions;
• name simple organic compounds and identify common functional groups;
• describe the chemical reactions and physical properties of hydrocarbons;
• apply their knowledge of common organic functional groups to predict simple reaction products.
• participate effectively in group work and problem solving through participation in lab practical sessions;
• work safely in the laboratory under supervision;

53
 • carry out simple sample preparation techniques including grinding, weighing, drying, filtration and performing
dilutions;
• determine pH, redox potential and conductivity in water samples;
• analyze key components such as nutrients in natural water samples using photometry and other simple
analytical tools;
• identify the aims of a laboratory experiment, record procedures and results accurately, interpret them and
draw conclusions;
• critically assess accuracy and errors in lab techniques.

Usability and Relationship to other Modules

• The module is a mandatory / mandatory elective module of the Methods and Skills area that is part of the
Jacobs Track (Methods and Skills modules; Community Impact Project module; Language modules; Big
Questions modules).
• Mandatory for a major in EES.
• It is elective for all other study programs.

Assessment

Type: Written examination Duration: 120 minutes

Weight: 100%
Scope: All indented learning outcomes of the module.

Module achievement: participation in the lab sessions is a prerequisite (“Studienbegleitleistung”) for being admitted to
the exam

54
7.16.1.3 Physics for the Natural Sciences

Module Name Module Code Level (type) CP

Physics for the Natural Sciences JTMS-SCI-17 Year 1 (Methods) 5

Module Components

Number Name Type CP

JTMS-17 Physics for the Natural Sciences Lecture 5.0
Module Program Affiliation Mandatory Status
Coordinator
• Jacobs Track – Methods and Skills Mandatory for BCCB,
Jürgen Fritz Chemistry, EES and MCCB

Entry Frequency Forms of Learning and

Requirements Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or • Lecture (35 hours)
Skills • Private study including
homeworks (90 hours)
• high school math Duration Workload
☒ None ☒ None • basic high school
physics 1 semester 125 hours
Recommendations for Preparation

Review high school math (especially calculus, geometry and vector analysis) and high school physics (basics on motion,
forces and energy). Level and content orients along standard textbooks for calculus-based first year general university
physics such as Young & Freedman: University Physics; Halliday & Resnick & Walker: Fundamentals of Physics; or others.
Content and Educational Aims
Physics is the most fundamental of all natural sciences and serves as a basis for other sciences and engineering disciplines.
This module introduces non-physics majors to the basic principles, facts and experimental evidence from physics, as it is
needed especially for the life sciences, geosciences, and chemistry.
Emphasis is laid on general principles and general mathematical concepts for a basic understanding of physical
phenomena. Basic math (geometry, calculus, vector analysis) is used to develop a quantitative and scientific description
of physical phenomena. A voluntary tutorial is offered to discuss homework or topics of interest in more details.
The lecture provides an overview of the basic fields of physics such as mechanics (motion, force, energy, momentum,
oscillations, fluid mechanics), thermodynamics (temperature, heat, 1st law, ideal gas and kinetic gas theory,
thermodynamic processes, entropy), electromagnetism (charge, electric field, potential, current, magnetic field,
induction), optics (oscillations, waves, sound, reflection and refraction, lenses and optical instruments, interference and
diffraction), and modern physics (particle wave duality, atoms and electrons, absorption and emission, spin, NMR, ionizing
radiation, radioactivity).

Intended Learning Outcomes

By the end of the module, students will be able to:

• recall the basic facts and experimental evidence in mechanics, thermodynamics, electromagnetism, optics and
modern physics;
• use the basic concepts of motion, force, energy, oscillations, heat, and light to describe natural and technical
phenomena;
• apply basic problem solving strategies from physics to test the plausibility of ideas or arguments, such as
reducing different natural phenomena to their underlying physical principles, or using analogies,
approximations, estimates or extreme cases;
• apply basic calculus, geometry, and vector analysis for a quantitative description of physical systems.

55
Usability and Relationship to other Modules

• The module is a mandatory / mandatory elective module of the Methods and Skills area that is part of the
Jacobs Track (Methods and Skills modules; Community Impact Project module; Language modules; Big
Questions modules).
• Mandatory for a major in BCCB, CHEM, EES and MCCB.
• Elective for all other study programs except physics majors.

Assessment

Type: Written examination Duration: 120 min

Weight: 100%

Scope: All intended learning outcomes of the module.

56
7.16.1.4 Academic Writing and Academic Skills
Module Name Module Code Level (type) CP

Academic Writing and Academic Skills JTMS-MET-01 Year 1 5

(Methods)
Module Components

Number Name Type CP

JTMS-01 Academic Writing and Academic Skills Lecture/Tutorial 5
Module Program Affiliation Mandatory Status
Coordinator
• Jacobs Track – Methods and Skills Mandatory for Psychology,
Mandi Larsen IRPH and ISS
Mandatory elective for EES,
IBA, ISS and Psychology.
Entry Frequency Forms of Learning and
Requirements Teaching
annually
• Lecture (20 hours)
Pre-requisites Co-requisites Knowledge, Abilities, or • Tutorials (15 hours)
Skills • Literature search and
review (35 hours)
☒ None ☒ None • Preparation of draft
paper (35 hours)
• Peer review (10 hours)
• Revision of final paper
(10 hours)
Duration Workload

1 semester 125 hours

Recommendations for Preparation

None
Content and Educational Aims
In this module, students acquire basic skills necessary to academic work and academic writing. The module introduces
students to the differences between academic and non-academic sources, how to make use of online databases of
academic literature, and how to properly conduct a literature search. Techniques will be demonstrated for the critical
reading and understanding of academic sources (e.g., monographs, edited volumes, journal articles) necessary for their
studies. The module also focuses on the fundamentals of academic writing, including the development of a clear thesis
statement, organized structure, and rational argumentation. Students are presented with simple approaches to
summarizing, paraphrasing, and synthesizing ideas and results found in academic social science literature. Additionally,
students will acquire proficiency in citation and referencing rules, as well as style guides.
Intended Learning Outcomes
By the end of this module, students should be able to:
• recognize the difference between academic and non-academic sources;
• conduct an academic literature review;
• successfully synthesize various academic sources to create a coherent argument;
• accurately apply citation and referencing rules;
• write a clearly structured and organized academic paper.

Usability and Relationship to other Modules

• The module is a mandatory / mandatory elective module of the Methods and Skills area that is part of the
Jacobs Track (Methods and Skills modules; Community Impact Project module; Language modules; Big
Questions modules).

57
 • This module lays the foundation for the entire period of study at Jacobs University, but is especially useful for
modules with a specific focus on written work and for the Bachelor’s Thesis.
• Mandatory for a major in Psychology, IRPH and ISS.
• Mandatory elective for a major in EES.
• Elective for all other study programs.
Assessment

Type: Term paper Length: 3.000 words

Weight: 100%

Scope: Should demonstrate a clear mastery of skills related to academic work and writing. All of the above ILOs.

58
7.16.1.5 Qualitative Research Methods

Module Name Module Code Level (type) CP

Qualitative Research Methods JTMS-MET-04 Year 2 5
(Methods)
Module Components

Number Name Type CP

JTMS-04 Qualitative Research Methods Lecture 5
Module Program Affiliation Mandatory Status
Coordinator
• Jacobs Track – Methods and Skills Mandatory for GEM, IBA,
Margrit Schreier IRPH, Psychology, ISS
Mandatory elective for EES
Entry Frequency Forms of Learning and
Requirements Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or • In-class contact time (35
Skills hours)
☒ None ☒ None • Private Study (90 hours)
Duration Workload

1 semester 125 hours

Recommendations for Preparation

Patton, Michael Quinn (2015). Qualitative evaluation and research methods (4th ed.). Thousand Oaks etc.: Sage,
chapter 2

Content and Educational Aims

Qualitative researchers explore the structure of everyday life and the meaning that events, other persons and their actions
hold for us. To do so, they take an in-depth look at a few selected cases, such as organizations, campaigns, or people. We
will look at the rationale and constructivist and interpretivist principles underlying qualitative research and from there
move on to specific designs (such as grounded theory or ethnography), design principles (such as purposive strategies for
selecting cases), and research methods. The focus of the module will be on learning about and trying out methods for
collecting and analyzing qualitative data. Among methods for collecting qualitative data, relevant topics include semi-
structured and narrative interviews, focus groups, observation, working with documents and with visuals. Methods for
analyzing qualitative data include, for example, coding, qualitative content analysis, discourse analysis, visual analysis,
semiotics or iconography.
The module has a strong hands-on component. It is held in part as a seminar and in part as a lab where students apply the
methods to data from their own fields of study. During the lab sessions, students are required to participate in and report
on activities involving the application and trying out of selected methods. For assessment and grading, students will carry
out their own small research project where they bring to bear different methods on a topic of their choice.

