The GTC promotes the appreciation and further development of teaching at JGU. It advises the Executive University Board regarding studies and university teaching, promotes innovative approaches and projects for the further development of learning and teaching, and encourages networking between members of the teaching staff at JGU. The GTC recognizes special achievements in teaching and thus contributes to the visibility of good teaching at JGU.
The Gutenberg Teaching Council (GTC) was established as a central institution by the JGU Senate in 2010. This reflects JGU’s mission statement and teaching strategy: to regard research and teaching as tasks of equal importance and to achieve excellence in these areas.
In fulfilling its tasks, the GTC works closely with the Executive University Board.
The further development of teaching at JGU is one of the central concerns of the GTC. To this end, current topics are regularly introduced and priorities set, including:
The call for proposals on the core project feedback culture / academic mentoring (2023), a workshop with Gutenberg Teaching Award winner Prof. Mills Kelly (2024) and the Gutenberg Teaching Award ceremony for Prof. John Hattie (2024) were dedicated to questions about feedback and student mentoring.
Calls for proposals on topics such as Service Learning (2018) or Innovation Boost Across the Board (2019) show the focus on trying out new teaching and learning formats. The GTC advised the Executive University Board on university didactics issues – for example, with a proposal for further training for newly appointed professors (2013) or the reorientation of university didactics at JGU (2025).
With its calls for proposals, GTC promotes diversity, equal opportunities and heterogeneity (2010, 2012, 2015), interdisciplinarity (2015), and internationalization in learning and teaching (2016).
With the calls for proposals on Research Orientation in Teaching (2014) and the symposium Research in Teaching (2015), the GTC focused on the connection between teaching and research.
Through the international conference “Teaching is touching the future – Emphasis on Skills” in cooperation with the German Rector’s Conference (2012) and a position paper (2012/2013), the GTC promoted the topic of skills-oriented training at JGU. In addition, guidelines for the supervision of academic papers and criteria for the evaluation of student work were established.
The Gutenberg Teaching Council (GTC) is committed to the visibility and recognition of good teaching and excellent teaching staff.
The GTC honors outstanding teaching staff at JGU through the annual awarding of teaching awards during the DIES Legendi.
By presenting the highly endowed Gutenberg Teaching Award to individuals outside of JGU, JGU emphasizes the high value it places on teaching.
The GTC developed recommendations on standards for the consideration of teaching in appointment procedures for professorships, which were presented to the Senate in 2020.
In 2022, the GTC presented a position paper on teaching performance and teaching load. The GTC also focused on the evaluation of teaching performance as part of course evaluations (2019).
Together with the Gutenberg Council for Academic Careers (formerly Gutenberg Council for Young Researchers), in 2016, the GTC published a position paper on integrating academics in early career phases into teaching. The GTC also addressed the connection between research and teaching in two position papers on the integration of tasks in research and teaching (2020, 2024).
The teaching strategy was adopted by the JGU Senate in 2010. As one of its central measures, it established the GTC.
With a statement on the strategic guiding principles for digital change in learning and teaching (2021) and discussions on the integration of digital aspects into the teaching strategy (2017), the GTC addressed the transformation of teaching through digital technologies.
The GTC has repeatedly addressed the topic of internationalization, including in an internal paper on the internationalization of learning and teaching (2011) and in contributions to discussions on JGU’s internationalization strategy (2013, 2018).
The GTC explored the question of how relevant recommendations from the German Council of Science and Humanities could be implemented at JGU, e.g., regarding strategies for university teaching (2017) and the future-oriented design of learning and teaching (2022).
The GTC participated in central planning and strategy processes within the university, such as the application for the Excellence Initiative (2012) and the future workshop of the Vice President for Learning and Teaching (2014).
The GTC advises the Executive University Board on the design and further development of course structures at JGU.
In 2013, the GTC developed internal criteria for the accreditation and re-accreditation of degree programs. These were adopted in an extended form by the Senate in 2014.
The GTC developed considerations and recommendations for the academic integration of millennials in the entry phase (2021). In addition, from 2016 to 2020, the GTC funded projects in faculties 05, 07, and 08 that dealt specifically with this phase.
In 2023, the GTC advised the Executive University Board on introducing project days and weeks at JGU.
In 2021, with the participation of the faculties, the GTC developed a recommendation on the regulation of compulsory attendance in accordance with the Higher Education Act Rhineland Palatine. The GTC is currently contributing to a survey on the topic of attendance in courses, which is being conducted by the Center for Quality Assurance and Development on behalf of the Executive University Board. With the core project Lessons from Corona – Learning and Teaching after the Covid-19 Virus (2022), lessons learned during the pandemic were incorporated into learning and teaching.
Since its inception, the GTC has dealt with numerous relevant aspects of teaching in the digital age, both in an advisory capacity and through targeted project funding.
