Carrying heavy backpacks, maps, and compasses, students hike through the Palatinate Forest. The group has about 25 kilometers ahead of them as they find their way without cell phones or GPS devices. At the end of the day, the students reach their campsite. Together, they build a fire and prepare dinner. “It was exciting and, at the same time, so wonderful to be able to experience a real adventure again as an adult,” Ellen Ritter says enthusiastically.

Pauline Weigel also has fond memories of the hike. “I didn’t sleep well that night. But when the sun came out the next morning and we made coffee and porridge together, that was quickly forgotten,” she says. The hike is one of many hands-on experiences that students gain as part of the Certificate in Experiential Education at RPTU University Kaiserslautern-Landau.

Learning with the Mind, Heart, and Hands

Over the course of a year and a half, participants complete four modules. They explore the theoretical foundations of experiential education, gain practical experience during field trips, and, through a program called “Citybound,” discover how experiential education methods work in an urban setting.

The underlying philosophy is clearly evident in the group activities: Experiential education is based on the idea that people learn through their own actions and experiences. “Learning with head, heart, and hands” is a fundamental principle of experiential education. Students solve tasks, face unfamiliar situations, and reflect together on what worked and what insights they can take away from the experience.

Growing Together and Overcoming Boundaries

Ellen Ritter learns just how important patience and mutual understanding are during a group exercise. In the so-called “spider web” exercise, two groups must solve a task by describing to each other how a specific pattern is constructed. Ellen Ritter mediates between the groups—and loses her patience: “I couldn’t concentrate anymore, so I said, ‘I can’t do this anymore.’”

She’s all the more impressed by the others’ reaction: No one blames her; instead, the others try to find a solution together. “That’s my greatest takeaway from the seminar—that a group of people came together who, entirely of their own free will, were simply kind to one another.”

Ellen Ritter also makes a point of emphasizing that no one is pressured during the exercises. She herself had initial concerns that she wouldn’t be able to keep up with some of the activities. It was an unfounded worry: “There was always the option to say no and not do something,” she emphasizes.

Gaining Professional Experience

The certificate program brings together students from various areas of study, including future teachers as well as students of psychology, education, sports science, and human resources development. Ellen Ritter, who is studying to become a special education teacher, hopes to apply her experiences later in her work with children and adolescents.

Pauline Weigel also hopes to apply these experiences in her future teaching career. She is studying to become an elementary school teacher, and the certificate has given her a new perspective on challenges. When she encounters children today who are struggling with a task, she sometimes thinks back to that sleepless night in the Palatinate Forest. “Then I remember that experience and realize: Just because it looks easy to me right now doesn’t mean it isn’t difficult for others.”

Pauline Weigel is already putting these practical ideas into practice: She has incorporated some of the exercises from the certificate program into volunteer-led recreational activities for children and teens. She finds it particularly important that children learn to tolerate conflicts, talk to one another, and find solutions together.

Experiential Education in Adult Education

Leonard Grimus is also among the certificate program graduates. He is pursuing a master’s degree in organizational education and human resources development and works in the Learning and Organizational Development department of a large telecommunications company. “What made my situation unique was that I work with adults rather than children,” he explains. In his professional setting, for example, he uses the “Lego Serious Play” method: Participants build models with Lego bricks, use them as a starting point for conversation, and develop new perspectives on shared tasks.

For his final project for the certificate, Leonard Grimus is putting what he has learned into practice. To this end, he is developing a career orientation program for students that, among other things, connects them with potential employers. For him, the project is a highlight of the certificate program, as he is also conducting academic research on the long-term impact of training. “I’ve clearly seen that experiential education has a demonstrable impact on learning transfer,” he reports.

“I have clearly seen that experiential education has a demonstrable impact on learning transfer.”

In addition, Leonard Grimus is exploring how experiential education methods can be adapted for virtual training. He wants to develop exercises that facilitate active learning even on a screen. For him, experiential education offers inspiration for programs beyond the natural environment and for every age group: “I think it’s simply a great toolkit that can be used in a wide variety of contexts and for every age group.”

Consciously Experiencing Activities

While Leonard Grimus explores new possibilities for digital learning, Ellen Ritter and Pauline Weigel particularly value experiences away from the screen. “It’s remarkable how long three days without electricity and the internet can feel—and how intensely you can experience time,” says Ellen Ritter.