Intended Learning Outcomes

By the end of this module, students should be able to:
• explain the principles underlying qualitative research;
• apply basic qualitative approaches and designs;
• identify and address ethical issues arising in qualitative research;
• apply strategies for purposefully selecting participants and cases;
• apply methods for collecting qualitative data;
• apply methods for analyzing qualitative data;
• Know what to look for in evaluating qualitative research.

59
Usability and Relationship to other Modules
• The module is a mandatory / mandatory elective module of the Methods and Skills area that is part of the
Jacobs Track (Methods and Skills modules; Community Impact Project module; Language modules; Big
Questions modules).
• Complements Method and Skills module Data Collection and Empirical Research Methodologies.
• This module prepares students for the GEM and IBA 2nd year module on organization and HRM as well as
Marketing, the GEM 3rd year module on public and nonprofit management, the IBA 3rd year module on
Contemporary Topics in Marketing, and the thesis.
• Mandatory for a major in GEM, IBA IRPH, Psychology, ISS.
• Mandatory elective for a major in EES.
• Elective for all other study programs.

Assessment

Type: Research project (including abstract, ethics statement, and lab report on methods implementation, findings, and
evaluation) Length: 5.000 words (for groups of 3 students)
Weight: 100%

Scope: All intended learning outcomes of the module.

60
7.16.1.6 Applied Calculus
Module Name Module Code Level (type) CP
Applied Calculus JTMS-MAT-08 Year 1 5
(Methods)
Module Components

Number Name Type

JTMS-08 Applied Calculus Lecture 5
Module Coordinator Program Affiliation Mandatory Status

Marcel Oliver, Tobias • Jacobs Track – Methods and Skills Mandatory for GEM, IBA
Preußer and IEM
Mandatory elective for
EES
Entry Requirements Frequency Forms of Learning and
Teaching
Pre-requisites Knowledge, Abilities, or Skills annually
Co-requisites Duration • Lectures (35 hours)
☒ None • Knowledge of • Private Study (90
☒ None Mathematics at High 1 semester hours)
School level (Functions,
graphs of functions,
linear and polynomial
functions, logarithms Workload
and exponential
function, basic 125 hours
trigonometric functions,
elementary methods for
solving systems of linear
and nonlinear
equations)
• Some familiarity with
elementary Calculus
(limits, derivatives) is
helpful, but not
required.

Recommendations for Preparation

None.

61
Content and Educational Aims
This module is an introduction to Calculus for students in life sciences, applied engineering, humanities and social science
majors. It gives a broad overview of the methods of Calculus, putting more emphasis on applications, rather than on
mathematical rigor. Most of the concepts and methods are backed up by examples from chemistry, biology, economics
and/or other sciences. In this module students enhance both their quantitative problem-solving skills as well as their
conceptual understanding of mathematical methods.

The lecture comprises the following topics:

• Brief review of elementary functions and their graphs
• Intuitive understanding of limits; horizontal and vertical asymptotes
• Derivatives and their computation
• Applications of derivatives (interpretation of derivatives, their units, local linear approximation, error propagation,
optimization problems)
• Brief introduction to functions of several variables, partial derivatives, local minima and maxima
• Integrals and their computation
• Applications of integrals (accumulated change, average value, applications in probability: density functions and
cumulative distribution functions)
• Brief introduction to differential equations.

Intended Learning Outcomes

By the end of the module, students will be able to:
• apply the fundamental concepts of Calculus in structured situations;
• command the methods described in the content section of this module description to the extent that they can
solve standard text-book problems reliably and with confidence;
• explain importance of the methods of Calculus in problems arising from applications;
• understand the methods of Calculus, used in other modules, as well as in scientific literature.

Usability and Relationship to other Modules

• The module is a mandatory / mandatory elective module of the Methods and Skills area that is part of the Jacobs
Track (Methods and Skills modules; Community Impact Project module; Language modules; Big Questions
modules).
• The module serves as preparation for the 2nd year IEM CORE module Operations Research.
• This serves as preparation for the 1st year GEM and IBA modules Microeconomics, Macroeconomics and
Introduction to Finance and Accounting
• A mathematically rigorous treatment of Calculus is provided in the module “Analysis I”.
• The first year modules Calculus and Elements of Linear Algebra I+II can be used in place of the modules Applied
Calculus and Finite Mathematics, respectively, to satisfy the graduation requirements in majors in which they are
mandatory.
• Mandatory for GEM, IBA and IEM.
• Mandatory elective for EES.
• Elective for all other study programs.

Assessment

Type: Written examination Duration: 120 min

Weight: 100%

Scope: All intended learning outcomes of this module

62
63
7.16.1.7 Calculus and Linear Algebra I

Module Name Module Code Level (type) CP

Calculus and Linear Algebra I JTMS-MAT-09 Year 1 5
(Methods)
Module Components

Number Name Type CP

JTMS-09 Calculus and Linear Algebra I Lecture 5

Module Coordinator Program Affiliation Mandatory Status

Marcel Oliver, Tobias • Jacobs Track – Methods and Skills Mandatory for CS, ECE,
Preußer IMS, MATH and
Physics
Mandatory elective for
EES

Entry Requirements Frequency Forms of Learning and

Teaching
Pre-requisites Co-requisites Knowledge, Abilities, or annually
Skills • Lectures (35
☒ None ☒ None hours)
• Knowledge of Pre- • Private Study (90
Calculus at High hours)
School level Duration Workload
(Functions, inverse
functions, sets, real 1 semester 125 hours
numbers,
polynomials,
rational functions,
trigonometric
functions,
logarithm and
exponential
function,
parametric
equations, tangent
lines, graphs,
elementary
methods for
solving systems of
linear and
nonlinear
equations)
• Knowledge of
Analytic Geometry
at High School level
(vectors, lines,
planes, reflection,
rotation,
translation, dot
product, cross
product, normal
vector, polar
coordinates)
• Some familiarity in
elementary
Calculus (limits,

64
 derivative) is
helpful, but not
strictly required.
Recommendations for Preparation

Review all of higher-level High School Mathematics, in particular the topics explicitly named in “Entry Requirements
– Knowledge, Ability, or Skills” above.
Content and Educational Aims
This module is the first in a sequence introducing mathematical methods at university level in a form relevant for
study and research in the quantitative natural sciences, engineering, Computer Science, and Mathematics. The
emphasis in these modules lies in training operational skills and recognizing mathematical structures in a problem
context. Mathematical rigor is used where appropriate. However, a full axiomatic treatment of the subject is done
in the first-year modules “Analysis I” and “Linear Algebra”.

The lecture comprises the following topics

• Brief review of number systems, elementary functions, and their graphs
• Brief introduction to complex numbers
• Limits for sequences and functions
• Continuity
• Derivative
• Curve sketching and applications (isoperimetric problems, optimization, error propagation)
• Introduction to Integration and the Fundamental Theorem of Calculus
• Review of elementary analytic geometry
• Vector spaces, linear independence, bases, coordinates
• Matrices and matrix algebra
• Solving linear systems by Gauss elimination, structure of general solution
• Matrix inverse
Intended Learning Outcomes
By the end of the module, students will be able to
• apply the methods described in the content section of this module description to the extent that they
can solve standard text-book problems reliably and with confidence;
• recognize the mathematical structures in an unfamiliar context and translate them into a mathematical
problem statement;
• recognize common mathematical terminology used in textbooks and research papers in the
quantitative sciences, engineering, and mathematics to the extent that they fall into the content
categories covered in this module.
Usability and Relationship to other Modules
• The module is a mandatory / mandatory elective module of the Methods and Skills area that is part of
the Jacobs Track (Methods and Skills modules; Community Impact Project module; Language modules;
Big Questions modules).
• The module is followed by “Calculus and Elements of Linear Algebra II”. All students taking this module
are expected to register for the follow-up module.
• A rigorous treatment of Calculus is provided in the module “Analysis I”. All students taking “Analysis I”
are expected to either take this module or exceptionally satisfy the conditions for advanced placement
as laid out in the Jacobs Academic Policies for Undergraduate Study.
• The second-semester module “Linear Algebra” will provide a complete proof-driven development of the
theory of Linear Algebra. Students enrolling in “Linear Algebra” are expected to have taken this module;
in particular, the module “Linear Algebra” will assume that students are proficient in the operational
aspects of Gauss elimination, matrix inversion, and their elementary applications.
• This module is a prerequisite for the module “Applied Mathematics” which develops more advanced
theoretical and practical mathematical tools essential for any physicist and mathematician.
• Mandatory for a major in CS, ECE, IMS, MATH and Physics
• Mandatory elective for a major in EES.
• Pre-requisite for Calculus and Linear Algebra II
• Elective for all other study programs.

