On October 17, the alcohol prevention project “Hackedicht – besser geht’s dir ohne” took place once again for 8th-grade classes. Every year, as part of this project, 8th-graders learn about the basic effects of alcohol on our bodies.
Dr. Birgit Wollenberg, director of the Public Health Department in the Marburg-Biedenkopf district, provided the students with a wealth of information on the relevant topics during the first part of the project: the effects of alcohol on the body, responsible alcohol consumption, alcohol addiction, and its consequences.
In the second part, the activity took on a more practical focus: using “drunk goggles” that simulate the effects of alcohol intoxication, the students learned that even simple tasks—such as sorting small objects or playing ball games—can become very difficult when under the influence of alcohol. Photos were also taken during this activity. In addition, they discussed the topic of “peer pressure and alcohol.”
In general, this two-hour project aims to raise students’ awareness of the issue and, among other things, help them understand the consequences of drinking alcohol at too young an age.
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On November 10 and 11, the six plus-MINT boarding schools gathered at the Steinmühle at the invitation of the Verein zur plus-MINT Talentförderung e.V. In addition to substantive program items and the association’s work, the conference provided ample opportunity for participants to get to know one another, exchange ideas, and gain professional insights.
Participants from the six plus-MINT locations enjoyed two eventful days of MIN(T) together in the university town.
Professional insights and peer-to-peer exchange at the “Science Fair”
Prof. Albrecht Beutelspacher, the founder and director of the Mathematikum in Giessen, gave an inspiring STEM lecture.
Immediately afterward, students from all plus-MINT boarding schools had the opportunity to present their own projects in short presentations. The plus-MINT students from Steinmühle, together with the day students, presented their research projects at a “science fair.” The experiments were set up on tables and displayed on display panels. The students stood next to their experiments, ready to answer questions. This type of presentation led to many in-depth discussions and was found to be very enriching by everyone involved.
“We got a lot of interesting tips for our project,” says Toshiro (14).
“I loved it because I got to present my experiments to so many people. The math presentation was great, too—it showed the fun side of math. But the very best part was that my dad didn’t pick me up until late, so I could hang out with the others at the tea room that evening,” enthuses Akaash (10).
“It’s precisely these encounters and conversations among equals that make such events so special. Here, people chat in a relaxed atmosphere and discuss their interests with like-minded peers. That’s exactly what we hoped to achieve at the conference at the Steinmühle,” says plus-MINT project manager Sven Meier enthusiastically. “We want to build a strong network of students, teachers, and scientists and provide young people with a platform where they are taken seriously and can inspire one another.”
STEM at the Steinmühle
In the summer of 2021, Steinmühle became one of six plus-MINT boarding schools in Germany. The plus-MINT program began with four students at the start of the 2022–2023 school year. Clara, Marlene, Luis, and Fabian applied online via the plus-MINT website in the fall of 2021 and were successful in the selection process. They have since become an integral and important part of the boarding school community. “The four of them really enrich our boarding school community—it’s great to have them here!” reports boarding school director Anke Muszynski.
At Steinmühle, STEM has long been an integral part of the school, and students celebrate major successes every year in statewide competitions such as “Jugend forscht.” “We’ve been working here for years to make STEM appealing to our students. We’ve developed the concept of the ‘Open Student Lab,’ where day and boarding students can conduct research based on their respective areas of interest, and projects naturally emerge from these interests,” reports Jutta Töhl-Borsdorf, the STEM coordinator at Steinmühle, with pride.
Linking the plus-MINT program with the numerous other STEM activities at Steinmühle is an exciting challenge. The conference at Steinmühle and joint participation in plus-MINT camps are paving the way for the future. Most recently, five day students and the four plus-MINT students went to the astronomy camp in Heidelberg—a great experience for everyone involved.
“The partnership with plus-MINT is a huge asset and brings great new ideas and opportunities for all students at Steinmühle!” adds Björn Gemmer, principal of Steinmühle.
Establishment of a Student Advisory Board and Expansion of Collaboration
At the annual general meeting of the plus-MINT Association, a student advisory board was elected for the first time, in addition to the executive board. “In the future, students will have even more say and influence—that’s very important to us in the plus-MINT program,” explains Sven Meier, project manager of the plus-MINT program.