Pauline Weigel also sees this as an important approach to working with children and teens. She often hears from students that they spend a lot of time on their smartphones or playing video games after school. This makes shared activities all the more important to her: “This sense of togetherness is especially close to my heart—that the children learn to resolve conflicts and talk about problems,” she says.

The students in the certificate program also experience firsthand what children can learn through shared experiences: They grow together as a group, overcome challenges, and learn a lot about themselves. “It’s not like you can just sit down in a seminar room and let the information wash over you,” says Ellen Ritter. For her, that’s precisely where the special value of this additional qualification lies: “Here, you get the opportunity to try out methods for yourself, learn practical exercises, and push yourself beyond your limits.” Leonard Grimus agrees: “The certificate isn’t just a lot of fun—it also contributes immensely to your personal development.”

In the Kaiserslautern Racing Team (KaRaT) workshop, students tinker, discuss, and design: Amid carbon fiber parts, screwdrivers, and laptops, a race car takes shape over the course of several months—a car that will compete on an international racetrack this summer.

Anyone entering the workshop for the first time quickly gets a sense of how much passion goes into this project. That’s exactly how it was for André Vill: “When I saw the workshop and got a glimpse of the diverse work involved, I was immediately thrilled.”

André Vill is studying industrial engineering with a focus on mechanical engineering at Kaiserslautern University of Applied Sciences. One day, outside the lecture hall, he came across an information booth set up by the racing team. Today, he heads the club’s “Public Relations” department. Together with his team, he handles public relations and ensures that KaRaT remains visible even outside the workshop.

Working Together Toward a Common Goal

Behind KaRaT lies an idea that has connected two universities for nearly 20 years: In 2007, students from what was then the Technical University of Kaiserslautern and the University of Applied Sciences Kaiserslautern joined forces to participate in Formula Student: an international engineering competition in which university teams develop a new race car every year.

“We have to build a completely new car every year. This allows us to continually develop new solutions and stay abreast of the latest technical advancements.”

As the only Formula Student team from Rhineland-Palatinate, KaRaT competes with its race car in events across Europe. “We have to build a completely new car every year,” says André Vill, explaining the unique challenge. “This means we’re constantly developing new solutions and keeping up with the latest technical advancements.” Resting on last year’s laurels—that’s exactly what’s not an option.

After all, Formula Student isn’t just about speed. In addition to the driving disciplines, expert juries evaluate, among other things, the vehicle’s design, manufacturing, cost planning, and the overall presentation of the project. This requires not only technical expertise but also organizational skills, creativity, and teamwork.

From Mechanical Engineering to Textile Engineering

Students from a wide variety of areas of study work together on the racing team: whether from mechanical engineering, electrical engineering, Computer Science, Business Studies and Economics, or leather and textile engineering. “Basically, anyone can join, no matter what they’re studying,” says André Vill. “If you want to join the team, you don’t need any prior knowledge. What’s much more important is that you’re eager to work on a project.”

“Anyone who wants to join the team doesn’t need any prior knowledge. What’s much more important is that you’re eager to work on a project.”

Those interested in design or electronics will find a role here just as easily as students who prefer to organize events, work with companies, or handle public relations. Which area someone takes on does not depend on their degree program.

Designing, planning, solving problems

In nearly every area, students can apply and expand upon the knowledge they’ve gained in their studies. “In the club, you can apply a lot of what you learn in lectures,” explains André Vill. “That’s incredibly motivating and serves as a valuable complement to the theory.”

For example, students use digital design software, develop components, organize events, or take on responsibility for sponsors or project management. At the same time, they learn to meet deadlines, make decisions, and work together toward a common goal. “Knowledge is power,” says André Vill. “No matter what you know—whether from your studies or your personal life—you can almost always put it to use with us.”

Learning from and with Each Other

KaRaT members receive support from former team members who pass on their experiences to the next generation. In addition, the team documents its findings in its own database so that new members can draw on the experiences of previous seasons.

At regular team meetings, members discuss ideas, test them out, and search for solutions together. Different opinions are an integral part of the process: “Of course, with so many steps and tasks, we don’t always agree right away. But that’s the beauty of it,” says André Vill. “Because we’re such a diverse group of people, we’re constantly getting new input and avoid tunnel vision.” Ultimately, he says, the key is to find the best solution together.