Assessment

65
Type: Written examination Duration: 120 min
Weight: 100%

Scope: All intended learning outcomes of this module

66
7.16.1.8 Plant Metabolism and Natural Products

Module Name Module Code Level (type) CP

Plant Metabolism and Natural Products JTMS-SCI-18 Year 2 5
(Methods)
Module Components

Number Name Type CP

JTMS-18 Plant Metabolism and Natural Products Lecture 5
Module Program Affiliation Mandatory Status
Coordinator
• Jacobs Track – Methods and Skills Mandatory for BCCB, MCCB
Matthias Ullrich and Chemistry
Mandatory elective for EES

Entry Frequency Forms of Learning and

Requirements Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or • Lecture (35 hours)
Skills • Self-study (90 hours)
☒ None ☒ None Duration Workload
• Comprehensive High
School knowledge of 1 semester 125 hours
chemistry,
mathematics, physics,
biochemistry and cell
biology
Recommendations for Preparation

Students should have a sound background knowledge in chemistry, mathematics, physics, biochemistry and cell biology.

Read the chapter ‘Plant Form and Function’ (Joanne Chory) in the recommended textbook of Neil A. Cambell and Jane B.
Reece, BIOLOGY, Benjamin Cummings, Pearson Education, current edition.

Content and Educational Aims

Understanding general principles of biochemical processes in living cells requires a rigorous and robust knowledge of
Nature’s ways and capacities to form and use primary and secondary metabolites from inorganic materials via the
autotrophic (producer) way of algae and plants. This module introduces methods on how to assess and understand the
breath-taking diversity of plant biochemical and cellular processes, plant metabolism, as well as plant-borne substances
including their purposes and functions. An array of compounds produced by plants that is relevant to human health and
nutrition will be introduced. This is done by demonstrating natural functions of biomolecule(s) in plant metabolism or
during regulation of biochemical processes. Methods how to asses and quantify photosynthesis and the Calvin cycle will
be introduced as will be those needed to understand the phytohormone-based language of plants. State-of-the-art
methods on how to analyze the fascinating types of interactions with other organisms is explained. Plant genetic
engineering is introduced and its methodology explained in detail. Modern aspects of agriculture, food production, and
application of natural products in medicine will complete this methods survey of plant metabolism and natural products.

67
Intended Learning Outcomes
By the end of this module, students will be able to
• apply knowledge of biochemical and cellular processes to understand principles in the world of plants and
algae;
• illustrate a plant`s basic metabolic and biochemical features of plants;
• describe plant cells and plant tissue characteristics;
• explain how photosynthesis and the Calvin cycle enable autotrophic life;
• delineate how plants interact with their biotic and abiotic environment;
• explain the basic principles of Environmental Biochemistry;
• classify plant hormones, their roles and the importance of their homeostasis;
• interpret the bioactivity potential of natural products;
• outline processes in plant biochemistry and plant genetics;
• describe natural product biosynthesis;
• illustrate how plants use basic building blocks to create complex structures;
• relate biological activities of natural products with their use for medicinal purposes;
• transfer the acquired knowledge to novel natural products;
• explain the importance of functional groups in natural products for bioactivity.

Usability and Relationship to other Modules

• The module is a mandatory / mandatory elective module of the Methods and Skills area that is part of the
Jacobs Track (Methods and Skills modules; Community Impact Project module; Language modules; Big
Questions modules).
• This Methods module is mandatory for BCCB, MCCB, and Chemistry major students.
• Mandatory elective for a major in EES.
• It complements the non-photosynthesis learning components of BCCB’s general education. It is furthermore
essential background knowledge for medicinal chemistry, chemical biology, chemistry, and biotechnology.
• For Chemistry major students: The module can be replaced with a CORE module from another study
program in order to pursue a minor.
• It is elective for all other study programs.

Assessment

Type: Written examination Duration: 120 min

Weight: 100%

Scope: All intended learning outcomes of the module.

68
7.16.1.9 Probability and Random Processes

Module Name Module Code Level (type) CP

Probability and Random Processes JTMS-MAT-12 Year 2 5
(Methods)
Module Components

Number Name Type CP

JTMS-12 Probability and random processes Lecture 5
Module Coordinator Program Affiliation Mandatory Status

Marcel Oliver, Tobias • Jacobs Track – Methods and Skills Mandatory for CS, ECE,
Preußer MATH, Physics, IMS
Mandatory elective for EES

Entry Requirements Frequency Forms of Learning and

Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or Skills • Lectures (35 hours)
• Private Study (90
☒ None • Knowledge of calculus hours)
Calculus and Linear at the level of a first Duration Workload
Algebra I & II year calculus
module(Differentiation, 1 semester 125 hours
integration one and
several variables,
trigonometric
functions, logarithm
and exponential
function).
• Knowledge of linear
algebra at the level of a
first year university
module (Eigenvalues
and eigenvectors,
diagonalization of
matrices).
• Some familiarity with
elementary probability
theory at the high
school level.
Recommendations for Preparation

Review all of the first year calculus and linear algebra modules as indicated in “Entry Requirements – Knowledge, Ability,
or Skills” above.
Content and Educational Aims
This module aims at providing a basic knowledge of probability theory and random processes suitable for students in
engineering, Computer Science, and Mathematics. The module provides students with basic skills needed for formulating
real-world problems dealing with randomness and probability in mathematical language, and methods for applying a
toolkit to solve these problems. Mathematical rigor is used where appropriate. A more advanced treatment of the subject
is deferred to the third-year module Stochastic Processes.

The lecture comprises the following topics

• Brief review of number systems, elementary functions, and their graphs
• Outcomes, Events & Sample Space. Combinatorial probability.
• Conditional probability and Bayes’ formula.
• Binomials & Poisson-Approximation
69
 • Random Variables, distribution and density functions.
• Independence of random variables.
• Conditional Distributions and Densities.
• Transformation of random variables.
• Joint distribution of random variables and their transformations.
• Expected Values & Moments, Covariance.
• High dimensional probability: Chebyshev and Chernoff bounds.
• Moment Generating Functions & Characteristic Functions,
• The Central limit theorem.
• Random Vectors & Moments, Covariance matrix, Decorrelation.
• Multivariate normal distribution.
• Markov chains, stationary distributions.

Intended Learning Outcomes

By the end of the module, students will be able to
• command the methods described in the content section of this module description to the extent that they can
solve standard text-book problems reliably and with confidence;
• recognize the probabilistic structures in an unfamiliar context and translate them into a mathematical problem
statement;
• recognize common mathematical terminology used in textbooks and research papers in the quantitative
sciences, engineering, and mathematics to the extent that they fall into the content categories covered in this
module.

Usability and Relationship to other Modules

• The module is a mandatory / mandatory elective module of the Methods and Skills area that is part of the
Jacobs Track (Methods and Skills modules; Community Impact Project module; Language modules; Big
Questions modules).
• Students taking this module are expected to be familiar with basic tools from calculus and linear algebra.
• Mandatory for a major in CS, ECE, MATH, Physics, IMS.
• Mandatory elective for a major in EES (if pre-requisites are met)
• Elective for all other study programs.
Assessment

Type: Written examination Duration: 120 min

Weight: 100%

Scope: All intended learning outcomes of this module

70
7.16.1.10 Programming in Python
Module Name Module Code Level (type) CP
Programming in Python JTMS-SKI-14 Year 1 (Methods) 5

Module Components

Number Name Type CP

JTMS-14 Programming in Python Lecture 5
Module Program Affiliation Mandatory Status
Coordinator
• Jacobs Track – Methods and Skills Mandatory for IEM
Kinga Lipskoch Mandatory elective for BCCB,
EES and Physics
Entry Frequency Forms of Learning and
Requirements Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or • Class attendance (35
Skills hours)
☒ None ☒ None • Independent study (85
hours)
• Exam preparation (5
hours)
Duration Workload

1 semester 125 hours

Recommendations for Preparation

It is recommended that students install a suitable programming environment (simple editor or Integrated Development
Environment) and a new stable version of Python on their notebooks.
Content and Educational Aims
This module offers an introduction to programming using the programming language Python. The module presents the
basics of Python programming and provides a short overview of the program development cycle. It covers fundamental
programming components and constructs in a hands-on manner. The beginning of the module covers learning the
concepts of data types, variables, operators, strings and basic data structures. Then other programming constructs such
as branching, iterations, and data structures like strings, lists, tuples, and dictionaries are taught. The module also gives an
introduction into functions, as well as simple file handling by introducing reading data from files, processing the data and
writing the results into files. Later object-oriented programming concepts like constructors, methods, overloaded
operators and inheritance are presented. Retrieving data from urls and processing of larger amounts of data and their
query and storage in files are addressed. Simple interactive graphics and operations are also presented with the help of
an object-oriented graphics library.

