{"id":5838,"date":"2026-04-22T06:48:41","date_gmt":"2026-04-22T04:48:41","guid":{"rendered":"https:\/\/northwest-alliance.de\/juggling-classes-with-courage-and-enthusiasm\/"},"modified":"2026-04-22T10:16:27","modified_gmt":"2026-04-22T08:16:27","slug":"juggling-classes-with-courage-and-enthusiasm","status":"publish","type":"post","link":"https:\/\/northwest-alliance.de\/en\/juggling-classes-with-courage-and-enthusiasm\/","title":{"rendered":"Juggling classes with courage and enthusiasm"},"content":{"rendered":"

Melina Kramer is pursuing her teaching degree in two different subjects \u2013 biology and geography \u2013 at two different universities, Oldenburg and Bremen. This puts her organisational skills to the test, but she would \u201cmake the very same choice all over again\u201d.<\/strong><\/span><\/p>\n

Years before she finished school, Melina Kramer, now 22, already knew what was next on her agenda: \u201cI wanted to do a teaching degree in Oldenburg.\u201d She had heard many good things about the university from friends of her older siblings and had already decided on her first teaching subject: biology. So far, so good.<\/span><\/p>\n

As the deadline for university applications approached, Melina pondered on what to take as her second teaching subject and finally decided on geography \u2013 only to discover that it wasn\u2019t on offer at her university of choice. She applied to several other universities in Lower Saxony, was accepted everywhere, but in the end chose Oldenburg, where the combination with geography was, after all, possible \u2013 thanks to the cooperation with the University of Bremen.<\/span><\/p>\n

Since 2015, student teachers at the University of Oldenburg have had the option to study French, Spanish and Geography in Bremen, while those at the University of Bremen can take Dutch Studies, Slavic Studies or \u201cMaterial Culture: Textiles\u201d in Oldenburg. Both Universities of took the first steps towards offering such complements back in 2001.<\/span><\/p>\n

A wide range of additional subject combinations<\/strong><\/span><\/p>\n

For future teachers, the cooperative study programme opens up a wide range of additional subject combinations which thus complement the courses offered by each university individually. The downside of this versatility is that neither the overall course structure nor the timetables of individual modules can be fully coordinated \u2013 that would be an impossible task.<\/span><\/p>\n

\u201cThis means a lot of additional organising for students but also a lot chances,\u201d explains Max-Simon G\u00fcndert, who has been coordinator of the cooperative study programme at the University of Oldenburg\u2019s Centre for Teacher Education (DiZ) for just over a year now. He deals with general queries and directs students with more specific concerns to relevant sources of information or contact persons, both within the degree programmes or at the Bremen counterpart of the DiZ, the Centre for Teacher Education and Educational Research.<\/span><\/p>\n

When she started her studies in 2023, Melina Kramer also soon realised that studying at two universities on campuses that are more than an hour\u2019s bus and train journey apart requires a great deal of discipline, a strong support network among fellow students and the courage to skip the odd lesson.<\/span><\/p>\n

\u201cIn my first semester I was a bit baffled by the different course structures for Biology and Geography. In both subjects, students were initially supposed to take more modules from the other subject, but if I\u2019d only taken the modules specified for each subject, I would have fallen a third short of the standard 30 credits per semester,\u201d she explains. \u201cAs a first-semester student I didn\u2019t realise this at first, but luckily other students from the student council helped me with my timetable.\u201d<\/span><\/p>\n

Then in the following semester Melina had to come up with a solution to the problem of compulsory classes taking place at the same time on both campuses: She simply enrolled in both, attending the one in Oldenburg one week and the one in Bremen the next, and working hard to catch up on anything she missed. \u201cIt probably wouldn\u2019t have worked out without my two groups of friends,\u201d she says today. \u201cBut I passed everything and actually did really well. We all help each other out.\u201d<\/span><\/p>\n