A podcast series is planned for the next six months, which will be produced by the plus-MINT boarding school Louisenlund. “All boarding schools are welcome to contribute to the podcast. Here at Steinmühle, we’re already thinking about what we’d like to present to people interested in STEM across the region,” says Fabian (15). He and his classmate Marlene (14) were elected by Steinmühle to the plus-MINT advisory board.
Fabian goes on to say: “The plus-MINT network offers us so many opportunities to further develop our passion for STEM. I’ve already developed a concrete idea for a project with a plus-MINT student from Louisenlund. It would be very difficult for me to carry that out on my own.”
Plus-MINT Camp in early 2023 at the Steinmühle
The next opportunity for group activities is coming up soon: “In January, we’ll have a first here at the Steinmühle. For the first time, we’ll be hosting a plus-MINT Camp,” says MINT coordinator Jutta Töhl-Borsdorf. “The focus will be on mathematics. We’re still fine-tuning the exact schedule, but there will definitely be an exciting and varied program.”
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The boys and girls in grades 5 and 6 are excited: It’s about to begin. But first, they need to get ready: “Take off your jewelry, watches, and earrings,” calls out Yves Pasquay, the coach. In the new judo class, he wants to start by practicing falls with the students. It’s the second training session.
They can do judo just like the big kids—the boys and girls took to the mat with certain images in their minds. It’s called the “trial phase,” and it’s been offered weekly since November 1 through Christmas—including for third and fourth graders. “Chin to your chest and roll backward,” Yves wants to see. The exercises are going great. Everyone is having fun.
“New gym—new sport.” Dirk Konnertz, principal of Steinmühle School, is delighted with the new program at Steinmühle, which he planned together with Markus Zaumbrecher, the judo coach at Blista. This is only possible through cooperation: “We built the new gym for ourselves and our partners, and offering judo to our students is a project close to our hearts.”
Yves Pasquay is a children’s and youth coach in the judo division of the Sportfreunde Blau-Gelb Marburg club. The club is also home to the state training center “Judo for the Visually Impaired and Blind,” where Yves also serves as a coach. “The fact that we can benefit from his skills is a huge advantage for us,” says Konnertz. “Sportfreunde Blau-Gelb trains at the Steinmühle alongside the Unified team and several girls’ teams. It’s a win-win situation.”
A sport for boys and girls
The children are fascinated by this Japanese martial art. There are roughly equal numbers of boys and girls. They’re learning a judo roll and how to break their fall. Special attention is given to “professional leg sweeps.” They’re also practicing the hold. Pinning the training partner to the ground simulates victory over the “attacker”—the goal has been achieved.
The young martial artists quickly get the hang of how best to practice. Yves is in charge of the details and the finishing touches; he provides guidance, offers help, and shares tips. In the blink of an eye, the class is already over. The second day of judo practice is over. See you again next week! Meanwhile, the 3rd and 4th graders are already getting ready in the locker rooms. They, too, are looking forward to their second practice session.
Interested in judo? Just stop by!
Until Christmas, students in grades 5 and 6 at Steinmühle can still come to the new gym on Tuesdays between 1:30 p.m. and 2:45 p.m. for a judo trial session. The trial sessions for grades 3 and 4 run from 2:45 p.m. to 3:45 p.m. Anyone who enjoys the sport can continue participating; professional gear will be required later on.
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“And what do you want to be when you grow up?”—This question, which was already being asked of young people decades ago, has lost none of its relevance. On the contrary, the answers are no clearer today: more degree programs, more training opportunities, but not necessarily more clarity among young people. To change that, Steinmühle holds a career information day every November. The event is organized by Steinmühle teacher Dr. Claudia Röder, the career guidance coordinator, and Hans-Heinrich Bähr from the career services department of the Rotary Club Marburg-Schloss.
Once again, many professionals from a wide variety of fields had agreed to answer questions from the 11th-grade students about their career paths and their work. In three 20-minute discussion sessions, the young people were able to ask their favorite experts anything that was on their minds: How do you secure a spot in a psychology program? What should you expect if you want to enter the IT industry? “How do you become a professional politician?” These were ultimately the questions asked most frequently, reflecting which careers were the most in demand that evening. However, the representative from the German Armed Forces drew the most interest by far. Not a single career field went without questions.