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Intended Learning Outcomes
By the end of this module, students should be able to:
• explain basic concepts of imperative programming languages such as variables, assignments, loops, function
calls, data structures, etc.;
• work with user input from the keyboard, write interactive Python programs;
• write, test, and debug programs;
• illustrate basic object-oriented programming concepts such as objects, classes, information hiding and
inheritance;
• give original examples of function and operator overloading;
• retrieve data and process and generate data from/to files;
• use some available python modules and libraries like data or graphics related ones.

Usability and Relationship to other Modules

• The module is a mandatory / mandatory elective module of the Methods and Skills area that is part of the
Jacobs Track (Methods and Skills modules; Community Impact Project module; Language modules; Big
Questions modules).
• Mandatory for a major in IEM
• Mandatory elective for a major in BCCB, EES and Physics.
• Elective for all other study programs.

Assessment

Type: Written examination Duration 120 minutes

Weight: 100%
Scope: All intended learning outcomes of the module
Module achievements: 50% of the assignments passed

72
7.16.1.11 Analytical Methods

Module Name Module Code Level (type) CP

Analytical Methods JTMS-SCI-16 Year 2 5
(Methods)
Module Components

Number Name Type CP

JTMS-16 Analytical Methods Lecture 5
Module Program Affiliation Mandatory Status
Coordinator
• Jacobs Track – Methods and Skills Mandatory for MCCB and
Nikolai Kuhnert Chemistry
Mandatory elective for BCCB
and EES
Entry Frequency Forms of Learning and
Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or • Lecture (35 hours)
Skills • Tutorial (10 hours)
☒ None ☒ None • Private study (80 hours)
• Basic knowledge in Duration Workload
Life Sciences
1 semester 125 hours
Recommendations for Preparation

Students should have a sound background knowledge in general chemistry and MCCB as well as organic chemistry
acquired during attendance of respective CHOICE courses. They should have understood basic principles of chemical
bonding and chemical structures as well as basic concepts of quantification and experimental measurement.

Content and Educational Aims

Analytical science is an important applied area of all chemical and life sciences. Analytical science deals with the
separation, identification and quantification of any chemical compound. It therefore provides an interface between the
traditional areas of organic, inorganic and physical chemistry with life sciences and all other areas of science requiring
identification and quantification of chemical compounds. It provides the methods and toolbox for all experimental
sciences. Analytical chemistry provides the tools for all areas of experimental chemistry and a good foundation of
analytical techniques is not only expected of any chemist but also for scientists at the interface to the life sciences. The
course will give an introduction into analytical chemistry with selected applications. This will include an introduction to
analytical terms and definitions, basic statistic treatment of experimental data, qualitative and quantitative analysis and
instrumental analysis with emphasis on spectroscopic techniques such as UV/Vis, NMR, mass spectrometry, IR and Raman
spectroscopy and fluorimetry. Furthermore separation techniques such as HPLC and GC will be introduced. A series of
lectures covering application in drug analysis, clinical chemistry, forensics and toxicology will complement the course.

73
Intended Learning Outcomes
By the end of this module, students will be able to

• illustrate knowledge on instrumental methods including spectroscopic techniques and seperation techniques;
• explain and understand physical principles behind spectroscopic techniques and separation techniques and
apply them to applied problems;
• apply knowledge on instrumental techniques to solve qualitative and quantitative analytical problems;
• interpret spectroscopic data and deduce chemical structures from these data;
• compare spectroscopic data and predict spectral properties from chemical structures;
• calculate quantitative values from analytical results;
• plan analytical experiments to solve chemical problems;
• calculate and estimate errors in analytical procedures by applying statistical methods;
• test scientific hypothesis;
• prepare scientific reports and critical analysis on experimental findings of analytical results.

Usability and Relationship to other Modules

• It complements the Analytical chemistry laboratory course and provides the experimental tool box for all fields of
chemistry and the associated life sciences.
• Mandatory for a major in Chemistry and MCCB.
• Mandatory elective for a major in BCCB and EES.
Assessment

Type: Written examination Duration: 180 min

Weight: 100%

Scope: All intended learning outcomes of the module

74
7.16.1 Big Questions Modules

7.16.1.1 Digitalization: Challenges and Opportunities for Business and Society

Module Name Module Code Level (type) CP
Big Questions: Digitalization: Challenges and Opportunities for JTBQ-BQ-001 Year 3 (Jacobs 5
Business and Society Track)
Module Components

Number Type CP
JTBQ-001 Digitalization: challenges and opportunities for business and society Lecture/Projects 5
Module Program Affiliation Mandatory Status
Coordinator
• Jacobs Track - Big Questions • Mandatory elective for
A. Wilhelm students of all
undergraduate study
programs except IEM

Entry Frequency Forms of Learning and

Requirements Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or • 17.5 h Lectures
Skills • 90 h Project work
☒ None ☒ None • 17.5 h Private Study
• the ability and
openness to engage in Duration Workload
interdisciplinary 125 hours
issues of global 1 semester
relevance
• media literacy, critical
thinking and a
proficient handling of
data sources

Recommendations for Preparation

Critical following of media coverage on the module’s topics in question.

Content and Educational Aims
All “Big Questions” (BQ) modules deal with the economic, technological, societal and environmental contexts of the global
issues and challenges of the coming decades. The BQ modules intend to raise awareness of those challenges and broaden
the students’ horizon with applied problem solving beyond the borders of their own disciplines. Knowledge and skills
offered in the interdisciplinary BQ modules support students in their development to become an informed and responsible
citizen in a global society.

Digitalization is currently one of the major change drivers in our globalized world affecting all aspects of our lives: from
private aspects, such as the way we find and select friends and partners, to economic principles such as the replacement
of human labor by robots and artificial intelligence. Big data is a further buzz word of the digitalization process: the massive
storage and analysis of comprehensive information of customers and citizens instill both hopes and fears to the public.
From a business perspective, digitalization is often portrayed as a sea of big opportunities while at the same time many

75
companies are under pressure to comply and adapt to rapidly changing processes and business approaches. The public
debate on digitalization, particularly on big data, is torn between the two poles portrayed by the writers George Orwell
and Aldous Huxley: complete surveillance and oppression on the one end, irrelevance and narcissism on the other. The
technological research quite naturally is mostly concerned with the technical feasibility of the approaches, the
continuously increasing challenges with respect to the digitalization process, and the creative solutions needed to tackle
them. In this module, you will get an overview on digitalization by looking at it from various aspects, primarily the business
and societal point of view. There will be a fundamental exposition to the technological side of digitalization as far as it is
needed for assessing the societal and business implications.

Intended Learning Outcomes

Students acquire transferable and key skills in this module.
By the end of this module, students will be able to
• use their disciplinary factual and methodological knowledge to reflect on interdisciplinary questions by
comparing approaches from various disciplines;
• summarize and evaluate the current debate about big data, the pros and cons, from both a business
perspective as well as a societal perspective
• prioritize the major threats and opportunities of digitalization
• advance a knowledge-based opinion on how technological possibilities and innovations can drive business
practices and initiate public discourse and debate
• complete a self-designed project, collect information, distill information and summarize in a suitable reporting
format
• overcome general teamwork problems in order to perform well-organized project work

Usability and Relationship to other Modules

• The module is a mandatory elective module of the Big Questions area that is part of the Jacobs Track
(Methods and Skills modules; Community Impact Project module; Language modules; Big Questions modules).
• Students are encouraged to relate the content of their previous modules to the topics of this module and
contribute such knowledge and competences to class discussions and activities.

Assessment

Type: Team project Weight: 100%

Scope: All intended learning outcomes of the module

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7.16.1.2 Water: The Most Precious Substance on Earth

Module Name Module Code Level (type) CP

Big Questions: Water: The Most Precious Substance on Earth JTBQ-BQ-002 Year 3 (Jacobs 5
Track)
Module Components

Number Name Type CP

JTBQ-002 Water - The most precious substance on earth Lecture/Tutorial 5
Module Program Affiliation Mandatory Status
Coordinator
• Jacobs Track - Big Questions • Mandatory elective for
M. Bau and D. students of all
Mosbach undergraduate study
programs except IEM

Entry Frequency Forms of Learning and

Requirements Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or • 17.5 h Lectures
Skills • 90h Project work
• 17.5 Private Study
☒ None ☒ None • the ability and
openness to engage in Duration Workload
interdisciplinary
issues of global 2 semesters 125 hours
relevance
• media literacy, critical
thinking and a
proficient handling of
data sources

Recommendations for Preparation

Critical following of media coverage on the module’s topics in question.

Content and Educational Aims
All “Big Questions” (BQ) modules deal with the economic, technological, societal and environmental contexts of the global
issues and challenges of the coming decades. The BQ modules intend to raise awareness of those challenges and broaden
the students’ horizon with applied problem solving beyond the borders of their own disciplines. Knowledge and skills
offered in the interdisciplinary BQ modules support students in their development to become an informed and responsible
citizen in a global society.