Connections to Numerous Companies

The Racing Team is supported by numerous companies that provide financial backing for the project or supply software, materials, and technical expertise. This also gives the students valuable connections to potential employers.

“You show potential employers that you’ve already worked within an organizational structure.”

This often leads to internships or part-time student jobs. Many former members also now work at companies within the club’s network and remain connected to KaRaT. “Many companies also really appreciate it when you’re already involved in a club like KaRaT while you’re still in school,” says Vill. “You show that you’ve worked within an organizational structure before, that you understand teamwork, and that you can get things done together.”

More Than Just a Competition

The highlight of every season is the Formula Student competitions. The team then travels together with race cars, tools, and camping gear to racetracks in various European countries—such as Spain, France, Poland, or Hungary. There, the students meet teams from all over the world.

“Despite the competition, our shared passion takes center stage at these events,” says André Vill. “The teams support one another, exchange experiences, and help each other with technical problems.” For him, the camaraderie within his own team is just as important. “I’ve made many friends through KaRaT, and I’m always happy to see everyone again, to see what the others have been working on, and to see if there’s anything I can help with.”

For André Vill, it’s precisely this mix that makes the project so appealing: the collaborative work, the friendships, and the satisfying feeling at the end of a season of having created something that wouldn’t have been possible without teamwork. He’s convinced that these very experiences stay with many team members long after they graduate.

When Mirjam Schilling began her studies in social and communication sciences at RPTU, she brought a wide range of interests with her. However, she didn’t yet have a detailed career plan at that point. First and foremost, she wanted to understand how social structures emerge, how groups function, and how people behave. “I wanted to study what interested me and, in the process, take my time figuring out which field I’d like to specialize in later on.” Starting with the bachelor’s program gave her exactly that opportunity.

“I wanted to study what interests me and, in the process, take my time figuring out which area I’d like to specialize in later on.”

The Social and Communication Sciences program focuses on social processes, societal developments, and communication. Students learn to conduct research and apply empirical methods. This includes, for example, collecting and analyzing data, examining correlations, contextualizing discussions, and adopting different perspectives on social issues. In Landau, the degree program is celebrating its 25th anniversary this year.

Finding Your Own Focus

Right from the first seminars, Mirjam Schilling noticed an atmosphere that would shape her academic journey: “The culture of open discussion inspired me from the very beginning,” she recalls. “Everyone contributed their own perspective, and we discussed things at length. I also learned to incorporate different viewpoints into my thinking and to respond thoughtfully to complex questions.”

During her bachelor’s program, her general interest in people and social contexts evolved into a specific academic focus. She was particularly drawn to the topics of learning, development, and continuing education. “The question of how people can realize their potential became more and more important to me,” says Mirjam Schilling.

“The question of how people can realize their potential has increasingly occupied my thoughts.”

While still pursuing her bachelor’s degree, she completed an internship in human resources at Daimler Mobility AG and, a year later, was offered a position as a working student there. Mirjam Schilling realized that human resources development was her calling. To further her career in this direction, she decided to pursue a master’s degree in adult education and continuing education.

Practical Experience Brings Clarity

While pursuing her master’s degree, Mirjam Schilling sought practical experience and joined the RKW Group as a working student in the HR Talent Management department. There, she once again saw how closely her academic focus was linked to human resources development: “The work was very varied and enriching,” she recalls. “Sometimes I got to prepare training sessions, other times I drafted reports and documentation, or helped design workshops for employees.”

She supports projects and focuses on the topic of continuing education. “Gaining insight into the real world can be very helpful in figuring out which direction you want to go—or even which direction you don’t want to go,” she says. “I think every practical experience really has nothing but advantages. You can always take something away from it.”

"Every practical experience has its benefits. You can always take something away from it."

Her work at the RKW Group also confirms to Mirjam Schilling that she has found her professional focus. She is writing her master’s thesis on “Employee retention in remote work or mobile work” and will subsequently have the opportunity to join the RKW Group full-time in HR Talent Management.

Shaping Learning Within the Company

Today, Mirjam Schilling develops professional development programs for employees and managers, analyzes training needs, and supports projects in the areas of HR and leadership development. There’s hardly ever a typical workday. Sometimes she develops new concepts; other times she coordinates with internal and external partners; and at other times she evaluates employee surveys or oversees development initiatives.