The GTC’s advising included participating in the advisory board for the conception, institution and monitoring of integrated projects on e-lectures and MOOC offers of the JGU Media Center (2014), providing a statement on the Strategic Guidelines on Digital Change in Learning and Studying (2021), collaborating in peer-to-peer advising in the context of the Hochschulforum Digitalisierung (2019–2021), providing a statement on the German Council of Science and Humanities’ paper on digitalization in learning and teaching (2022), and advising on the Mainz Models for Digitally Enhanced Teaching and Learning (ModeLL-M) project, which was funded by the Stiftung Innovation in der Hochschullehre (also 2022).
Since 2022, the GTC has also been advising the Executive University Board on how to handle AI in learning and teaching, particularly regarding how teaching staff can be supported in this fast developing field in order to be able to offer students future-oriented learning and teaching.
The GTC has used its funding to support innovative developments in teaching in the digital age. In addition to many relevant innovative teaching projects, core projects on the topic of “Blended Learning” (2017), the “Data Literacy Education” project (2028/2019) in the context of the studium generale, and a project on digitally enhanced teaching and learning at the Mainz School of Music (2022-2024) encouraged pertinent long-lasting developments. The GTC has also supported structural measures, particularly the establishment of a coordination office for digital change in learning and teaching (2019–2020) and the “Hallo ,KI ” (“Hello, AI”) event series in JGU’s faculties (2025).
The GTC has supported the large-scale involvement with the Education for Sustainable Development (ESD) movement, adopted by JGU particularly on the initiative of students, through intensive advising, connecting teaching staff, hosting events related to the topic, and extensively funding projects. The funded projects include the student-organized Public Climate School (2021), the establishment of a module of sustainability (2022–2024), and start-up funding for the Education for Sustainable Development certificate, which was later postponed in favor of the “Certificate on Sustainability– Climate Crisis and Sustainability”.
The GTC has also been involved in the following projects:
2017-2020: Financial and non-material support for the project
2012-2020: Participation in the steering committee
2018/ 2022: Support for the project of the Vice President for Learning and Teaching
With our calls for proposals, we promote
- innovative approaches and projects for the further development of learning and teaching,
- networking between members of the teaching staff at JGU,
- the exchange on learning and teaching between teaching staff and students at JGU, and
- special achievements in teaching and the appreciation of teaching at JGU.
Depending on the funding line, the calls for proposals are meant for teaching staff and institutes/faculties, as well as students.
We look forward to your participation!
An innovative teaching project is usually limited to one or two semesters and is dedicated to the development or continuing development of teaching, learning, or examination methods in the context of specific courses. The funding aims to support innovation, the creation of something that can serve as a model, and/or be sustainable. Other objectives can also be pursued; a number of aspects eligible for funding are listed in the detailed call for proposals.
All JGU employees engaged in teaching are eligible to apply.
The maximum funding amount is €15,000
The application deadline is December 1 (funding usually begins in the summer semester) or May 15 (funding usually begins in the winter semester).
Every two years since 2021, the GTC has initiated a competition for innovative and exemplary teaching ideas on specific key topics as well as a broad exchange between all those involved in teaching. The funding focuses on teaching projects that, if successful, can serve as a model for a subject, faculty, or the entire university or can contribute to a sustainable improvement in regular teaching.
All JGU employees engaged in teaching, as well as heads of degree programs, institutes, faculties, or comparable teaching-related organizational units, are eligible to apply.
The maximum funding amount is €30,000
The next application deadline is expected to end on December 01, 2027.
- 2026: Facts and fakes in teaching
- 2024: Feedbackkultur / Akademisches Mentorat
- 2022: Lessons from Corona – Learning and Teaching after the Covid-19 Virus
- 2019: Innovation Boost Across the Board
- 2018: Service Learning
- 2017: Blended Learning
- 2016: Internationalization in Learning and Teaching at JGU
- 2015 (II): Interdisciplinarity in Learning and Teaching
- 2015 (I): Diversity
- 2014: Research Orientation in Teaching
- 2013: Skills-Oriented Training and Learning
- 2012: Diversity – Equal Opportunities and Heterogeneity
- 2010: Teaching at Major Universities: Courses with Unusually Large Numbers of Students
The GTC sabbatical semester makes it possible to be partially or fully released from regular teaching duties, usually for one semester. Eligible projects include, for example, creating or fundamentally revising degree programs or the preparation of a comprehensive teaching project for developing new methodological and didactic concepts, new forms of teaching and learning, or teaching content.
All JGU employees engaged in teaching are eligible to apply.
The maximum funding amount is €10,000, in particularly justified cases €25,000.
The application deadline is December 1 (funding usually begins in the summer semester) or May 15 (funding usually begins in the winter semester).