Luckily for Melina, she had met two other freshers who were also taking Geography as a second subject right during orientation week in Oldenburg, and they explored the Bremen university campus together. This group has grown, and they now often meet on the train, as well as at seminars and lectures in Bremen. \u201cIn Oldenburg, we study different subjects \u2013 German, English, maths, PE\u2026 or biology like myself,\u201d Melina explains.<\/span><\/p>\n

According to student statistics from the University of Oldenburg\u2019s Academic Controlling department, there are currently 196 joint-degree students, among them more than 150 with Oldenburg as their \u201chome university\u201d, while the remaining students are enrolled at the University of Bremen. In total, 147 teachers have graduated after having studied at both the Universities of Oldenburg and Bremen with their \u201cMaster of Education\u201d degree between 2015 and 2025. \u201cThe cooperative degree programme forces you to be well organised, to cooperate and to build up a network,\u201d Melina observes.<\/span><\/p>\n

She has got into the habit of using the time on the train to Oldenburg or Bremen to study \u2013 whether it\u2019s reviewing seminar material or preparing for exams. \u201cSome of my friends might wait until three weeks before an exam to start organising their materials and writing revision notes \u2013 that wouldn\u2019t work for me,\u201d says Melina. There have been times when she had two exams on the same day at two different locations. But that hasn\u2019t been a problem so far, as in Bremen some exams take place in the late afternoon.<\/span><\/p>\n

Melina enjoys having friends at both study locations and experiencing two different campus cultures. \u201cI find the two universities quite different from each other,\u201d she says. \u201cOn Wechloy campus in Oldenburg we spend a lot of time outdoors. The campus in Bremen isn\u2019t as green as the one in Wechloy, so we tend to sit in the canteen or cafeteria. I like the strong practical focus in Oldenburg, also in teaching methodology.\u201d This fits in well with her job as a student assistant at the Green School in Oldenburg\u2019s Botanical Garden. \u201cIn Bremen, on the other hand, the geography department is a very close-knit community. With no more than 60 people in the lectures, many lecturers know you by name,\u201d she observes.<\/span><\/p>\n

In Melina\u2019s view, the joint degree programme is definitely worth the extra organisational effort. \u201cI simply love my subjects!\u201d she enthuses. \u201cAnd I\u2019d make the very same choice all over again.\u201d<\/span><\/p>\n

\n

About Teacher Education within the Northwest Alliance<\/strong><\/span><\/h3>\n

Teacher education clearly plays a key role at the University of Oldenburg<\/strong>: When the university was founded in 1973, Oldenburg could already look back on 180 years of teacher training. In the previous decades, this had taken place at the P\u00e4dagogische Hochschule, which then became part of the university, and some of whose modernised buildings are still stand on the university campus. Today, the University of Oldenburg is the only higher education institution in Lower Saxony that offers research-based, practice-oriented teacher education for all types of schools. More than 41 percent of Oldenburg\u2019s students are studying for a teaching degree, and almost 51 percent of its master\u2019s degrees are awarded to future teachers.\u00a0 \u00a0<\/span><\/p>\n

Teacher education has high priority both for the University of Bremen<\/strong> and its wider community. All of the university\u2019s faculties, with the exception of the faculty of law, are involved in the teacher education programmes. At 13 percent, student teachers make up a significant proportion of the student body. They are trained on the basis of the latest scientific findings in their chosen subjects, subject-specific didactics and educational science, thereby contributing to the development of school education and schools in the state of Bremen.<\/span><\/p>\n

Contact:\u00a0<\/strong><\/span>
\nMax-Simon G\u00fcndert<\/span><\/a>
\nCentre for Teaching-Training – Didactic Centre (DiZ)<\/span><\/a>
\nPhone: +49 441 798 3031<\/span><\/a>
\nMail: koop.hb-ol@uol.de<\/a><\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/section>

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Melina Kramer is pursuing her teaching degree in two different subjects \u2013 biology and geography \u2013 at two different universities, Oldenburg and Bremen. 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