Water is the basic prerequisite for life on our planet, but has become a scarce resource and a valuable commodity; it is of
fundamental importance for the world economy and for global food supply and a driving force behind geopolitical conflict.
In this module, the profound impact of water on all aspects of human life will be addressed from very different
perspectives: from the natural and environmental sciences and engineering, as well as from social and cultural sciences.

Following topical lectures in the Fall semester, students will work on projects on the occasion of World Water Day (March
22) in small teams comprised of students from various disciplines and with different cultural backgrounds. The teamwork
will be accompanied by related tutorials.

Intended Learning Outcomes

Students acquire transferable and key skills in this module.
By the end of this module, students will be able to

77
 1. use their disciplinary factual and methodological knowledge to reflect on interdisciplinary questions by
comparing approaches from various disciplines
2. advance a knowledge-based opinion on the complex module topics: on the physico-chemical properties of
water, its origin and history, on the importance of water as a resource, on physical and economic freshwater
scarcity, on the risks of water pollution and the challenges faced by waste water treatment, on the concept of
virtual water, on the bottled water industry and the cultural values and meanings of water.
3. formulate coherent written and oral contributions (e.g., to (panel) discussions) on the topic
4. perform well-operating teamwork
5. present a self-designed project in a university-wide context

Usability and Relationship to other Modules

• The module is a mandatory elective module of the Big Questions area, that is part of the Jacobs Track
(Methods and Skills modules; Community Impact Project module; Language modules; Big Questions modules)
• Students are encouraged to relate the content of their previous modules to the topics of this module and
contribute such knowledge and competences to class discussions and activities.

Assessment

Type: Written examination Duration: 60 min

Weight: 50%
Scope: Intended learning outcomes (1-3)

Type: Team project Weight: 50%

Scope: Intended learning outcomes (1-5)

78
7.16.1.3 Ethics in Science and Technology

Module Name Module Code Level (type) CP

Big Questions: Ethics in Science and Technology JTBQ-BQ-003 Year 3 (Jacobs 5.0
Track)
Module Components

Number Name Type CP

JTBQ-003 Ethics in Science and Technology Lecture /Projects 5.0
Module Program Affiliation Mandatory Status
Coordinator
• Jacobs Track - Big Questions • Mandatory for
A. Lerchl Chemistry
• Mandatory elective for
all other undergraduate
study programs except
IEM

Entry Frequency Forms of Learning and

Requirements Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or • 35 h Lectures (hours)
Skills • 55 h Project work
• 35 h Private Study
☒ None ☒ None • the ability and
openness to engage in Duration Worklaod
interdisciplinary
issues of global 1 semester 125 hours
relevance
• media literacy, critical
thinking and a
proficient handling of
data sources

Recommendations for Preparation

Critical following of media coverage of the scientific topics in question.

Content and Educational Aims
All “Big Questions” (BQ) modules deal with the economic, technological, societal and environmental contexts of the global
issues and challenges of the coming decades. The BQ modules intend to raise awareness of those challenges and broaden
the students’ horizon with applied problem solving beyond the borders of their own disciplines. Knowledge and skills
offered in the interdisciplinary BQ modules support students in their development to become an informed and responsible
citizen in a global society.

Ethics is an often neglected, but essential part of science and technology. Our decisions about right and wrong influenced
the way, how our inventions and developments change the world. A wide array of examples will be presented and
discussed, e.g., foundation of ethics, individual vs. population ethics, artificial life, stem cells, animal rights, abortion, pre-
implantation diagnostics, legal and illegal drugs, pharmaceutical industry, gene modification, clinical trials and research
with test persons, weapons of mass destruction, data fabrication, and scientific fraud.

79
Intended Learning Outcomes
Students acquire transferable and key skills in this module.
By the end of this module, students will be able to
1. use their disciplinary factual and methodological knowledge to reflect on interdisciplinary questions by
comparing approaches from various disciplines;
2. summarize and explain ethical principles;
3. critically look at scientific results which seem to be too good to be true;
4. apply the ethical concepts to virtually all areas of science and technology;
5. discover the responsibilities of the society and the individual for ethical standards;
6. understand and judge the ethical dilemmas in many areas of the daily life;
7. discuss the ethics of gene modification at the level of cells and organisms;
8. reflect on and evaluate clinical trials in relation to the Helsinki Declaration;
9. distinguish and evaluate the ethical guidelines for studies with test persons;
10. complete a self-designed project;
11. overcome general teamwork problems ;
12. perform well-organized project work.

Usability and Relationship to other Modules

• The module is a mandatory elective module of the Big Questions area that is part of the Jacobs Track
(Methods and Skills modules; Community Impact Project module; Language modules; Big Questions modules).
• Students are encouraged to relate the content of their previous modules to the topics of this module and
contribute such knowledge and competences to class discussions and activities.
• Mandatory for a major in Chemistry

Assessment

Type: Written examination Duration: 60 min

Weight: 50%

Scope: Intended learning outcomes (1-9)

Type: team project Weight: 50%

Scope: Intended learning outcomes (1, 3-12)

80
7.16.1.4 Global Health – Historical context and future challenges

Module Name Module Code Level (type) CP

Big Questions: Global Health – Historical context and future JTBQ-BQ-004 Year 3 (Jacobs 5
challenges Track)
Module Components

Number Name Type CP

JTBQ-004 Global Health – Historical context and future challenges Lecture 5
Module Program Affiliation Mandatory Status
Coordinator
• Jacobs Track - Big Questions • Mandatory elective for
A. M. Lisewski students of all
undergraduate study
programs except IEM

Entry Frequency Forms of Learning and

Requirements Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or • Lectures (35 hours)
Skills • Private Study (90 hours)

☒ None ☒ None • the ability and Duration Workload

openness to engage in
interdisciplinary 1 semester 125 hours
issues of global
relevance
• media literacy, critical
thinking and a
proficient handling of
data sources

Recommendations for Preparation

Critical following of the media coverage on the module’s topics in question.

Content and Educational Aims
All “Big Questions” (BQ) modules deal with the economic, technological, societal and environmental contexts of the global
issues and challenges of the coming decades. The BQ modules intend to raise awareness of those challenges and broaden
the students’ horizon with applied problem solving beyond the borders of their own disciplines. Knowledge and skills
offered in the interdisciplinary BQ modules support students in their development to become an informed and responsible
citizen in a global society.

This module gives a historical, societal, technical, scientific and medical overview over the past and future milestones and
challenges of global health. Particular focus is on future global health issues in a world that is interconnected both through
mobility and through communication networks. Presented are the main milestones along the path to modern health
systems, including the development of public hygiene, health monitoring and disease response, and health related
breakthroughs in science, technology, and economy. Focus is given to children, maternal and adolescent health, as these
are most critical to the well-being of next generations. The module also provides key concepts in global health,
epidemiology and demographics such as the connection between a society’s economical level and its population’s health
status, measures of health status, demographic and epidemiologic transitions, as well as modern issues such as the
growing fragmentation (to a personal level) of disease conditions and the resulting emergence of personalized medicine.
Finally, attention is also given to publicly less prominent global health issues, such as re-emergent diseases, neglected
tropical diseases, and complex humanitarian crises.

81
Intended Learning Outcomes
Students acquire transferable and key skills in this module.
By the end of this module, students will be able to
• use their disciplinary factual and methodological knowledge to reflect on interdisciplinary questions by
comparing approaches from various disciplines;
• explain the historical context of today’s global health surveillance and response systems and institutions.
• discuss and evaluate the imminent and future challenges of public hygiene and response to disease outbreaks
in a global society network context.

Usability and Relationship to other Modules

• The module is a mandatory elective module of the Big Questions area, that is part of the Jacobs Track
(Methods and Skills modules; Community Impact Project module; Language modules; Big Questions modules)
• Students are encouraged to relate the content of their previous modules to the topics of this module and
contribute such knowledge and competences to class discussions and activities.

Assessment

Type: Written examination Duration: 60 min.

Weight: 100%

Scope: All intended learning outcomes of the module

82
7.16.1.5 Global Existential Risks

Module Name Module Code Level (type) CP

Big Questions: Global Existential Risks JTBQ-BQ-005 Year 3 (Jacobs 2.5
Track)
Module Components

Number Name Type CP

JTBQ-005 Global Existential Risks Lecture 2.5
Module Program Affiliation Mandatory Status
Coordinator
• Jacobs Track - Big Questions • Mandatory elective for
M. A. Lisewski students of all
undergraduate study
programs except IEM

Entry Frequency Forms of Learning and

Requirements Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or • Lectures (17.5 hours)
Skills • Private Study (45 hours)

☒ None ☒ None • the ability and Duration Workload

openness to engage in
interdisciplinary 1 semester 62.5 hours
issues of global
relevance
• media literacy, critical
thinking and a
proficient handling of
data sources

Recommendations for Preparation

Critical following of media coverage on the module’s topics in question.

