The GLK promotes the appreciation and further development of teaching at JGU. It advises the Executive University Board on matters related to program of studies and university teaching, supports innovative approaches and projects aimed at further developing program of studies and teaching, and encourages networking among JGU teaching staff. The GLK recognizes outstanding achievements in teaching and thereby contributes to the visibility of excellent teaching at JGU.
The Gutenberg Teaching Council (GTC) was established in 2010 by the JGU Senate as a central institution. In doing so, JGU is acting in accordance with its mission statement and teaching strategy, which emphasize treating research and teaching as equally important tasks and achieving excellence in both areas.
In carrying out its duties, the GLK works closely with the Executive Committee.
The further development of teaching at JGU is one of the GLK’s key priorities. To this end, current topics have been regularly raised and priorities established, including:
Informed, fact-based decision-making is a key prerequisite for the democratic formation of opinion and will. Through its priority funding initiative “Facts and Fakes” (2026), the GLK supports, in accordance with Section 16 of the Higher Education Act (HochSchG), the preparation of students to act responsibly in a free, democratic society.
The call for proposals on “Feedback Culture / Academic Mentoring” (2023), a workshop with GTA Award winner Prof. Mills Kelly (2024), and the GTA Award ceremony honoring Prof. John Hattie (2024) addressed issues related to feedback and student support.
Priority calls for proposals, such as “Service Learning” (2018) or “Widespread Innovation Drive” (2019), are aimed at testing new teaching and learning formats. The GLK provided advising to the Executive Board on issues related to university didactics—for example, with a proposal for continuing education for newly appointed faculty (2013) or for the realignment of university didactics at JGU (2025).
Through its priority calls for proposals, the GLK provided impetus for diversity, equal opportunities, and heterogeneity (2010, 2012, 2015), interdisciplinarity (2015), and internationalization in the program of study and teaching (2016).
Through its call for proposals on “Research-Oriented Teaching” (2014) and the symposium “Research in Teaching” (2015), the GLK brought the connection between teaching and research to the forefront.
Through the international conference “Teaching is touching the future – Emphasis on Skills,” held in collaboration with the HRK (2012), and a position paper (2012/2013), the GLK promoted the topic of competency-based education at JGU. This was accompanied by the development of guidelines for academic paper supervision as well as criteria for evaluation of student work.
The Gutenberg Teaching Council (GTC) is committed to promoting the visibility and recognition of good teaching and outstanding teaching staff.
Through the annual ceremony honoring teaching awards as part of the DIES Legendi, the GLK recognizes outstanding teaching staff at JGU.
By presenting the highly endowed Gutenberg Teaching Award to individuals from outside JGU, the university underscores the high priority it places on teaching.
The GLK developed recommendations on standards for taking teaching into account in appointment procedures, which were presented to the University Senate in 2020.
In 2022, the GLK presented a position paper on issues related to teaching performance and teaching workload. The GLK also addressed the evaluation of teaching performance in the context of course evaluations (2019).
Together with the Gutenberg Council for Academic Careers (formerly the Gutenberg Council for Young Researchers), the GLK published a position paper in 2016 on the integration of early-career researchers into teaching. The GLK also addressed the connection between research and teaching in two position papers on the integration of research and teaching responsibilities (2020, 2024).
The teaching strategy was adopted by the JGU University Senate in 2010. It identifies the institution of the GLK as one of the key measures
In a statement on the Strategic Guiding Principles for Digital Transformation in Teaching and Learning (2021) and through discussions on the integration of digital elements into the teaching strategy (2017), the GLK addressed the transformation of teaching through digital technologies.
The GLK has repeatedly addressed issues related to internationalization, including in an internal paper on the internationalization of learning and teaching (2011) and in contributions to the discussion on JGU’s internationalization strategy (2013, 2018).
The GLK examined how relevant recommendations from the German Council of Science and Humanities could be applied to JGU, such as those regarding strategies for university teaching (2017) and the sustainable design of programs of study and teaching (2022).
The GLK participated in key planning and strategic processes within the university—such as the application for the Excellence Initiative (2012) and the “Future Workshop” organized by the Vice President for Learning and Teaching (2014).
The GLK provides advisory services to the Executive University Board on the design and further development of course structures at JGU.
In 2013, the GLK developed internal criteria for accreditation and re-accreditation of degree programs. These criteria were adopted by the University Senate in an expanded form in 2014.
The GLK developed ideas and recommendations regarding the academic integration of millennials during the entry phase of their studies (2021). In addition, between 2016 and 2020, the GLK provided funding to support projects in Faculties 05, 07, and 08 that focused specifically on this phase of the program of study.
