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Item type:Publication, Access status: without files , Participants’ perception of a flexible pedagogical qualification progam at a German University of Technology in the Covid-19-Year 2020(2021-09); The covid-19-pandemic affected pedagogical qualification of academics. It required a sudden digital transformation and reaction on needs for qualification in digital teaching and learning. This study spotlights participants’ perceptions on a flexible, needs oriented, hands-on pedagogical qualification program at a German University of Technology in the Covid-19-year 2020. It is questioned how participants evaluated the program. Based on a mixed-method approach, data was gathered using an online survey (8 responses) and semi-structured interviews (4 interviewees). First, the results show that overall the program has been appraised positively and individually diverse regarding program reaction and learning as well as future teaching behavior. Second, participants highlighted most but not all program elements as being beneficial and appropriately transferred into a digital format. Third, participants appraise most program characteristics as appropriately implemented, especially the flexibility. Most participants find an individual compilation of their program more important than running through it in cohort while appreciating, but missing networking opportunities in the digital program version. Forth, participants needed to develop applicable digital teaching competencies in tools, course design and tackling challenges while these desires have been covered only partly by the program. Finally, participants requested to improve the programs’ digital communication and collaboration platform, to strengthen digital teaching and learning in the program and to offer voluntary, foremost informal networking options. Finally, it is argued that a future pedagogical program has to increase digital competence development and requires to be open, agile and multidimensionally supported in order to react to abrupt need changes.Publicationtype: Conference Paper69 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Access status: with files , „Ein Blick zurück, ein Blick nach vorn - Ihr Sommersemester 2020“ – Ergebnisse der zweiten Lehrendenbefragung an der Technischen Universität Hamburg(2021-06-02); ; ; In the summer term 2020, two surveys were carried out at the Hamburg University of Technology (TUHH) by the Institute for Technical Education and University Didactics (ITBH), the Hamburg Open Online University HOOU@TUHH and the Center for Teaching and Learning (ZLL). Lecturers (22.04. - 05.05.2020) and students (26.05. - 05.06.2020) at the TUHH were asked to fill out an online-based survey. Based on the results of the survey among lecturers, a second survey (18.08. - 06.09.2020) was conducted. The documents provided here include the questionnaire and a presentation of the results.Publicationtype: Conference Presentation1168 290 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Access status: without files , Wissenschaftsgeleitet und Kooperativ: Der Digitale Transformationsprozess an der Technische Universität HamburgRückblickend auf die Entwicklungen an der Technischen Universität Hamburg (TUHH) wird der Frage nachgegangen, welche Bedeutung die Erkenntnisse aus dem Sommersemester 2020 für Verände- rungsprozesse im Bereich Lehren und Lernen mit digitalen Medien haben können. Zudem wird an- hand explorativer Interviews zum Selbstverständnis und der Zusammenarbeit institutioneller Ak- teur*innen zur technisch-didaktischen Unterstützung an der TUHH untersucht, welche Rolle der Third Space dabei einnimmt. Diesbezüglich werden das eigene Vorgehen kritisch reflektiert und übergrei- fende Impulse für eine wissenschaftsgeleitete Hochschulentwicklung in einem als Gemeinschaftsauf- gabe verstandenen digitalen Transformationsprozess vorgestellt.Publicationtype: Book Part88 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Access status: without files , Upside Down – Einblicke in Lehre und Lernen an der TU Hamburg in Zeiten von CoronaPublicationtype: Journal Article109 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Access status: without files , Creating a flexible pedagogical qualification program at a German university of technologyA high quality engineering education builds, amongst other things on pedagogically competent teachers. Thus, to strategically qualify all involved teachers at a university is desirable; but in Germany it is still voluntary. Recently, a German University of Technology established an obligatory pedagogical qualification program for all research assistants employed under universitys’ budget. This short paper highlights the program design, the first evaluation and present partipants’ reaction. A 60 hour, maximum two year lasting program that is flexible, individualized, needs-based and hands-on with foci on “Higher Education & Engineering Pedagogy” and “Research-Based Learning” was designed. Intending to empower participants’ pedagogical competencies, the program consists of an initial consultation, workshops, complementary elements and a final event. First of all, it is questioned how participants react to the program. Therefore, registrations were investigated and quantitative surveys carried out before and after three months of running the program. Data was analyzed using descriptive statistics. First, results indicate positive participants’ reaction to the program while individual pathways play an important role, such as key program characteristics. Secondly, results indicate that pedagogical competence acquisition takes place early in the program and is important for participant reaction but is limited for now. Thirdly, besides the program design, participants attitudes and supervisors support are relevant factors for participant reaction and proper learning. It is planned to detect the participants’ reaction, learning and future teaching prospective after completing the program using a mixed-method approach, to develop the program further and to find university wide solutions besides the program itself.Publicationtype: Conference Paper101 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Access status: without files , Barriers and enabling factors for engaging engineering students in research. A multi-perspective approach(2019-09); ; Industry 4.0 requires diverse, creative, and adaptable engineers, who solve complex problems based on innovation, research, and development. Thus, engaging students in research is a potentially high-impact educational practice. However, previous studies have shown that implementing students' engagement in research faces multiple obstacles that stress on the dimensions culture, resources in higher education institutions, structure