Content and Educational Aims
All “Big Questions” (BQ) modules deal with the economic, technological, societal and environmental contexts of the global
issues and challenges of the coming decades. The BQ modules intend to raise awareness of those challenges and broaden
the students’ horizon with applied problem solving beyond the borders of their own disciplines. Knowledge and skills
offered in the interdisciplinary BQ modules support students in their development to become an informed and responsible
citizen in a global society.

The more we develop science and technology, the more we also learn about global catastrophic and, in the worst case,
even absolutely existential dangers that put the entire human civilization at risk to total collapse and thus to an abrupt
and irrevocable end. These doomsday risks therefore directly challenge humanity’s journey through time as an overall
continuous and sustainable process that progressively leads to a more complex but still largely stable human society. The
lecture presents the main known varieties of existential risks including, for example, astrophysical, planetary, biological,
and technological events and critical transitions that have a capacity to severely damage or even to eradicate Earth-based
human civilization as we know it. It further offers a description of their characteristic features, in comparison to more
conventional risks such as natural disasters, and a classification of global existential risks based on parameters such as
range, intensity, probability of occurrence and imminence. Finally, it reviews some hypothetical monitoring and early
warning systems as well as analysis methods that could potentially be used in strategies, if not to eliminate, but at least
to better understand and ideally to minimize imminent global existential risks. This interdisciplinary lecture will allow
students to look across diverse subject fields.

83
Intended Learning Outcomes
Students acquire transferable and key skills in this module.
By the end of this module, students will be able to
• use their disciplinary factual and methodological knowledge to reflect on interdisciplinary questions by
comparing approaches from various disciplines;
• explain the varieties of global existential risks;
• discuss approaches to minimize the risks;
• formulate coherent written and oral contributions on the topic.

Usability and Relationship to other Modules

• The module is a mandatory elective module of the Big Questions area, that is part of the Jacobs Track
(Methods and Skills modules; Community Impact Project module; Language modules; Big Questions modules)
• Students are encouraged to relate the content of their previous modules to the topics of this module and
contribute such knowledge and competences to class discussions and activities.

Assessment

Type: Written examination Duration: 60 min.

Weight: 100%

Scope: All intended learning outcomes of the module

84
7.16.1.6 Future - From Predictions and Visions to Preparations and Actions

Module Name Module Code Level (type) CP

Big Questions: Future: From Predictions and Visions to Preparations JTBQ-BQ-006 Year 3 (Jacobs 2.5
and Actions Track)
Module Components
Number Name Type CP
JTBQ-006 Future: From Predictions and Visions to Preparations and Actions Lecture 2.5
Module Program Affiliation Mandatory Status
Coordinator
• Jacobs Track - Big Questions • Mandatory elective for
Joachim Vogt students of all
undergraduate study
programs except IEM

Entry Frequency Forms of Learning and

Requirements Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or • Lecture (17.5 hours)
Skills • Private Study (45 hours)

☒ None ☒ None • the ability and Duration Workload

openness to engage in
interdisciplinary 1 semester 62.5 hours
issues of global
relevance
• media literacy, critical
thinking and a
proficient handling of
data sources

Recommendations for Preparation

Critical following of the media coverage on the module’s topics in question.

Content and Educational Aims
All “Big Questions” (BQ) modules deal with the economic, technological, societal and environmental contexts of the global
issues and challenges of the coming decades. The BQ modules intend to raise awareness of those challenges and broaden
the students’ horizon with applied problem solving beyond the borders of their own disciplines. Knowledge and skills
offered in the interdisciplinary BQ modules support students in their development to become an informed and responsible
citizen in a global society.

This module addresses selected topics related to Future as a general concept in science, technology, culture, literature,
ecology, economy, and consists of three parts. The first part (Future Continuous) discusses forecasting methodologies
rooted in the idea that the key past and present processes are understood and continue to operate such that future
developments can be predicted. General concepts covered in this context include determinism, uncertainty, evolution,
and risk. Mathematical aspects of forecasting are also discussed. The second part (Future Perfect) deals with human
visions of the Future as reflected in the arts and literature, ranging from ideas of utopian societies and technological
optimism to dystopian visions in science fiction. The third part (Future Now) concentrates on important current
developments such as trends in technology, scientific breakthroughs, the evolution of the Earth system and climate
change, and concludes with chances and challenges for present and future generations.

85
Intended Learning Outcomes
Students acquire transferable and key skills in this module.
By the end of this module, the student should be able to:

• use their disciplinary factual and methodological knowledge to reflect on interdisciplinary questions by
comparing approaches from various disciplines
• distinguish and qualify important approaches to forecasting and prediction
• summarize the history of utopias and dystopias, and ideas presented in classical science fiction
• characterize current developments in technology, ecology, society, and their implications for the future

Usability and Relationship to other Modules

• The module is a mandatory elective module of the Big Questions area, that is part of the Jacobs Track
(Methods and Skills modules; Community Impact Project module; Language modules; Big Questions modules)
• Students are encouraged to relate the content of their previous modules to the topics of this module and
contribute such knowledge and competences to class discussions and activities.

Assessment

Type: Written examination Duration: 60 min

Weight: 100%

Scope: All intended learning outcomes of the module

86
7.16.1.7 Climate Change

Module Name Module Code Level (type) CP

Big Questions: Climate Change JTBQ-BQ-007 Year 3 (Jacobs 2.5
Track)
Module Components
Number Name Type CP
JTBQ-007 Climate Change Lecture 2.5
Module Program Affiliation Mandatory Status
Coordinator
L. Thomsen/ • Jacobs Track - Big Questions • Mandatory elective for
V.Unnithan students of all
undergraduate study
programs except IEM

Entry Frequency Forms of Learning and

Requirements Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or • Lecture (17.5 hours)
Skills • Private Study (45 hours)

☒ None ☒ None • the ability and Duration Workload

openness to engage in
interdisciplinary 1 semester 62.5 hours
issues of global
relevance
• media literacy, critical
thinking and a
proficient handling of
data sources

Recommendations for Preparation

Critical following of the media coverage on the module’s topics in question.

Content and Educational Aims
All “Big Questions” (BQ) modules deal with the economic, technological, societal and environmental contexts of the global
issues and challenges of the coming decades. The BQ modules intend to raise awareness of those challenges and broaden
the students’ horizon with applied problem solving beyond the borders of their own disciplines. Knowledge and skills
offered in the interdisciplinary BQ modules support students in their development to become an informed and responsible
citizen in a global society.

This module will give a brief introduction into the development of the atmosphere throughout Earth's history from the
beginning of the geological record to modern times and will focus on geological, cosmogenic and anthropogenic changes.
Several major events in the evolution of the Earth that had a major impact on climate will be discussed, such as the
evolution of an oxic atmosphere and ocean, onset of early life, snowball Earth, and modern glaciation cycles. In the second
part, the course will focus on human impact on present climate change and global warming. Causes and consequences
including case studies and methods for studying climate change will be presented and possibilities of climate mitigation
(geo-engineering) and adaptation of our society to climate change (such as coastal protection and adaption of agricultural
practices to more arid and hot conditions) will be discussed.

Intended Learning Outcomes

Students acquire transferable and key skills in this module.
By the end of this module, the students should be able to

87
 • use their disciplinary factual and methodological knowledge to reflect on interdisciplinary questions by
comparing approaches from various disciplines;
• advance a knowledge-based opinion on the complex module topics: impacts of climate change on the natural
environment over geological timescales and since the industrial revolution, the policy framework in which
environmental decisions are made internationally;
• work effectively in a team environment and undertake data interpretation;
• discuss approaches to minimize habitat destruction.

Usability and Relationship to other Modules

• The module is a mandatory elective module of the Big Questions area, that is part of the Jacobs Track
(Methods and Skills modules; Community Impact Project module; Language modules; Big Questions modules)
• Students are encouraged to relate the content of their previous modules to the topics of this module and
contribute such knowledge and competences to class discussions and activities.

Assessment

Type: Written examination Duration: 60 min.;

Weight: 100%

Scope: All intended learning outcomes of the module

88
7.16.1.8 Extreme Natural Hazards, Disaster Risks and Societal Impact

Module Name Module Code Level (type) CP

Big Questions: Extreme Natural Hazards, Disaster Risks and Societal JTBQ-BQ-008 Year 3 (Jacobs 2.5
Impact Track)
Module Components
Number Name Type CP
JTBQ-008 Extreme Natural Hazards: Disaster Risks and Societal Impact Lecture 2.5
Module Program Affiliation Mandatory Status
Coordinator
• Jacobs Track - Big Questions • Mandatory elective for
L. Thomsen students of all
undergraduate study
programs except IEM

Entry Frequency Forms of Learning and

Requirements Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or • Lecture (17.5 hours)
Skills • Private Study (45 hours)

☒ None ☒ None • the ability and Duration Workload

openness to engage in
interdisciplinary 1 semester 62.5 hours
issues of global
relevance
• media literacy, critical
thinking and a
proficient handling of
data sources

Recommendations for Preparation

Critical following of the media coverage on the module’s topics in question.