In 2023, the GLK provided advice to the Executive University Board on plans to introduce project days and weeks at JGU.
Mit Beteiligung der Fachbereiche entwickelte das GLK 2021 eine Empfehlung zur Regelung der Anwesenheitspflicht gemäß Hochschulgesetz. Das GLK trug zu einer Befragung zum Thema Anwesenheit in Lehrveranstaltungen bei, die im Auftrag des Präsidiums vom Zentrum für Qualitätssicherung und -entwicklung (ZQ) durchgeführt wurde. Mit dem Schwerpunktprojekt Lehren aus Corona – Lernen und Lehren nach Corona (2022) wurden Erfahrungen aus der Pandemie für die Gestaltung von Studium und Lehre aufgegriffen.
Since its inception, the GLK has addressed numerous relevant aspects of teaching in the digital age, both in an advisory capacity and through targeted project funding.
This advising role includes serving on the advisory board for the project to design, establish, and support curriculum-integrated projects on e-lectures and MOOC offerings at the JGU Media Center (2014), a statement on the Strategic Guiding Principles for Digital Transformation in Learning and Teaching (2021), collaboration in an advisory capacity for the Higher Education Forum on Digitalization (2019–2021), a statement on the German Council of Science and Humanities’ paper on digitalization in teaching and learning (2022), and advising for the project “Mainz Models for Digitally Enhanced Teaching and Learning” (ModeLL-M), funded by the Foundation for Innovation in University Teaching (also in 2022).
Since 2022, the GLK has also been advising the Executive Board on the use of AI in learning and teaching, particularly on how to support teaching staff in the face of this rapidly evolving field so that they, in turn, can offer students teaching methods that are prepared for the future.
Through its funding, the GLK has spurred innovative developments in teaching in the digital age. In addition to many relevant innovative teaching projects, key projects on the topic of “blended learning” (2017), the “Data Literacy Education” project based at the studium generale (2028/2019)—as well as a project on digitally enhanced teaching and learning at the School of Music (2022–2024)—have provided lasting momentum. In addition, the GLK has supported structural initiatives, in particular the institution of a coordination office for digital transformation in the areas of learning and teaching (2019–2020) and the “Hello, AI” event series in JGU’s faculties (2025).
The GLK has supported the strong commitment to ESD—which was initiated at JGU primarily by students—through intensive advising, networking among teaching staff, topic-specific events, and extensive project funding. Among the funded projects are the student-organized Public Climate School (2021), the establishment of a “Future” module (2022–2024), and start-up funding for the Certificate in Education for Sustainable Development, which was later set aside in favor of the “Future Certificate—Climate Crisis and Sustainability.”
The GLK has also participated in the following projects:
2017–2020: Financial and non-financial support for the project
2012–2020: Member of the Steering Committee
2018–2022: Support for the project led by the Vice President for Learning and Teaching
Through our calls for proposals, we support
- innovative approaches and projects aimed at further developing learning and teaching,
- networking among teaching staff at JGU,
- the exchange of ideas on learning and teaching between teaching staff and students at JGU and
- Outstanding achievements in teaching and the high regard for teaching at JGU.
Depending on the funding line, the calls for proposals are aimed at teaching staff and departments/faculties, as well as students.
We look forward to your participation!
The Innovative Teaching Project is generally limited to one or two semesters and focuses on the development or refinement of teaching and testing methods within the context of specific courses. It should pursue the funding objectives of innovation, serving as a model, or sustainability. In addition, other objectives may be pursued; a list of eligible aspects can be found in the detailed call for proposals.
All full-time JGU employees who are involved in teaching are eligible to apply.
The maximum grant amount is €15,000
The application deadline is November 15 (funding typically begins in the summer semester) or May 15 (funding typically begins in the winter semester).
Since 2021, the GLK has been organizing a competition —every two years—for innovative and exemplary teaching ideas on specific priority topics, as well as fostering a broad exchange among all those involved in teaching. Grants are focused on teaching projects that, if successful, can serve as models for a specific subject, a faculty, or the entire university, or that can contribute to a sustainable improvement in regular teaching.
All full-time JGU employees involved in teaching, as well as heads of degree programs, institutes, faculties, or similar teaching-related organizational units, are eligible to apply.
The maximum grant amount is €30,000
The next application deadline is expected to be November 15, 2027.