She finds the combination of analytical work and interacting with people particularly appealing. “Human resources development means much more than just organizing seminars,” explains Mirjam Schilling. “It’s really about thinking strategically about learning and aligning individual development with an organization’s goals.”

She encounters much of what she learned in college on a daily basis. The ability to consider different perspectives helps her in her interactions with employees and managers. Her background in the social sciences helps her avoid viewing developments in isolation; instead, she recognizes connections and makes well-informed decisions.

Statistics in Everyday Work

Looking back, Mirjam Schilling often thinks of one part of her degree program that was particularly challenging for her at the time: statistics. “At the beginning of my studies, I didn’t expect to have to deal with numbers so intensively,” she says. “That was definitely a challenge for me—one for which, looking back, I’m grateful.”

Mirjam Schilling regularly benefits from her ability to think analytically in her day-to-day work. Identifying training needs, evaluating survey results, or developing strategic plans—all of this requires the ability to systematically analyze information and make well-informed decisions. “My degree helped me immensely, especially with the conceptual side of the job, conducting needs analyses, and organizing information in a structured way,” she says.

Finding the Right Employer

Mirjam Schilling advises students not to put pressure on themselves when planning their careers. A detailed plan isn’t always necessary. It’s more important to explore one’s interests and gain practical experience: “Instead of having a specific career plan in mind, I think it’s more important to get to know different things.”

“Instead of having a specific career plan in mind, I think it’s more important to get to know different things.”

When starting a career, she also advises against focusing solely on well-known company names. What matters most, she says, is an environment where you can continue to grow. “Especially in your first job, it’s crucial to find an employer who lets you keep learning and makes mistakes.”

A degree program that builds skills

Mirjam Schilling sees just how varied that first job after a social sciences degree program can be among her fellow students: “My classmates have gone down very different paths. Some ended up in communications, others in marketing or politics,” she says. “I think it’s great how many opportunities this degree program opens up—especially because its curriculum is so broad.”

When Mirjam Schilling looks back today on her time as a student in Landau, she sees precisely in this the value of a social sciences degree. It trains analytical thinking, the ability to engage with different perspectives, and the skill to make sense of complex interrelationships. Skills that, in her view, are becoming increasingly important—especially in a rapidly changing workplace shaped by artificial intelligence and new technologies.

AI and Beyond: Being Open to New Ideas

“I believe that in the future, job titles alone will no longer be the deciding factor,” says Mirjam Schilling. “Precisely because the world of work is currently changing so rapidly due to artificial intelligence and other technological developments, the skills you bring to the table and how open you are to learning new things will become increasingly important.”

She also offers this advice: When choosing a degree program, you should focus more on the skills you want to acquire rather than working toward a specific career. “Ultimately, it’s all about learning how to analyze and properly evaluate situations, or how to solve complex problems.”

These are the challenges her job presents her with every day—and which she is able to tackle thanks to her diverse experience. That’s why she would make the same decision about her degree program again in a heartbeat.

Zehra Celik is standing at RPTU in Kaiserslautern and asks for directions to the civil engineering department. Immediately, someone turns around and helps her. “They really are so friendly,” she thinks. Before her visit, she had read online that students at RPTU are particularly helpful toward one another. This is an aspect that matters to her when choosing a university.

Zehra Celik realized as early as her high school days that a sense of community matters to her. She enjoys working on projects, especially in the natural sciences. Because she is also interested in legal issues, she initially considered studying law after obtaining her Abitur and did an internship at a law firm. Amid the files, legal provisions, and computer screens, however, she realized something was missing. “I’m good at tackling complex issues,” she says. “But I need daily interaction with others and want to see the impact of my work.”

“Complex issues suit me,” says Zehra Celik. “But I need daily interaction with others and want to see the impact of my work.”

Zehra Celik takes career aptitude tests, compares degree programs, and eventually comes across civil engineering. She looks for a university that combines specialized knowledge with a pleasant learning environment. After meeting someone in the cafeteria in Kaiserslautern, she walks across campus, impressed by the large lecture halls and the open atmosphere. She enrolls.

The first semesters are exciting but not easy: “It was intense at the beginning,” she recalls. “The camaraderie among the students helped me stick with it.” The student council is also present from the very first week. “There were lots of activities, which helped me make my first friends quickly. In the lectures, I also got to know students from related fields. It happened faster than I expected: you see each other, nod, smile, sit together—and suddenly you’re friends.”