Politicians also answered questions
“We are pleased to be able to host this information evening again,” said Dr. Claudia Röder, noting the lively discussions that took place. “I am particularly pleased that we were able to have representatives from the political sphere join us.” Local state legislator Dirk Bamberger (CDU) and Marburg Mayor Nadine Bernshausen (Alliance 90/The Greens) were on hand to participate in the discussions. Nadine Bernshausen also represented the legal profession.
“I found it very interesting,” Benjamin Schul said at the end of the event. He had had an in-depth conversation with a representative from a consulting firm and could now envision a career as a self-employed professional after completing his business administration degree. Melissa Mägerlein was impressed by the information provided by the German Armed Forces: “We learned about the degree programs available through the German Armed Forces and, most importantly, received concrete offers for a camp or an internship. That was very helpful.” Emilia Ouaissa had inquired about the details of a career in politics and working as a psychologist. “It was very interesting for me because I was able to get truly neutral and balanced information.” Chiara Rector had focused on the Bundeswehr and medicine; she found the information on both topics to be sound and the explanation of the career path and duration of study to be comprehensive. Tom Beyer explained that he had used the evening to rule out some options: “I was able to get an idea of what isn’t really for me.”
Some of the students would have liked a little more time at the career information evening—either to go into more detail with their preferred speaker or to learn more about another career field. Lauritz Kleine, an 11th grader, said, “Holding five rounds of discussions instead of three—that might be a suggestion.”
At the career information evening, which was opened by Principal Björn Gemmer, the following professions and fields were represented: Attorney, judge, business graduate/managing director, physician, psychologist, psychological psychotherapist/child and adolescent psychotherapist, dentist, tax consultant/certified public accountant, physicist, management consultant/business administration studies, information technology, savings bank/finance, career politician, member of parliament, Authorized signatory, medical school without admission restrictions, German Armed Forces, pharmacist, voluntary social service year, journalism.
https://steinmuehle.de/wp-content/uploads/sites/5/2022/11/Titel-scaled.jpg6791500konnertzhttps://steinmuehle.de/wp-content/uploads/sites/5/2025/11/Logo_SchuleInternat_Steinmuehle_2026_3.pngkonnertz2022-11-18 13:06:382026-06-18 17:36:24A Guide to Choosing a Career: Information Day at Steinmühle
This year marked the 11th time a Cambridge exam was held at Steinmühle. It’s a good opportunity to look back. Subject teacher Nicole Hohm reports:
In 2010, I received an invitation to “Cambridge Day”—at first, I thought it was just another invitation to a professional development event like any other. Since the topics of the workshops and presentations sounded interesting, I signed up on the spot without knowing exactly what it was all about—even though it took place on a Saturday in Frankfurt and required a small fee for the presentations and catering. The speakers were excellent across the board, and I was pleasantly surprised by the good organization and the overall experience, which isn’t always the case with training events hosted by the Ministry of Education and Cultural Affairs.
As the event went on, it became clear to me what it was all about—they wanted to bring the Cambridge exams to schools. One might ask, why would anyone want to pursue an external certificate—one they have to pay for, no less—when schools already offer English classes? The Cambridge exams are administered exactly as they are in every country around the world—whether in Japan, Singapore, Ghana, Egypt, or even Germany—which makes them comparable. You receive certification of your language proficiency, which is recognized worldwide.
Back at Steinmühle, I went straight to the school administration on Monday, presented the concept, and asked if we could try it out in the WU program. The school administration gave the green light: Why not?
In 2011, I taught my first Cambridge course, preparing 11 students for the FCE exam (First Certificate of English), which is now usually referred to simply as First B2 (B2 is the upper-intermediate language level). We were all nervous—the students, of course, because external examiners were coming to test them. And I was just as nervous, because I hoped I had prepared them properly: 10 passed the exam, and one missed it by just one point…
The following year, 16 students participated, and two even performed so well that they were certified at the next higher level—C1. This time, no one failed. In 2014, due to the high number of students (28), we offered two courses: Jeannine Walter taught one, and I taught the other, as always; in 2015, 21 students participated, and in 2016, 17 students took part.
