Kategorie: Summer & Winter School

Summer School 2020: Online-event in October!

New Summer School dates: 05.10.2020 – 16.10.2020

More information about the school

The organizers of the IGCS Summer School 2020 have been closely observing the dynamic development in regards to the Corona virus SARS-CoV-2 and the safety precuations and travel restrictions that have come along with it.

IGCS has thus made the decision to conduct the summer school into an eco- and pandemic-friendly online format. The selected candidates will meet and collaborate virtually between October 5 – 16, 2020.

The organizers look forward to e-meet the interested and excellent students from India and Germany!

The application deadline ended on the 14th of June.

IGCS Summer School 2019 review

Growing through diversity

The IGCS Summer School on Smart Grids – Electricity Networks as the Backbone of a Carbon Neutral Society was conducted on the campus of the Technische Universität Dresden which is located in the beautifully reconstructed old town of Dresden, Germany. There were students from all backgrounds of academia, be it electrical or mechanical engineering or architecture or economics or environmental science, and I, Muskaan Kochar, consider myself privileged to be a part of them. In total, we were 30 students who were brought together for a span of twelve days and I’m certain we will remain connected always.

From Energy Policy to Green Energy Technology Startups

The summer school was broadly divided into two parts, the lectures, and the project work. Every morning after lectures we would either head out for technical excursions or split into groups to work on our projects. I was awestruck by the facilities at Highvolt, Innovation power plant, and 50 Hertz. The visit to the Volkswagen manufacture was candy for the mechanical engineers. The 13 lectures covered a broad spectrum of topics like concepts of electrical energy networks,stakeholder interaction, rural electrification, sector coupling, grid components, and power grids under the aspects of economy, ecology, and regulation. Not only did they provide us with technical knowledge but also about making the technology sustainable and urged us to think from an economic perspective and understand the steps involved in distributing and transmitting the generated energy. The lectures along with the excursions facilitated our projects and enhanced our knowledge. 

Personally, I liked the lectures by Professor Praktiknjo and Mr. Manjunath Ramesh the most. The former taught us about three goals of energy policy and also conducted a practical simulation game to give us hands-on experience. The latter shared with us the concept of his startup, Nuventura GmbH, and his plans for the future. These lectures taught us how to think beyond building technology. They provoked us to think about their implementation and how to make it practical. 


For the projects, we were given broad project headings which provided us with the flexibility to work creatively in our desired direction and also incorporate the skills of the technically diverse team members. The ideas of all the teams were unconventional and exercised one’s grey matter. The professors guided us when we were in doubt, reviewed our work at multiple stages and left us with intriguing questions about our model. This made the process extremely wholesome. My team worked on the topic of e-mobility where we viewed an electric vehicle (EV) as a consumer or prosumer. To begin with, we challenged the given topic by comparing the carbon emissions of EVs and conventional vehicles. On becoming certain about the advantages associated with using EVs we studied the market scenarios in developed, like Germany, and developing, like India, countries and built a model that would incentivise individuals to invest in EVs. The main challenge faced was the availability of charging platforms. This could be overcome by a transaction platform for peer to peer trading or feed-in tariff. This would meet the goal of our topic as well. To strengthen it further we carried out a cost-benefit analysis and were amazed by the results for an EV. There is a lot of scope for development in this field. There are teams who wish to continue building their models even after the school is over.

Discovering Saxony

I firmly believe that the summer school was a huge success. This was possible only because of the emphasis put on the interaction between people of varied backgrounds, not only academically but also culturally and not only amongst the students but also with the hosts, the professors, and industrialists. On our very first evening in Dresden, we gathered for the opening dinner post which the hosts encouraged us to enjoy the city carnival. The students from German universities took this as an opportunity to showcase their culture and familiarise the Indian students with their history. The next day, there was a hike to the Saxon Switzerland national park. The air; so pure and the sight; so wonderful. It brought everyone together. After this, the next ten days just flew by. On the next Saturday, we visited the small city of Wittenberg and Ferropolis, also called the city of iron. On Sunday, a spontaneous city tour was organised and it added on to the fond memories we all had made. And finally, for our closing dinner, we were all invited to a brewery. A visit to Germany is incomplete if doesn’t visit one, right? Our hearts filled with gratitude for everyone who made the IGCS summer school possible as we all parted ways, to see the beautiful country and to implement what we’ve learnt.

