“We’ve got to keep our curriculum up to date”

Professor Scherer, you graduated from the University of Karlsruhe in 1984 with a degree in mechanical engineering. Looking back, would you say that you were a good student?
1984 was a long time ago. By the way, 1984 is about the year in which the ‘Growian’, the first large wind turbine to generate electricity, went into operation in Germany. It wasn’t a success at the time, but then new technologies often need a second try. And yes, I was a good student, admittedly not the fastest, as it took me nearly six years to finish. At that time I deliberately listened to lectures that went beyond the minimum requirements of the course, simply because I was interested.

And what is your impression of today’s students?
A favorable one. Today’s students are just as curious as I was in 1984. They want to change something, contribute to important topics, to things like the energy transition. But they also have to learn that curiosity alone isn’t enough. Even today, mechanical engineering is still a course of study that demands consistency and stamina. But I notice that the mobility of students has increased. In 1984 a semester abroad was still the exception, while today it’s nothing unusual any more – that is in itself a good reason to be a friend of the EU.

The energy transition is now shaping many areas of life – how has it changed your teaching?
Of course, we have to adapt our teaching to take account of social, technological and industrial changes, including the transformation of the energy system. Students are also demanding this, and that is a good thing. In my lecture on thermal power plants, for example, the focus has shifted from coal-fired power plants to combined cycle power plants, which will play an important role in Germany’s energy transition. We also address current political developments, such as the decision to phase out coal, and identify the changed framework conditions, consequences and possible solutions which arise. In my department, we have also responded by introducing new lectures, such as those on CO2 capture from industrial processes.

Does this practical orientation change the students’ chances of entering the profession at a later date?
The primary task of the study program is to create a sound theoretical basis. A study program should also provide insights into practical applications at an early stage, but it cannot replace industrial practice. Some things can only be learned on the job. But students can do a lot to improve their chances of starting a career. Even today, this still includes good grades, consistency in academic performance and a carefully considered selection of modules: In the eyes of an employer, does this provide a coherent overall picture? Was I mobile – did I do a semester abroad or an internship abroad? Did I choose the internships that fit in well with my studies?

How has the focus of the students changed – are they more focused than before on practical applications?
There have always been more determined and less determined students. All in all, however, I have the feeling that people are studying more purposefully today. We have more students who complete their courses in the standard time, subjectively rather more than when we had our traditional diploma courses. As already mentioned, international mobility has increased, which is a very good development.

Take a look into the future: What could study programs in your department look like in ten years’ time?
By then, two things will have changed significantly: Programs will focus even more strongly on energy from renewable sources, and this will be accentuated by the appointment of new professors who learned their trade at the time of the energy transition and worked and researched in that environment. And more courses will be taught in English. Here we are still far behind countries like Switzerland, the Netherlands or Scandinavia.

Prof. Dr. Scherer, thank you for talking to us.

Photos: Ontyd/Ruhr University Bochum WISSEN