Overcoming challenges, pushing boundaries

During her bachelor’s program, Zehra Celik works as a student assistant in surveying and structural engineering. Starting in her third semester, she also works as a student employee at a structural engineering firm for a total of six years. She writes her bachelor’s thesis in collaboration with the company. The topic: the stability of steel emergency staircases, such as those found on the exterior of buildings.

Specifically, Zehra Celik investigates whether the grating steps sufficiently reinforce—that is, stabilize—the side stringers, or whether the structure requires additional elements for this purpose. Structural engineering is considered one of the most demanding fields in civil engineering. “That was the final boss,” she says. “But I enjoy challenging myself.”

After completing her bachelor’s degree, Zehra Celik stays at RPTU and continues her studies in the master’s program. The decision comes easily to her: she knows the system, the faculty, and has built up a network. During her master’s program, she learns about the opportunity to study abroad while chatting with fellow students in the library and applies for a semester in Granada, Spain. “A semester abroad isn’t common in civil engineering, but I would definitely recommend it,” she says. “I was supported by the RPTU from the very beginning in my plans, and I was able to plan in advance which courses would be recognized later.”

“I was supported by the RPTU from the very beginning in my plans, and I was able to plan in advance which courses would be recognized later,” says Zehra Celik about her semester abroad.

Drones, AI, and Modern Construction Technology

After returning from Spain, Zehra Celik takes on a working student position in construction management for building construction. In this role, she observes firsthand how much time is spent on site surveys and damage assessments: hours of walking the site, measuring, and documenting. When she chose the topic for her master’s thesis, she focused on this problem.

Zehra Celik writes her master’s thesis on the use of drones in the construction industry. For her research, she obtains a drone pilot’s license, analyzes various drone technologies, and compares legislation in the EU, the U.S., Turkey, and Switzerland. For weeks, she searches for a suitable drone and an experienced pilot.

In the end, Zehra Celik flies a drone over a building in Frankfurt with a former surveying professor from RPTU. The drone creates so-called point clouds, which AI-powered software automatically analyzes: one click, and the software recognizes a wall and draws it. “The new technology saves a tremendous amount of time,” says Zehra Celik. “But I’ve also discovered inaccuracies in the AI-powered programs.” With her master’s degree in hand, Zehra Celik has long since entered the professional world.

From the cafeteria to project management

Zehra Celik took the initiative early on to manage her transition into the workforce. She regularly attended the RPTU’s after-work events, where companies come to the campus. She engaged in conversations, jotted down contacts, and introduced herself. When she reached out to one of these contacts after completing her master’s degree, she was hired.

Today, Zehra Celik is a project engineer in infrastructure construction and works as a project manager on bridges, transportation routes, and rail infrastructure. “No two days are alike,” she says. “Sometimes I’m in the office, sometimes on the construction site, sometimes in the workshop.” What she experiences daily in this role: she needs the knowledge she gained from her studies, but also her practical experience. “Conversations with the foreman are different from those with the design office; some skilled workers speak little German, the technical jargon varies, and the demands on me as a project manager are high,” she explains. “How to handle that and talk to people—you don’t learn that from books,” she says.

She lives out the team spirit that once led her to civil engineering every day: She is an ambassador for her company and has already brought a working student from RPTU into the company. At the end of the year, she’ll return to the RPTU’s after-work event—no longer as a student looking to get to know companies, but as an engineer telling students about her profession.

For several years now, Wolfgang König has been working with artificial intelligence (AI), learning, and training—and with the misconceptions that regularly accompany new technologies. He shares his knowledge on platforms like LinkedIn. “Around 10,000 followers show me just how great the need is here.” He works as an expert in digital vocational education at the Bildungswerk der Wirtschaft in Mecklenburg-Vorpommern, develops concepts for learning with AI, and reaches a large professional audience with his contributions. It was not planned that this would one day be his professional focus.

His journey began as a student in Landau—at RPTU. What particularly shaped him at his alma mater was less a single subject than an attitude: “As a humanities scholar, it has become second nature to me to recognize complex patterns and translate them into something applicable to everyday life,” he says. His doctoral advisor, Professor Ulrich Sarcinelli, played a central role in this: “He was—and is—a master at reducing complexity.” Not in the sense of simplification, but in the sense of structure. This ability became a tool for him that is useful far beyond the university: a tool for making complex topics understandable without losing precision. “It’s not about breaking something down,” explains König, “but about making the structure recognizable—so that others know how to proceed.”