We worked with rubber gloves, face masks, and disinfectant
In 2017, we took a year off because we switched from the FCE exam to the Business English exam—we now had a two-year plan: In the newly established WU Business English course in 10th grade, I began preparing the students for the business aspects. In 11th grade, the students were then prepared for the BEC exam (Business English Certificate). In 2018, 18 students took the exam—unfortunately, two did not pass, but two others reached the next higher level. Despite the pandemic, we all bravely carried on—wearing face masks, rubber gloves, and using plenty of hand sanitizer: 28 students participated in 2019, and 14 in 2020. In 2021, 34 students signed up—which was definitely too many for a single class. Matthäus Otte immediately agreed to take over a class. In 2021, an impressive four people reached the C1 level.
But this year’s class really took the cake—out of 29 students, 7 achieved such good results that they were certified at the C1 level. Huge kudos to the students who achieved such outstanding results despite the long period of online instruction in grades 9 and 10. Congratulations!
This year’s Cambridge candidates were: Alina Adamski, Paula Auschill, Max Badouin, Svea Bredendiek, Felix Busch, Anton Graf, Lena Herzog, Ellen Hilt, Emilia Hoffmans, Lennart Holly, Neele Jansen, Lotte Jungfer, Tino Kraft, Sarah Kremer-Golder, David Krüger, Nina Marko, Chiara Massa-Enders, Emilia Quaissa, Ana Catalina Pohl, Finn-Jonas Posingies, Tamira Preck, Luisa Reinhardt, Fabian Seidel, Adama Sow, Anna Steinfeldt, Ariane Stry, Bijan Teymoortash, Anna Tille, Joshua Wieder.
https://steinmuehle.de/wp-content/uploads/sites/5/2022/11/Cambridge_Foto_2022.jpg428640konnertzhttps://steinmuehle.de/wp-content/uploads/sites/5/2025/11/Logo_SchuleInternat_Steinmuehle_2026_3.pngkonnertz2022-11-10 10:52:532026-06-18 17:36:23An impressive history: This year marked the eleventh Cambridge exam at Steinmühle
During the past school year, several students took their exams for the Entrepreneur’s License. They have now received their certificates and posed for a photo with Principal Bernd Holly (left) and subject teacher Erno Menzel (right). The following students qualified:
Johanna Arndt, Fiona Claar, Aliena Entebach, Finja Grün, Lauritz Kleine, Jannis Mitze, Acelya Olcuk, Anton Schneider, Daniel Schöne, Lenn Stumm, Emilia Wagner. Of 33 exams (Modules A/B/C), 29 were successfully completed.
The modules are structured as follows: Module A: Basic Economics; Module B: Fundamentals of Economic Interrelationships; Module C: Basic Entrepreneurial Knowledge—The Business Plan.
The certificates are part of the “Entrepreneur’s Skills Certificate” program and are awarded by Eurochambres, the umbrella organization of European chambers of commerce and industry.
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YouTube STEM star Marcel Häfele visits the Steinmühle and conducts an impressive experiment with about 25 students.
On a sunny Tuesday morning, Clara (16), Fabian (15), and Luis (15) are standing at Marburg’s main train station with Steinmühle School Principal Björn Gemmer, waiting. For the plus-MINT students at Steinmühle, today is anything but “normal,” because any moment now they’ll get to meet Marcel in person.
Marcel Häfele is 28 years old and a real star among STEM enthusiasts in Germany. His YouTube channel, Techtastisch, has 478,000 subscribers, where chemistry and physics experiments are staged in spectacular ways. Marcel first visited the Steinmühle a year ago, and since then, a partnership has been established between Techtastisch and the plus-MINT Association. Marcel is a passionate supporter of the plus-MINT program. He’s convinced that “the plus-MINT program would have been the perfect opportunity for me as a student!”
plusMINT: Nationwide Talent Development at Selected Boarding Schools
In the summer of 2021, Steinmühle became one of six plus-MINT boarding schools in Germany. The plus-MINT program began with four students at the start of the 2022–2023 school year. Clara, Marlene, Luis, and Fabian applied online via the plus-MINT platform in the fall of 2021. The selection days took place during the 2022 Easter break. “They were incredible!” enthuses Clara (16): “We sat together with 50 people in the evenings and tackled math problems—everyone loved math.” At first, Clara couldn’t imagine going to a boarding school at all: “I was very unsure whether this was right for me, but the selection days completely won me over. Anyone interested in STEM should definitely apply!” Fabian (15) enthusiastically agrees: “The selection days were really great! I’m still in touch with some of the participants.”