What I will take home

The summer school had more to offer than visible to the eye. All the social and cultural activities molded us as a person. The team building activities, taking responsibility and shouldering them well, working in constrained time and most importantly communicating added on to the academic learning. I also learned how to view a problem from different perspectives. Now I always ask myself, how would an economist view it? How will an environmentalist view it? How can I communicate my findings better and make it more accessible and understandable by everyone? I would strongly encourage applying for a Winter- or Summer School of IGCS. Another option to join IGCS is by applying for a research stay and an associated scholarship. 

Reporter: Muskaan Kochar, IGCS student assistant and participant at the IGCS Summer School 2019

IGCS Winter School 2019 review

Broadening horizons at the 2019 IGCS Winter School

Hannah was one of the 30 students who was selected to participate in the IGCS Winter School 2019 in Chennai. With this report she gives an insight into the school’s topics and activities as well as a few personal impressions:

I had the great opportunity to participate in the IGCS Winter School Sustainable Waste Management: Municipal Solid Waste and E-waste. The Winter School took place on the IIT Madras campus, a fantastic green space in the heart of Chennai, where we lived and worked for two weeks. Half of the participants were Indian students and the other half was from German Universities. We had various educational backgrounds: besides students from environmental sciences, there were also social and economic sciences, mechanical as well as electrical engineers and other fields represented. This excellent constellation allowed us participants the chance to an intercultural exchange and professional development.

High degree of interaction during lectures and group work

IGCS Winter School gave me an extraordinary possibility to explore new aspects of the waste management system and to overthink a lot our treatment with resources. The classes were divided into two parts: there were a total of 17 lectures which covered various aspects of solid waste management and e-waste in Chennai, India, Germany and from a global point of view. I find waste management systems so relevant that I am thinking about doing my master thesis in that area and within IGCS.

I personally enjoyed the discussions about social aspects of waste management the most. The topic of the lecture was Sociology and Waste Management by Dr. S. Chella Rajan. For me, it is one of the most relevant parts, when we speak about sustainability and – in our case – waste treatment and circular economy. We learned a lot with and from each other in the discussions after lectures and even during lunch breaks. We all felt the high relevance of the topic and the necessity to speak about the different topics and aspects of solid waste management such as social, technological aspects as well as organisation of the waste management system from the governmental side. Some of the lectures were especially enlightening and facilitating a lively discussion way past the lectures. Another very interesting class was given by Prof. K. Kuchta about Recycling of E-waste.

The second part was project work. We expressed our research interests and were divided into six groups accordingly. I personally enjoyed a lot to have several days reserved for our project work. We were able to dive deep into the topic, understand it, work on it and try to identify problems as well as recommendations. Our three supervisors from IIT Madras supervised us and helped us grow together as one team.

I was in a group to analyse the Coastal Solid Waste Management system and to make suggestions for improvement. With support from our supervisors, we went into the city and conducted a survey in different zones of the city, like commercial and residential areas sorting the results after income groups. Furthermore, we compared the type of waste that is collected in the municipal waste bins and waste that we found along the beach. By doing the segregation we found out that the waste from middle compared to high income households is very different, e.g. regarding to the relative amount of e-waste that people produce. By comparing the completely different looking pie charts of the waste from the beach and the waste from the residential area we assumed that waste at the beach must have another origin. To give an example, the beach waste contained a high amount of footwear which we did not find in other types of waste.

The surveys as well as the waste segregation were great team events. While doing the research we had many opportunities to learn about each other’s cultural backgrounds and intercultural collaboration. I enjoyed a lot working with in this intercultural and interdisciplinarygroup and it enriched our group a lot that we had various professional backgrounds. One of the main problems of Chennai’s waste management system is the segregation. The majority of the interviewed people told us, that they are willing to segregate the waste, if there would be a proper municipal segregation system.

Beyond the classroom

All the organizers, supervisor and lectures showed a huge interest to make us see and understand the place and the country where they are living, their culture and the topic they are working on. Apart from teaching a roundtrip in Chennai and a two-day trip to Mahabalipuram and Pondicherry was organized. Both were great possibilities for the whole group to get to know each other and to get to know the beautiful south-eastern Indian countryside, cities, historical and cultural sights. Another rather unintentional cultural highlight was the traffic in Chennai and the surrounding area. During our field trips we were often stuck in traffic. It made me aware how enormous not only Chennai but also many other Indian cities are.