Between Research, the Public, and Practice

Since the beginning of his professional career, Wolfgang König has been active at the intersection of academia and the public sphere: He worked on research projects regarding citizen participation and local and administrative reform in Rhineland-Palatinate, and explored political communication and the question of how people perceive and understand political processes. Social media was not just a trendy add-on here, but a field of research with explosive social potential. “I was interested in how the public sphere functions today,” he says. This included studies on media use, on the democratic literacy of trainees, but also research on the TV debate during the federal election campaign. At the same time, he wrote as a freelance journalist—an experience that further sharpened his focus on clarity: “If no one understands what you mean, you have a problem. No matter how clever the idea is.”

“For me, AI was a stroke of luck”—“Minimal resources, huge reach”

When artificial intelligence suddenly went mainstream with ChatGPT, it wasn’t a radical new beginning for König, but rather a logical continuation of his work. “For me, AI was a stroke of luck,” he says. “Minimal resources, huge reach.” Above all, however: a technology that raises new questions about learning, knowledge, and understanding. His approach is deliberately pragmatic: “AI can help—so it must be used.” He considers bans to be of little help. Instead, he advocates teaching people how to use the technology. Learning through application, experimentation, and reflection. Or, as he puts it himself: “You can’t fatten a pig just by weighing it.”

Two Models for Learning with AI

For König, it was clear from the start: AI must not be merely a technical issue. It must be structured didactically. To this end, he developed two central models: the gray-box model of chatbot didactics and the AI learning roadmap. Both models are now an integral part of the Q* network and are used in vocational education.

The Gray Box Model: Chatbots like ChatGPT often operate like a “gray box”: their internal processes are difficult to understand. The“Grey Box Model”developed by Wolfgang König provides educators with a framework for using this technology pedagogically without having to explain every technical detail. The model combines macro-didactics—that is, integration into the curriculum—with micro-didactics, or concrete lesson planning, and supplements this with a chatbot action cycle. Learners ask questions, interpret answers, and reflect on results. “The goal is not to understand the technology, but to embed its use in learning processes,” says König.

A real-world example: In a training program for warehouse logistics specialists, chatbots are used to simulate work instructions. Learners formulate questions, analyze the chatbot’s responses, and verify them against real-world procedures. AI thus serves not merely as a tool, but as a reflection partner that actively supports the learning process.

The AI Learning Roadmap: The AI Learning Roadmap starts even earlier. It structures the entire learning process from the very beginning and makes it transparent for both learners and instructors. The first step involves clarifying the framework conditions, data protection issues, understanding of roles, and the specific learning context. This is followed by the joint definition of goals: What is to be learned, which competencies are the focus, and for what purpose is AI being used? Only then does the actual work begin. Learners interact independently with the AI, formulate questions, verify answers, reflect on interim results, and develop their competencies step by step. Finally, the results are documented, evaluated, and discussed together. Reflection is not a separate add-on but an integral part of the learning process. “The learning roadmap makes AI learning transparent and planable,” explains König. “It’s not about abstracting technology, but about making the learning process visible and controllable.” In practice, this approach enables trainees to systematically develop their own questions without feeling overwhelmed by the complexity of AI.

Tools for navigating complex systems

König’s work is driven less by enthusiasm for technology and more by a social science-based approach: He is concerned with comprehensibility, with structures, and with tools that can be provided to people to help them navigate complex systems. The fact that this tool is AI today is not a break with the past for him, but rather a logical evolution.

* Network Q is a joint project of the German Economic Institute (IW), the Business Education Association, and other educational institutions. It is funded by the Federal Ministry of Education, Family Affairs, Senior Citizens, Women, and Youth (BMBFSFJ). It prepares vocational trainers for the digital transformation through continuing education, lectures, and workshops. It strengthens digital competencies for modern training processes and future-oriented dual training programs. Wolfgang König is part of “Network Q 4.0” (www.netzwerkq.de). In addition, since March 2026, he has headed the “AI Competence” continuing education network in Mecklenburg-Western Pomerania (co-funded by the European Union).

When Benedikt Venn first hears about the biology degree program at RPTU, he’s standing in a field at Rock am Ring. Between concerts and cans of ravioli, an acquaintance tells him about the degree program in Kaiserslautern. At that point, Benedikt Venn was actually already enrolled at another university. He decided to transfer, not yet realizing that his acquaintance would become a close friend from his studies—and that the transfer would pave the way for him to earn his doctorate.