Everyone agrees: “Best decision ever!”
The first few weeks at boarding school were an adjustment for all four of them, and for some, a major challenge. “After three days, I missed my family so much that I wanted to give up,” says Luis (15). “I then set myself a two-month deadline, and now, after a little over five weeks, I can say: Going to Steinmühle as a Plus-MINT student was the best decision of my life.”
Marlene (14) is surprised by her own reaction: “I thought I’d be homesick, but somehow boarding school life really suits me. I enjoy being around people my own age, and on the weekends when we go home, I visit my family.” Luis also finds spending time with the boarding school community to be a great experience: “Back home, I wasn’t very socially active and tended to hang out with my friends online. Here at Steinmühle, you just automatically take part in boarding school life and feel like you belong. That’s good for me!”
Luis has been an avid follower of Techtastisch for six years now. He never would have thought it possible to meet Marcel in person. And then there he is, standing right in front of them—Marcel. He’s friendly, open, and somehow feels like one of them right away.
Marcel’s message: “Follow your own path, live your dream!”
Upon arriving at the Steinmühle chemistry lab, Marcel receives a warm welcome from about 25 Steinmühle students enrolled in the research courses, as well as STEM teacher Dr. Patrick Szabo and STEM coordinator Dr. Jutta Töhl-Borsdorf. Soon, lab coats and safety goggles are put on, and Techtastisch gets started. Marcel approaches the task with enthusiasm, wit, and a touch of irony; he has a good rapport with the students. He is living his dream and has even managed to make a living from his passion for STEM.
“I never would have thought I’d be standing here one day. I was diagnosed with ADHD at age eight, and school was sometimes very difficult for me. As a teenager, I struggled with bullying.” Today, as a young adult, there’s no trace left of the once-introverted student. He’s passionate about STEM and wants to ignite that same passion in others. He treats everyone he meets as an equal, and that really resonates with people.
Everything is filmed specifically for the Techtastisch community and posted on TikTok and Instagram. Fabian, a student in the Plus-MINT program, is brought on as an assistant and mixes chemical substances under Marcel’s guidance (and with great caution). Shortly afterward, a jet of flame lights up the lab, and everyone present is visibly impressed.
What was done in the experiment?
The experiment is known in American English as “Negativ X.” In German, it is called “Feuer mit Wasser.”
Procedure: Weigh out the ammonium nitrate and ammonium chloride and mix them in a beaker. The mixture is then placed on a fireproof surface, a weighed amount of zinc is carefully folded in, and the mixture is piled into a cone. A small amount of water is added drop by drop using a pipette.
The mixture is essentially ignited by water.
Marlene and Luis record the explanations for the experiment live and film them for YouTube. Luis is still completely blown away the next day: “Marcel and Techtastisch have had a huge influence on me over the years; he’s my idol. It was through him that I learned about plus-MINT, and I ultimately applied in response to his call for applicants. Getting to meet him in person here at the Steinmühle—and not just watching him, but actually working with him—was simply amazing!”
Techtastisch leaves his mark at the Steinmühle and promises to come back soon.
He has a clear message for anyone interested in STEM: “Apply for the next round of the plus-MINT program!” Clara, Marlene, Fabian, and Luis couldn’t agree more.