One evening, one of the participants organised a badminton tournament which was a lot of fun for all of us. Apart of that, we spend a lot of time in the Campus juice bar, walking around on the campus and tasting India’s culinary diversity which was one of my cultural highlights. The food was usually vegetarian which seems to be common standard in India or at least on the campus in Chennai. Relating to a topic about waste management it was very interesting to notice that difference in the type of food people consume between Germany and India.

Many of the participants from German universities used the opportunity of the Winter School to explore India after the program. India is a great place to learn how to surf at Tamil Nadus coast, to do hiking in the Himalaya, to do island-hopping on the Andaman-islands, to go further south to Sri Lanka, to see Taj Mahal, Kerala and/or Goa, to relax at one of India’s beautiful beaches and I am quite sure there are missing various things to do and to see on my list.

What I take home from IGCS

Because of the interdisciplinary group at the IGCS Winter School we considered the topic of solid waste management from different angles. As an engineer I realized once again, that technology is only one vehicle to implement a well-working system for solid waste management. There are also aspects to be considered such as living standards or the historical growth of a city. If we want to achieve change, we must bear these aspects in mind, too.

Culturally speaking, I enjoyed it very much to get to know the various personalities and cultural backgrounds of the participantse, to find out about the differences of people from different countries, to sing, to dance and to laugh during our field trips. In my opinion there were many brilliant people amongst the participants regarding their knowledge on waste management but also regarding their skill to help people coming out of their shell.

In conclusion, I would strongly recommend applying for a Winter- or Summer School of IGCS. Another option to join IGCS is by applying for a research stay and an associated scholarship. The Winter School helped me to focus on sustainable aspects for two weeks and learn new aspects. During the school I started to write down many inspiring thoughts on post-it notes. These notes I took back to Germany to contemplate them further at home. I have started this process and look forward to the results

I had the great opportunity to participate in the IGCS Winter School Sustainable Waste Management: Municipal Solid Waste and E-waste in Chennai India in February and March 2019. The Winter School took place on the IIT Madras campus, a fantastic green space in the heart of Chennai, where we lived and worked for two weeks. Half of the participants were Indian students and the other half was from German Universities. We had various educational backgrounds: besides students from environmental sciences, there were also social and economic sciences, mechanical as well as electrical engineers and other fields represented. This excellent constellation allowed us participants the chance to an intercultural exchange and professional development.

IGCS Summer School 2018 review

IGCS students Soumita Banerjee and Sujay Bandyopadhyay published a short summary of this year’s summer school on coastal and river hazards & management strategies which took place in the second half of July 2018. It is an easy read, contains many keynotes on the topic and provides some insights into IGCS activities.  The article was published December 17 2018 on EOS, Earth & Space Science News. Follow this link to read the full article.

Source: Malin Praktiknjo, 2018; Frank-Andreas Weber, 2018; Jorien Van der Wal, 2018.

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IGCS Summer School 2018 Public Lecture

Deltas, Floodplains, and Harbours as Geo-Bio-Archives: Human-Environment Interactions in Western Anatolia

July 16, 2018 | RWTH Aachen University

As part of the IGCS Summer School 2018 “Coastal and River Hazards & Management strategies”, we invite you to a public lecture by Prof Dr Helmut Brückner on July 16, 2018, at 18:00 hrs. The lecture will take place in the Generali-Saal of the SuperC (6th floor, Templargraben 57, Aachen) at RWTH Aachen University.

In Western Anatolia, the human footprint on the ecosystems, especially in Greek and Roman times, resulted in massive landscape changes. This holds particularly true for the ancient harbour cities of Ephesus, Miletus and Elaia. It will be demonstrated how the rise and fall of these settlements were closely connected with the life cycle of their harbours, which in turn was strongly dependent on the delta growth of the rivers Kaystros, Maiandros and Kaikos respectively.

Prof Brückner holds the Chair in Geomorphology at the University of Cologne. He studied Geography and Mathematics at the University of Düsseldorf. After his PhD and habilitation he lectured as a professor in Passau and Marburg; in 2010 he followed the call to Cologne. His research is focussed on aspects of coastal geomorphology, geoarchaeology and geochronology; regional foci are the Mediterranean countries, the Middle East, Chile, South and Southeast Asia. He is a member of the German National Academy of Sciences Leopoldina.