The Teaching Day serves to communicate and exchange experiences about good teaching. It should address a wide circle of teaching staff; the inclusion of the student perspective is very welcome. As part of the event, activities and measures of the faculty/institute/higher education institution/other type of Institution related to learning and teaching are to be presented. The Teaching Day should additionally have an overarching theme which initiates an institute-, faculty-, or university-wide discussion about teaching. A joint event with another faculty is also possible.
JGU faculties and higher education institutions as well as the Internationales Studien- und Sprachenkolleg (ISSK) and the Zentrum für Wissenschaftliche Weiterbildung (ZWW) are eligible to apply .
The maximum funding amount is €1,500.
The application deadline is December 1 (funding usually begins in the summer semester) or May 15 (funding usually begins in the winter semester).
Applications are informal.
JGU students can apply for funding for student conferences twice a year.
Student conferences do not need to have a specified format. The students are responsible for the organization of the conferences and also decide on their content. In addition to the exchange and deepening of subject-specific information, participants will also gain initial experience of conference and publication activities, while having the opportunity to practice their own organizational skills. Student conferences are independent events and not part of courses.
All students enrolled at JGU are eligible to apply, with the exception of doctoral students. Arrangements for the implementation of a conference must have been approved by the relevant faculty and student council prior to submission of the request for funding.
The maximum funding amount is €2,500.
The application deadline is December 1 (funding usually begins in the summer semester) or May 15 (funding usually begins in the winter semester).
The following funding lines are no longer part of the GTC funding portfolio:
- External teaching stays
- GTC guest lectureships
- Awards for student papers/theses
In addition to the funding lines, the GTC has also funded individual projects that have now been completed:
- Education for sustainable development
- Coordination office for digital change in learning and teaching
- Data Literacy Education
- Entry phase
Through the Gutenberg Teaching Award, the GTC aims to emphasize the importance of academic teaching in the arts and sciences by honoring JGU-external national or international academics, artists, and other persons who have made significant contributions to the ongoing development of teaching and the improvement of teaching quality in academic education .
Faculties, higher education institutions and central institutions of JGU have the right to nominate candidates.
The prize money amounts to €10,000. In addition, a guest stay at JGU will be financed for the recipient (travel and accommodation costs).
The JGU Teaching Award was introduced by the JGU Senate in 2010. It has been awarded by the GTC since winter semester 2016/17. The JGU Teaching Award recognizes teaching staff at JGU for their outstanding teaching achievements. The award is endowed with €1,000, which is to be used for official purposes. The recipients of the JGU Teaching Award are honored by the university management board during the annual DIES LEGENDI organized by the GTC.
The faculties and higher education institutions at JGU are responsible for nominating the candidates for the JGU Teaching Award.
The DIES Legendi is the Gutenberg Teaching Council’s annual celebration. This event is dedicated to the appreciation of good teaching and teaching staff. Through the teaching awards, excellent teaching staff at JGU are singled out and honored for their commitment. The DIES Legendi offers all (former) GTC grantees and all JGU members who are interested in and support teaching a welcome opportunity for exchange and networking.
The documentation of the DIES Legendi 2025 on November 26, 2025 can be found here.
The DIES Legendi 2026 will take place on November 12, 2026.
Collegial Discussion events usually take place once a year. At a collegial discussion, teaching staff who are carrying out or have completed a GTC-funded Innovative Teaching Project report on their (transferable) experiences in a short pitch. Afterwards, participants will have the opportunity to discuss their experiences with innovative teaching in one-on-one conversations. Information on funding opportunities rounds out the program. This concise and informal format offers committed teaching staff a good opportunity to be inspired and network with like-minded people.
The GTC is managed by an executive committee, which is supported by the GTC office.
The executive committee consists of 11 vice directors and 11 deputy members from all status groups and academic cultures at JGU. The executive committee members have experience in the organization and development of teaching and – in the case of the teaching staff – have distinguished themselves through excellent teaching. The executive committee is appointed by JGU’s Executive University Board in agreement with the Senate for a term of office of 3 years.
The executive committee elects a director from among its members. The director heads the executive committee and acts as its representative. In addition, a co-director is elected to represent the director in cases where they are unavailable.
“The GTC emphasizes the importance of university teaching at Johannes Gutenberg University. It thus creates a platform for interdisciplinary exchange on the topic of teaching. In addition to funding concrete projects, a special focus is placed on the GTC’s strategic orientation.”
“As a writing consultant, I witness firsthand the direct impact of innovative university teaching on students’ term papers and theses. I would like to contribute to the GLK in order to promote and further develop this positive influence.”
“Good teaching also needs incentives and the right framework conditions for teaching staff, so that it can be more than just a private interest in an academic career. IIn my work as part of the GTC, I would like to focus not only on my department, bus also place a particular emphasis on young researchers, for whom a commitment to teaching at JGU can and must be worthwhile.”