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On September 1, Wilhelm “Willi” Stehling presented his new book, *Die Marburger Turmwächter* (The Marburg Tower Guards), at his former place of work. The former music, sports, and geography teacher at Steinmühle took the hundred guests on a journey back in time during his richly illustrated reading and made it clear that the tower guards had been watching over the city from the high castle tower since the Middle Ages, ensuring its safety. Day and night, they warned of fires, enemies, and other dangers, and used signals to announce all travelers approaching the city. At the same time, the tower guards—who served as princely castle and city musicians for centuries—were regarded as the most important representatives of instrumental music. These musical all-rounders performed at weddings, dances, church and civic events, as well as at courtly occasions.
Willi Stehling did more than just provide an introduction to the complex working lives of guards and musicians. In particular, the stories from the professional and personal lives of one or two colorful characters were highly entertaining and made it clear that with his book, Stehling has not only made an important contribution to the cultural history of Marburg, but has also produced an engaging read offering previously unknown insights into the city’s musical and social life.
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For the past year, the educational team at Steinmühle has been organizing special weekends focused on the topics of physical and mental health, media education, and sustainability. After some preparation time, the educators form working groups to develop a specialized and practical program for the students, designed to benefit them in the long term in their everyday lives.
So, as the title suggests, last Saturday marked the start of the sustainability-themed weekend. The entire boarding school gathered in the dining hall for the kickoff. Two films were shown to explain the broad concept of sustainability, which was then explored in greater depth during a question-and-answer session. To wrap up the introduction, the students were able to take a self-assessment test on their cell phones. The test was designed to help them visualize their own ecological footprint in terms of the number of Earths required to sustain it. “If everyone on Earth had your footprint, we’d need 3.6 Earths,” the test results page read. The room was filled with whispering, as the students were amazed by their own environmental footprints; too many of them had results showing multiple “worlds.” After some lively discussions, the students were then able to join their chosen clubs, where they could further discuss and analyze the results of the self-assessment. A desire to reduce their own ecological footprint was already evident at the start of the weekend. All of the workshops offered were designed to help the students incorporate useful tips and tricks into their daily lives.
One of the first activities focused on the topic of sustainable energy supply. The school and boarding school had already been actively involved in this area in recent years. Thanks to Sonneninitiative e.V., the Forum’s roof was equipped with a photovoltaic system, which drew visitors for a tour over the weekend. A staff member from the initiative accompanied our students onto the roof to explain the system and answer questions.
Shortly afterward, the event continued in the dining hall with a focus on sustainable consumption. All students were invited to a flea market and swap meet. There, each student could sell or trade old items or clothes. Typical flea market tables were set up, and of course, there were plenty of treats to enjoy as well. On this Saturday, other clubs also met, focusing on environmental pollution—including a cleanup—and the upcycling of everyday items.
On Sunday, the program continued with a focus on sustainable eating. A group of students and teachers headed to a nearby farm stand to stock up on seasonal and regional fruits and vegetables. Later, they baked and cooked together using these delicious ingredients.
In addition, the activities on Sunday included building a compost bin, planting garden beds, or discussing sustainability as a group.
The goal of the weekend was to raise awareness among young people about living more sustainably, and by the end, the students were determined to put what they had learned into practice. Several follow-up discussions took place afterward about how they could take personal responsibility for reducing their own ecological footprint. Even after the weekend, students swapped clothes, used the compost bin for organic waste, and tended to the newly planted garden bed.
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By earning their DELE certificates, Joshua Wieder (12d), Paula Auschill (12d), and Ana Catalina Pohl (12b) demonstrated their excellent Spanish language skills—the official paper diplomas arrived at Steinmühle some time later. The DELE diplomas are official certificates attesting to proficiency in the Spanish language, awarded by the Instituto Cervantes on behalf of the Spanish Ministry of Education and Science. They are internationally recognized and are equally valid in both academic and professional settings. The test assesses all four skills—namely reading, writing, listening, and speaking—as well as knowledge of linguistic structures.
The DELE A2/B1 exam for schools offers students the opportunity to demonstrate proficiency at either the A2 or B1 level. The exam is intended for students up to age 17. Ana-Catalina Pohl (2nd from right) took the DELE exam in May 2021 during the lockdown and achieved level B1. Paula Auschill (2nd from left) and Joshua Wieder (left) took the exam in November 2021 and achieved level A2. Congratulations to all three certificate recipients, who posed for the photographer here together with their teacher, Mar Montenegro (right).
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