- 2026: Facts and Fakes in Education
- 2024: Culture of Feedback / Academic Mentoring
- 2022: Lessons from the Pandemic—Learning and Teaching After the Pandemic
- 2019: A Broad-Based Surge in Innovation
- 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-Oriented Teaching
- 2013: Competency-Based Teaching and Learning
- 2012: Diversity—Equal Opportunities and Dealing with Heterogeneity/Diversity
- 2010: Teaching at a Mass University: Courses with Disproportionately Large Student Groups
The GLK sabbatical semester generally allows faculty members to be partially or fully exempted from their regular teaching duties for one semester. Eligible projects include, for example, the design or fundamental revision of degree programs, or the preparation of a comprehensive teaching project aimed at developing new methodological and didactic concepts, new forms of teaching and learning, or new teaching content.
All full-time JGU employees who are involved in teaching are eligible to apply.
The maximum grant amount is €10,000; in particularly justified cases , it is €25,000.
The application deadline is November 15 (funding typically begins in the summer semester) or May 15 (funding typically begins in the winter semester).
The Day of Teaching is designed to facilitate communication and the exchange of experiences regarding effective teaching and is intended to reach as wide an audience of teaching staff as possible; the inclusion of the student perspective is strongly encouraged. As part of the event, activities and initiatives related to the program of study and teaching at the faculty, institute, higher education institution, or institution should be presented. It is also encouraged to choose a theme for the day that sparks institute-, faculty-, or higher education institution-wide discussion about teaching practices. A joint event with another faculty is also possible.
Eligible applicants include full-time teaching staff, the faculties, and the art higher education institutions at JGU, as well as the two research institutions: the International Preparatory and Language Center (ISSK) and the Center for Knowledge Transfer (CKT).
The maximum grant amount is 1,500 €.
The application deadline is November 15 (funding typically begins in the summer semester) or May 15 (funding typically begins in the winter semester).
Applications may be submitted informally.
JGU students can submit an application for funding for student conferences twice a year.
Student conferences are an event format that students plan and carry out on their own initiative and under their own responsibility, both in terms of content and organization. Through these conferences, the GLK offers students the opportunity to both share and specialize in their own knowledge, gain initial experience in organizing conferences and publishing, and demonstrate their self-organization skills. Student conferences are independent events and are not part of courses.
All students enrolled at JGU are eligible to apply, with the exception of doctoral students. The conference must be coordinated with the respective faculty and the student council prior to submitting the application.
The maximum grant amount is 2,500 euros.
The application deadline is November 15 (funding typically begins in the summer semester) or May 15 (funding typically begins in the winter semester).
The following funding lines are no longer part of the GLK funding portfolio:
- Visiting Faculty Positions
- GLK Guest Lectureships
- Awards for Student Projects
In addition to its funding lines, the GLK has also funded individual projects that have since been completed:
- Education for Sustainable Development
- Coordinating Office for Digital Transformation in learning and teaching
- Data Literacy Education
- entry phase
By presenting the Gutenberg Teaching Award, the GLK underscores the importance that JGU attaches to academic teaching in the arts and sciences. The award is given to national or international scholars , artists, or other individuals from outside JGU who have made outstanding contributions to the advancement of teaching and the improvement of teaching quality in academic training.
The award not only serves to provide recognition for outstanding achievements, but also offers the participating faculties, higher education institutions, and institutions the opportunity to demonstrate their appreciation for teaching—and, through the awardees’ visiting stays, to gain international networking opportunities and teaching-related inspiration for their own teaching development.
In addition to the faculties and higher education institutions , JGU’s teaching-related central institutions (ISSK and ZWW) are also eligible to make nominations .
The prize money amounts to €10,000. In addition, the winner’s visit to JGU will be funded (travel and accommodation expenses).
The application deadline for the 2027 Gutenberg Teaching Award is November 15, 2026.
The Teaching Award was established in 2010 by the JGU University Senate. Since the 2016–17 winter semester, it has been presented by the GLK. The Teaching Award honors JGU teaching staff for their outstanding teaching achievements. The Teaching Award comes with a prize of €1,000, which must be used for official purposes. The Teaching Award recipients are formally honored by the university management board during the annual DIES LEGENDI event organized by the GLK.
The faculties and higher education institutions at JGU are responsible for nominating the recipients of the teaching awards. Every three semesters, they may select two individuals based on their outstanding achievements in teaching.
DIES Legendi is the annual celebration of the Gutenberg Lehrkolleg. This event is dedicated to recognizing the value of good teaching and teaching staff. The presentation of the teaching awards highlights outstanding teaching staff at JGU and honors them for their dedication. DIES Legendi offers all (former) GLK grant recipients and all JGU members who are interested in and support teaching a welcome opportunity for exchange and networking.