“It is essential for an international university to teach in a way that gives students a globalized insight into the manifold conditions of the scientific and mundane production of knowledge and beliefs. In this sense, for me, the GTC reflects JGU’s view that supporting students in developing independent powers of judgment is one of the primary goals of university education.”
“Especially in crisis situations, good teaching is essential for protecting people and strengthening solidarity. By providing high-quality education for a large number of students, we can build an open, progressive, and resilient society.”
“As several of my projects have already been made possible by the GTC, I can say from my own experience: yes, the GTC promotes and funds innovative ideas through its consistent presence. Being able to participate in the executive committee is therefore a matter of course for me.”
“I hope that by working with the GTC, I can provide impetus for cooperation via appreciative teaching. An issue of particular concern is the design of the natural sciences degree programs, particularly in the entry phase. The promotion of consecutive knowledge gain through the coordinated linking of knowledge modules is a challenge and serves to promote research skills. We need to courageously break new ground, characterized by cooperation based on a mutual trusting relationship between students and teaching staff.”
“I want to be a strong voice for students on the GTC executive committee. It is important to me that students are not only informed about teaching methods, but also actively help to shape them.. This allows them to benefit directly from good teaching, which is why I am committed to the continuous development of good teaching.”
The existence of the Gutenberg Teaching College demonstrates how highly JGU values teaching. Students, academic teaching staff, and professors discuss teaching issues together in an open and creative atmosphere and have the opportunity to advise the university management board on the strategic development of teaching. Personally, I really appreciate the inspired and results-oriented exchange that overcomes barriers between academic cultures and opens up new perspectives.
“With regard to the university of the future, innovative teaching is extremely important. Exchange across different faculties and teaching cultures is particularly essential in order to shape university teaching of the future and provide important impetus. I am delighted to be able to help shape this as a vice director of the GTC at JGU!”
“As a Romance philologist and didactic specialist, I enjoy teaching, preferably in multiple languages and across disciplines. Just like the GTC, multilingualism offers different perspectives. I look forward to exchanging ideas with colleagues, especially with regard to the valuable target group we are trying to reach with our teaching: our students.”
“For me, the GTC embodies the aspirational aspect of university teaching: to not be content with what is traditional and good enough, but to strive for what is new and extraordinary. I hope that the GTC will be able to create the space to do so.”
“For me, teaching and supervising students, in addition to the various teaching tasks, is primarily associated with the opportunity to support them in their intellectual and personal development and to accompany them on their own path. For me, being a deputy member of the GTC means being able to shape and further develop the structures at JGU.”
“I am very pleased that there is an institution at JGU that explicitly focuses attention on the importance of university teaching and encourages and supports interesting and innovative ideas. In this way, current urgent topics and projects can be quickly and meaningfully integrated into teaching, and creativity and commitment are encouraged and valued. I am looking forward to shared discussions and many exciting initiatives.”
“The GTC supports precisely those teaching projects that we students will remember for years to come once our program of study has ended. Because the well-known subjects were approached in a completely different and exciting way, because current topics were made the focus of teaching, or simply because they were instructive in the best sense for everyone involved. I am delighted that the GTC promotes precisely this kind of teaching and learning and thus contributes to the kind of program of study that we students want.”
“The main obstacles to good teaching are the high teaching and examination load, the ever-increasing bureaucratization of teaching as a result of the obligation to modularize degree programs, and the nuisance of various instances of purely formal quality assurance at the expense of the quality of teaching content. I see it as my task to occasionally remind people of these touchy issues.”
“Integrating research and teaching is crucial for stimulating critical thinking and exposing students to real-world challenges. Scientific outreach is also important to make research accessible and demonstrate its social impact.”
“The GTC gives us the opportunity to promote excellent and innovative teaching methods that meet the diverse demands of a comprehensive university. My aim is to create a teaching culture that strengthens students both in their subject and in their ability to reflect critically and develop as individuals. Anchoring Open Science as a central principle of academic practice is particularly important to me. I see my work as part of the GTC as contributing to the promotion of academic integrity and social responsibility, which is what JGU strives for.”
“We as members of the teaching staff fulfill an important mission. Together with our co-workers, we prepare our students for their subsequent career steps. The GTC is an embodiment of the fact that this mission is taken seriously at JGU and that good teaching is highly valued. I want to help ensure that teaching at JGU remains innovative and creative, and that both teaching staff and students enjoy it.”
“What is good university teaching? What will be good university teaching tomorrow and the day after tomorrow and what does it need to remain so? For a university like ours with such a diverse range of subjects, there can only be many nuanced answers to these questions. This is why I think the GTC, as an association of experienced university teaching staff from all academic and artistic fields, is the ideal place to generate and circulate questions, ideas, and answers.”