More Than Just Classical Biology

His start in Kaiserslautern initially feels like traditional biology: In a botany class, the professor hands out various plant branches in the lecture hall—hardly anyone can identify them: “And you want to study biology?” the professor asks. The scene sticks with him. But it quickly becomes clear: Biology is far more than just factual knowledge. It’s not just about cramming material, but about solving problems, planning experiments, and interpreting data.

Learning and Life in Community

What helps Benedikt Venn the most in his studies are the people around him: “I’ll never forget the many evenings and nights I spent with fellow students and friends at the university,” he recalls. “Whether it was at parties, study sessions during exam periods, or later in the lab when we were tinkering with a problem.”

To network and benefit from the experiences of upperclassmen, Benedikt Venn is active on the Biology Student Council: “Over time, I was able to take on more responsibility; I served as student council spokesperson and, as a member of the departmental council, was involved in faculty appointments and curriculum reforms.”

It’s not just his fellow students who guide him through the challenges of his first semesters; the close support from professors and staff also helps him find his footing.

New Area of Research

During his master’s program, a seminar with Professor Timo Mühlhaus provided him with a decisive impetus. Mühlhaus is establishing a new theoretical research group within the department that focuses on data-driven methods. “This field is becoming increasingly important in modern biology because experiments generate ever-larger amounts of data,” explains Benedikt Venn. “This data is virtually impossible to manage without computer-aided analysis.”

For Benedikt Venn, this marked his entry into a field that was initially new to him: data science. “Programming was completely foreign to me up until then, but the possibilities quickly convinced me to hang up my lab coat and pursue this line of research,” he reports.

Timo Mühlhaus also shapes Benedikt Venn’s future path: He offers to supervise his master’s thesis, which Venn completes in 2018 as the top student in his class. In it, he works with image data from brain research and analyzes temporal activity patterns of nerve cells. The goal is to better understand neurological activity patterns.

Germany Scholarship Helps Finance His Studies

To continue financing his studies, Benedikt Venn applied for a Germany Scholarship (more information on the Germany Scholarship). In addition to his academic achievements, his community involvement—specifically his work on the student council—was also taken into account. “I was lucky enough to actually be selected by a private sponsor,” he says. “The Germany Scholarship allowed me to participate in exciting events where I could connect with people from various industries in a relaxed atmosphere. This opened up new perspectives for my future career path.”

Research with Societal Relevance

After completing his master’s degree, Benedikt Venn initially decided to stay at RPTU. He began his doctoral studies, working with data that tracks biological adaptive responses over extended periods of time. Specifically, he is investigating how plants react to changing environmental conditions. “This field of research particularly appealed to me, especially in light of climate change,” he adds. “A better understanding of such processes can help us understand how plants and ecosystems might react to future changes.”

Organizing an International Conference

During his doctoral studies, Benedikt Venn works on data science libraries that his research group develops and makes publicly available. These tools, originally intended for his own research, attract international interest: Benedikt Venn receives a LinkedIn message from a company that wants to use his system and seeks his advice. He hesitates briefly—then replies.

That initial contact quickly leads to more: Together with other participants, Benedikt Venn organizes an international data science conference in Berlin, attended by around 120 researchers. For three days, the focus is on “Data Science in F#.” He says, “I never would have dreamed that I’d one day help organize an international data science conference. I wasn’t a model student and had no interest in Computer Science. But during my studies, I discovered a real passion.”

From a Ph.D. to a Career as a Data Scientist

After completing his Ph.D., Benedikt Venn decided to move into the private sector. Today, he works as a data scientist at the IT consulting firm Exxeta. There, he is active in various areas: “The project-based work, new challenges, and the variety of topics appealed to me.” Nevertheless, the mindset he developed in research continues to shape his work: structuring complex problems, recognizing patterns, and drawing reliable conclusions from data are all part of his daily routine.

His advice: Not everything has to be clear from the start

The graduate of RPTU advises students and prospective students to keep an open mind and not commit to anything too soon. Not everything has to be clear from the start. What’s important, he says, is to seize opportunities and try new things. His journey shows that careers don’t always require a set plan. Often, they’re a process shaped by decisions, encounters, and the enthusiasm to learn new things.