Content and Educational Aims
All “Big Questions” (BQ) modules deal with the economic, technological, societal and environmental contexts of the global
issues and challenges of the coming decades. The BQ modules intend to raise awareness of those challenges and broaden
the students’ horizon with applied problem solving beyond the borders of their own disciplines. Knowledge and skills
offered in the interdisciplinary BQ modules support students in their development to become an informed and responsible
citizen in a global society.

Extreme natural events, increasingly dominate our global headlines, and understanding their causes, risks, and impacts,
as well as the costs of mitigation, is essential to managing hazard risk and saving lives. This module presents a unique,
interdisciplinary approach to disaster risk research, combining natural science and social science methodologies. It
presents the risks of global hazards such as volcanoes, earthquakes, landslides, hurricanes, precipitation floods and space
weather, and provides real-world hazard case studies from Latin America, the Caribbean, Africa, the Middle East, Asia and
the Pacific region.

Intended Learning Outcomes

Students acquire transferable and key skills in this module.
By the end of this module, the student should be able to

89
 • use their disciplinary factual and methodological knowledge to reflect on interdisciplinary questions by
comparing approaches from various disciplines;
• advance a knowledge-based opinion on the complex module topics: how earth processes affect and interact
with our civilization, especially those that create hazards;
• distinguish the methods scientists use to predict and assess the risk of natural hazards,
• discuss the social implications and policy framework in which decisions are made to manage natural disasters,
• work effectively in a team environment.
Usability and Relationship to other Modules
• The module is a mandatory elective module of the Big Questions area, that is part of the Jacobs Track
(Methods and Skills modules; Community Impact Project module; Language modules; Big Questions modules)
• Students are encouraged to relate the content of their previous modules to the topics of this module and
contribute such knowledge and competences to class discussions and activities.

Assessment

Type: Written examination Duration: 60 min.

Weight: 100%

Scope: All intended learning outcomes of the module

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7.16.1.9 International Development Policy

Module Name Module Code Level (type) CP

Big Questions: International Development Policy JTBQ-BQ-009 Year 3 (Jacobs 2.5
Track)
Module Components
Number Name Type CP
JTBQ-009 International Development Policy Lecture 2.5
Module Program Affiliation Mandatory Status
Coordinator
• Jacobs Track - Big Questions • Mandatory elective for
C. Knoop students of all
undergraduate study
programs except IEM

Entry Frequency Forms of Learning and

Requirements Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or • Lecture (17.5 hours)
Skills • Oral Presentations
• Private Study (45 hours)
☒ None ☒ None • the ability and
openness to engage in Duration Workload
interdisciplinary
issues of global 1 semester 62.5 hours
relevance
• media literacy, critical
thinking and a
proficient handling of
data sources

Recommendations for Preparation

Critical following of the media coverage on the module’s topics in question.

Content and Educational Aims
All “Big Questions” (BQ) modules deal with the economic, technological, societal and environmental contexts of the global
issues and challenges of the coming decades. The BQ modules intend to raise awareness of those challenges and broaden
the students’ horizon with applied problem solving beyond the borders of their own disciplines. Knowledge and skills
offered in the interdisciplinary BQ modules support students in their development to become an informed and responsible
citizen in a global society.

We live in a world where still a large number of people live in absolute poverty and without access to basic needs and
services, such as food, sanitation, health care, security and proper education. This module provides an introduction to
basic elements of international development policy, with a focus on the relevant EU policies in this field and on the
Sustainable Development Goals/SDGs of the United Nations. The students will learn about the tools applied in modern
development policies but also about critical aspects of monitoring and evaluating the results of development policy.
Module related oral presentations and debates will enhance the students’ learning experience.

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Intended Learning Outcomes
Students acquire transferable and key skills in this module.
By the end of this module, the student should be able to

• use their disciplinary factual and methodological knowledge to reflect on interdisciplinary questions by
comparing approaches from various disciplines;
• breakdown the complexity of modern development policy;
• identify, explain and evaluate the tools applied in development policy;
• formulate well-justified criticism of development policy;
• summarize and present a module related topic in an appropriate verbal and visual form.

Usability and Relationship to other Modules

• The module is a mandatory elective module of the Big Questions area, that is part of the Jacobs Track
(Methods and Skills modules; Community Impact Project module; Language modules; Big Questions modules)
• Students are encouraged to relate the content of their previous modules to the topics of this module and
contribute such knowledge and competences to class discussions and activities.

Assessment

Type: Presentation Duration: 10 minutes per student

Weight: 100%

Scope: All intended learning outcomes of the module

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7.16.1.10 Global Challenges to International Peace and Security

Module Name Module Code Level (type) CP

Big Questions: Global Challenges to International Peace and Security JTBQ-BQ-010 Year 3 (Jacobs 5
Track)
Module Components
Number Name Type CP
JTBQ-010 Global Challenges to International Peace and Security Lecture 5
Module Program Affiliation Mandatory Status
Coordinator
C. Knoop • Jacobs Track - Big Questions • Mandatory elective for
students of all
undergraduate study
programs except IEM

Entry Frequency Forms of Learning and

Requirements Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or • Lecture (35h)
Skills • Private Study (90h)
☒ None ☒ None
• the ability and Duration Workload
openness to engage in
interdisciplinary 125 hours
issues of global 1 semester
relevance
• media literacy, critical
thinking and a
proficient handling of
data sources

Recommendations for Preparation

Critical following of the media coverage on the module’s topics in question.

Content and Educational Aims
All “Big Questions” (BQ) modules deal with the economic, technological, societal and environmental contexts of the global
issues and challenges of the coming decades. The BQ modules intend to raise awareness of those challenges and broaden
the students’ horizon with applied problem solving beyond the borders of their own disciplines. Knowledge and skills
offered in the interdisciplinary BQ modules support students in their development to become an informed and responsible
citizen in a global society.

We live in a multi-polar world where multiple crisis situations have rather become the rule than the exception. World
peace and security are challenged by various developments and factors, such as the risk of proliferation of weapons of
mass destruction, the spread of international terrorism, organized and cybercrime but also by the man-made and natural
effects of climate changes and the growing gap between the few very rich and the many utterly poor people living on our
planet. This module provides an introduction to some of the most important threat scenarios for global peace and security.
The students will learn about the tools available to deal with these challenges with a focus on the European Union, the
African Union and the United Nations. In this context, the concepts of multilateralism and bilateral efforts to achieve world
peace and security will also be examined.

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Intended Learning Outcomes
Students acquire transferable and key skills in this module.
By the end of this module, the student should be able to

• use their disciplinary factual and methodological knowledge to reflect on interdisciplinary questions by
comparing approaches from various disciplines;
• breakdown the complexity of global threats to peace and security;
• identify, explain and evaluate important tools available to international actors in the interest of world peace
and security;
• formulate well-justified criticism of these tools and explain their limits;
• summarize and present a module related topic in an appropriate verbal and visual form ;

Usability and Relationship to other Modules

• The module is a mandatory elective module of the Big Questions area, that is part of the Jacobs Track
(Methods and Skills modules; Community Impact Project module; Language modules; Big Questions modules)
• Students are encouraged to relate the content of their previous modules to the topics of this module and
contribute such knowledge and competences to class discussions and activities.

Assessment

Type: Presentation Duration: 10 minutes

Weight: 100%

Scope: All intended learning outcomes of the module

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7.16.1.11 Sustainable Value Creation with Biotechnology. From Science to Business

Module Name Module Code Level (type) CP

Sustainable Value Creation with Biotechnology. From Science to JTBQ-BQ-011 Year 3 2.5
Business. (Jacobs Track)

Module Components
Number Name Type CP
JTBQ-011 Biotechnology: From Science to Business Lecture - Tutorial 2.5
Module Program Affiliation Mandatory Status
Coordinator
Marcelo • Jacobs Track - Big Questions • Mandatory for Chemistry
Fernandez Lahore • Mandatory elective for
students of all
undergraduate study
except IEM

Entry Frequency Forms of Learning and

Requirements Teaching
annually
Pre-requisites Co-requisites Knowledge, Abilities, or • Lecture and Tutorial
(17.5 hours)
Skills
• Private Study (45 hours)
☒ None ☒ None
• the ability and
openness to engage Duration Workload
in interdisciplinary
1 semester 62.5 hours
issues on bio-based
value creation
• media literacy, critical
thinking and a
proficient handling of
data sources

Recommendations for Preparation

https://www.ctsi.ucla.edu/researcher-resources/files/view/docs/EGBS4_Kolchinsky.pdf
https://link.springer.com/article/10.1057/jcb.2008.27
https://sustainabledevelopment.un.org/content/documents/21252030%20Agenda%20for%20Sustainable%
20Development%20web.pdf

95
Content and Educational Aims

All “Big Questions” (BQ) modules deal with the economic, technological, societal and environmental contexts of the global
issues and challenges of the coming decades. The BQ modules intend to raise awareness of those challenges and broaden
the students’ horizon with applied problem solving beyond the borders of their own disciplines. Knowledge and skills
offered in the interdisciplinary BQ modules support students in their development to become an informed and responsible
citizen in a global society.