You can find the documentation for DIES Legendi 2025, held on November 26, 2025, here.
DIES Legendi 2026 will take place on November 12, 2026. You can find more information here. Please complete registration by sending an email to glk@uni-mainz.de by November 5, 2026.
The workshop discussion typically takes place once a year. During the workshop discussion, teaching staff who are conducting or have completed a GLK-funded innovative teaching project give a brief presentation on their (transferable) experiences. Afterward, participants have the opportunity to exchange ideas about innovative teaching in one-on-one conversations. Information on funding opportunities rounds out the program. This concise and informal format offers dedicated teaching staff a great opportunity to gain inspiration and network with like-minded colleagues.
The next workshop discussion is scheduled for February 1, 2027, from 4:00 p.m. to approximately 6:00 p.m.
Das GLK wird von einem Leitungsgremium geführt, das von einer Geschäftsstelle unterstützt wird.
Das Leitungsgremium besteht aus 11 Mitgliedern aller Statusgruppen und Fachkulturen der JGU. Sie verfügen über Erfahrungen in der Organisation und Entwicklung von Lehre und haben sich – im Falle der Lehrenden – durch exzellente Leistungen in der Lehre ausgezeichnet. Die Mitglieder werden vom Präsidium der JGU im Einvernehmen mit dem Senat für eine Amtszeit von 3 Jahren bestellt. Ebenso bestellt das Präsidium im Einvernehmen mit dem Senat ein Mitglied des Leitungsgremiums als Direktor bzw. Direktorin und eine Stellvertretung.
Der Vizepräsident für Studium und Lehre ist qua Amt ebenfalls Mitglied des Leitungsgremiums. Das Zentrum für Wissenstransfer und Weiterbildung (ZWW) und das Dezernat Hochschulentwicklung sind durch ständige beratende Mitglieder im Leitungsgremium vertreten.
“What constitutes good university teaching? What will constitute good university teaching tomorrow and the day after, and what does it take to achieve it? For a university with such a diverse range of subjects as ours, there can only be many nuanced answers to these questions. That is why, for me, the GLK—as an association of experienced professors from all academic and artistic fields—is the ideal place to generate and circulate questions, ideas, and answers.”
“The GLK underscores the importance of university teaching at Johannes Gutenberg University. It thus creates a platform that facilitates interdisciplinary exchange on the topic of teaching. In addition to granting funds for specific projects, the GLK places a special focus on its strategic direction of teaching.”
“To me, the GLK embodies the ideal of university education—which is not to rest on our laurels in teaching, but to strive for the unusual and the new. I hope that the GLK will help create the freedom to do just that.”
“Universities are places of shared learning, research, and reflection. For them to fulfill this mission, they need a culture of teaching that promotes openness, exchange, and continuous professional development. The Gutenberg Teaching College makes an important contribution to this by bringing together teaching staff from various disciplines, strengthening dialogue about effective teaching, and linking individual experiences in teaching to the university’s strategic development. It creates opportunities to discuss innovative ideas, highlight successful approaches, and tackle current challenges together. I am delighted to have the opportunity to contribute here—not least so that my children’s generation, too, may continue to experience the joy of actively and collaboratively pursuing knowledge.”
A statement will follow shortly.
“I am looking forward to serving on the GLK. Interdisciplinary exchange and the collaborative development of teaching methods are particularly important to me. I am very much looking forward to working constructively with the other members of the GLK and hope to actively contribute to shaping teaching at JGU in this way.”
A statement will follow shortly.
“Since several of my projects have already been made possible by the GLK, I can say from my own experience: Yes, through its ongoing support, the GLK both challenges and fosters innovative ideas. Being able to serve on the executive committee now is therefore a natural step for me.”
“Alongside research, teaching is a central part of our work. The GLK highlights the importance of good teaching and creates opportunities to try out new ideas and reflect on teaching together. I’m happy to be able to contribute to this.”
“For me, teaching is essentially about sparking curiosity and fostering an openness to the idea that things might actually be quite different from what we previously thought. This applies both to an interest in theories and concepts—and how they help us see the world through new eyes—as well as to the importance of empirical research and the effort to view and understand the world from different perspectives.”
“The GLK serves as a sounding board for innovative thinking and the design of teaching at JGU. Its lean structure makes it agile. Given the now highly diverse facets of teaching at JGU, the institution of thematic advisory boards within the GLK for university didactics and the studium generale is a logical step. Both agility and differentiation are indispensable for a successful teaching strategy—especially in the age of AI.”
A statement will follow shortly.