This module has a particular focus on the role that Biotechnology and Biorefining is expected to play in social, economic
and environmental contexts.

To deliver such a vision the module will prepare students to extract value form Biotechnology and associated activities.
This will be done in the form of business cases that will be systematically developed by students alongside the
development of the course. In this way, students will develop entrepreneurial skills while understanding basic business-
related activities that are not always present in a technical curriculum. Case development will also provide students with
the possibility of understanding the social, economic, environmental impact that Biotechnology and Biorefining can
deliver in a Bio-Based Economy. The knowledge and skills gained through this course are in direct and indirect support of
the UN 2030 Agenda for Sustainable Development: “Transforming our World”.

Intended Learning Outcomes

Students acquire transferable and key skills in this module.
By the end of this module, the students should be able to

1. design and develop a Business Case based on the tools provided by modern Biotechnology;
2. explain the interplay between Science, Technology and Economics / Finance;
3. use their disciplinary factual and methodological knowledge to reflect on interdisciplinary questions by
comparing approaches from various disciplines;
4. work effectively in a team environment and undertake data interpretation and analysis;
5. discuss approaches to value creation in the context of Biotechnology and Sustainable Development;
6. explain the ethical implications of technological advance and implementation;
7. demonstrate presentation skills.

Usability and Relationship to other Modules

• The module is a mandatory elective module of the Big Questions area, that is part of the Jacobs Track
(Methods and Skills modules; Community Impact Project module; Language modules; Big Questions modules)
• Students are encouraged to relate the content of their previous modules to the topics of this module and
contribute such knowledge and competences to class discussions and activities.

Assessment
Type: Term Paper Length:1.500 – 3.000 words
Weight: 75%
Scope: Intended learning outcomes of the module (1-6)

Type: Presentation Duration: 10-15 min.

Weight: 25%
Scope: Intended learning outcomes of the module (2-7)

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7.16.2 Community Impact Project
Module Name Module Code Level (type) CP
Community Impact Project JTCI-CI-950 Year 3 (Jacobs 5
Track)
Module Components

Number Name Type CP

JTCI-950 Community Impact Project Project 5
Module Coordinator Program Affiliation Mandatory Status

CIP Faculty Coordinator • All undergraduate study programs except IEM Mandatory for all
undergraduate study
programs except IEM
Entry Requirements Frequency Forms of Learning and
Teaching
Pre-requisites Co-requisites Knowledge, Abilities, or annually
Skills • Introductory,
accompanying and
• Basic knowledge of final events: 10 hours
☒ see below ☒ None the main concepts • Self-organized
and methodological teamwork and/or
instruments of the practical work in the
respective community: 115
disciplines hours
• xxxxx Duration Workload

1 semester 125 hours

Recommendations for Preparation

Develop or join a community impact project before the 5th semester based on the introductory events during the 4th
semester, using the database of projects, communicating with fellow students and faculty and finding potential
companies, organizations or communities to target.
Content and Educational Aims
CIPs are self-organized, major related and problem centered applications of the students’ acquired knowledge and skills.
The activities will ideally be connected to their majors, so that they will challenge the students’ sense of practical relevance
and social responsibility within the field of their studies. Projects will tackle real issues in their direct and/or broader social
environment. They ideally connect the campus community to other communities, companies, organizations in a mutually
beneficial way.
Students are encouraged to create their own projects and find partners (e.g. companies, schools, NGOs), but will get help
by the CIP faculty coordinator team and faculty mentors in doing so. They can join and collaborate in interdisciplinary
groups that attack a given issue from different disciplinary perspectives.
Student activities are self-organized but can draw on support and guidance by faculty and the CIP faculty coordinator
team.
Intended Learning Outcomes
The Community Impact Project is designed to convey the required personal and social competencies to enable students
to finish their studies at Jacobs as socially conscious and responsible graduates (Jacobs mission) and to convey social and
personal competencies to the students, including a practical awareness for the societal context and relevance of their
academic discipline:
• understand real life issues of communities, organizations and industries and relate them to concepts of the
own discipline;
• enhance problem-solving skills and develop critical faculty, create solutions to problems and communicate
them appropriately to their audience;
• apply media and communication skills in diverse and non-peer social contexts;
• develop awareness for the societal relevance of own scientific action and a sense of social;
• responsibility for the social surrounding;
• reflect own behaviour critically in relation to social expectations and consequences;
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 • ability to work in a team and deal with diversity, develop cooperation and conflict skills, strengthen empathy
and ambiguity tolerance.

Usability and Relationship to other Modules

• Students who have accomplished their CIP (6th semester) are encouraged to support their fellow students during
the development phase of the next generations’ projects (4th semester).
• Mandatory for all undergraduate study programs except IEM.
• Study abroad students are allowed to substitute the module with 5 CP of Big Questions modules.

Assessment

Type: Project, not numerically graded (pass/fail)

Scope: All intended learning outcomes of the module

98
7.16.3 Language Modules
The descriptions of the language modules are provided in a separate document, the “Language Module
Handbook” that can be accessed from here: https://www.jacobs-university.de/study/learning-
languages

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8 Appendix

8.1 Intended Learning Outcomes Assessment-Matrix

Community Impact
JT Methods/Skills 1
GR-S-CO-MMWRes
Earth and Environmental Science (B.Sc.)

GR-F-CO-Geochem

ED-S-CO-RemSens
ME-S—CO-Ocean

JT Bigf Questions
ED-F-CO-DataSci
ME-F-CO-EnvSci

Bachelor Thesis
CA2-GlChSysTh
CA1-AdvField

CA3-ModESD
CH2-GenGeo
CH1-GenEES

CA4-CurTop

JT Language
Internship
Semester 1 2 3 4 3 4 3 4 5 5 5 6 6 6 4/5 5/6 5 1-4
mandatory/mandatory elective m m me me me me me me me me me me m m/me m m m m
Credits 7.5 7.5 7.5 7.5 7.5 7.5 7.5 7.5 5 5 5 5 15 20 15 10 5 10
Competencies*
Program Learning Outcomes A E P S
explain key concepts and processes in geology,
oceanography, environmental sciences,
geochemistry, Earth data science and x x x x x x x x x x x x x x x
geophysical remote sensing
describe and discuss marine systems and
terrestrial (near-)surface systems, identify and
x x x x x x x x x x x x x x
examine their components and interactions

apply fundamental chemical and physical

concepts and methods to real-world problems x x x x x x x x x x x x
in terrestrial and marine systems
identify and differentiate sedimentary,
x x x x x x x x
igneous and metamorphic rocks and minerals;
apply fundamental field skills, technologies,
and concepts in Earth and Environmental x x x x x x x x
Sciences to address topical issues;
classify and analyze major anthropogenic
disturbances of the natural (near-)surface x x x x x x x x x x x x x x
system;
describe and appraise the interdependencies
between resource exploration, responsible
x x x x x x x x x x x
resource exploitation and environmental
protection;
cooperate and collaborate responsibly and
ethically in international and culturally diverse x x x x x x x x x x x x x x x x x x
teams and communities;
professionally communicate their own results
in writing and in front of an audience, to both x x x x x x x x x x x x x x x x
specialists and non-specialists;
select and apply key data processing and
analysis techniques in applied and x x x x x x x x x x x
environmental geosciences;
perform quantitative analyses of materials,
processes and systems, and model their x x x x x x x x x x x x
dynamics;
analyze scientific and technical questions, put
them into context to what is known in the
x x x x x x x x x x x x x x
literature, and to solve the questions at hand;

evaluate, anticipate, and proactively

communicate to society the human impact on
x x x x x x x x x x x x x x
the environment, and engage ethically as an
environmentally responsible person;
apply research methods appropriate in Earth
x x x x x x x x x x x
and Environmental Sciences;
take responsibility for their own learning,
personal and professional development and
role in society, evaluating critical feedback and x x x x x x x x x x x x x x x x
self-analysis;
actively defend and promote ethical, scientific
x x x x x x x x x x x x x x x x
and professional standards.

Assessment Type
oral examination x
final written exam x x x x x x x
project x x x x x x
Term paper / essay x x
(lab) report (x) (x)
poster presentation
presentation
various x x x
module achievements/bonus achievements x x x x x

*Competencies: A-scientific/academic proficiency; E-competence for qualified employment; P-development of personality; S-competence for
engagement in society

Figure 4: Intended Learning Outcomes Assessment-Matrix

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