of study programmes, academics' qualification and students' competencies. In engineering, however, little attention is spent on what academics and students perceive as barriers and enabling factors. This study highlights conditions for engaging students in research in engineering education. For this, we conducted six semi-structured interviews with students and academics at a German university of technology and analyzed those using thematic analysis. We found that interviewees perceive students' engagement in research differently and associate a wide range of activities. Together, they draw a manifold picture of its constraints. Beside common aspects, they identified the large amount of obligatory basic courses and the lack of practice in undergraduate programmes as hindering; a structure quite typical in German traditional engineering education. They also made various recommendations, such as supporting a culture for engaging students in research, appropriate facilities, and programme-based research skill development. Furthermore, they reported that academics need an open mind for topics of students' interest, while students are required to engage in extracurricular student-academic partnerships in research. Upon those findings, we argue for the need for further research and, subsequently, suggest formulating strategies by involving all stakeholders. This can potentially ensure developing future engineering talents at this university and beyond.Publicationtype: Conference Paper109 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Access status: without files , Curricular network analysis(2019-09); ; Academics usually have a good overview of their discipline which allows them to rapidly integrate new knowledge into a general context. Students often lack this overview and need to develop an own picture of their discipline and the connections between different subjects and courses. For an analysis of the bachelor program in chemical engineering at the Hamburg University of Technology (TUHH), lecturers wanted to know how their students perceive the cross-links between different lectures. Therefore, a method was developed to analyse students' perceptions of the links between lectures, called curricular network analysis. Attending a lecture, students take structured notes on topics, formulas or facts if they either recognise them as parts of other lectures or if the lecturer points out the connections. All notes are added to a database which is subsequently analysed with regard to the connecting topics and the frequency of their occurrence. Graphical illustrations of the results give a vivid impression of connections between single lectures and of the network of contents that characterise the whole study program. The visualisation can rapidly spark a discussion between lecturers because it allows them to compare their own concepts with the perceptions of the students. Since it facilitates identifying redundant repetitions and missing references between courses, it enables a learner-orientated restructuring of the study program. This paper describes the method in detail, presents results of an investigation with a group of students and shows how the obtained data were used for restructuring the bachelor program in (bio-)chemical engineering at TUHH.Publicationtype: Conference Paper153 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Access status: without files , Combining research and teaching in engineering. Creating a pedagogical qualification programme on research-based learning for early stage researchersThis study presents a qualification programme on research-based learning for early stage researchers and its perception. In conclusion, the foremost aim of the programme, that is introducing research-based learning, has been reached in an acceptingly manner. Still, attempts for enhancement on the three individual levels reaction, learning, and behaviour have been recently realized by an improved qualification programme and will be evaluated soon. However, implementing research-based learning clearly faces substantial obstacles in regard to disciplinary and institutional characteristics, among others. As a consequence, this requires additional in-depth investigations of the results on the institutional level, and identification of the profound barriers and potentials for research-based learning experienced by various university stakeholders. Adjusting those findings with prerequisites of higher engineering education could help to overcome barriers cooperatively. To do so, recommendations by participants can serve as a first source to take actions. To summarise, qualifying early stage researchers proved to be a promising approach to integrate research into teaching and learning as part of a comprehensive institutional strategy towards modern higher engineering education.Publicationtype: Conference Paper110 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Access status: without files , Utilizing student feedback for improving learning outcomes: Examples from a master course on ship vibrationsCourse evaluation has become standard in higher education organizations. However, when evaluation is not aligned to course design and development, its results are underused and its realization is rather routine than purpose driven. In order to improve student learning, a master course on ship vibrations at a German university was redesigned considering the conduction of online surveys at the beginning and end of the term. Starting point of the redesign of the here analyzed course was the observation that in preceding semesters students didn't perceive the course's practical relevance, showed poor motivation and didn't achieve satisfying levels of learning outcomes. Therefore, three new didactical elements were introduced: computer assisted assignments, lecture related home study assignments and guest lectures. Students were asked about motivation and prior knowledge in the beginning of the course and evaluated the new course elements, the course's professional relevance and their achievement of learning outcomes in the end. Linking the data via self-generated identification codes allowed us to assess intra-individual learning. The results show that there has been considerable improvement concerning the perceived professional relevance, but only moderate improvement regarding learning outcomes. This offers the opportunity for further development of the course. In the concept paper, we discuss different means of increasing professional relevance in naval architecture courses and describe the process of design, evaluation and redesign of this course, which can be seen as good practice for evidence-based teaching development.Publicationtype: Conference Paper175 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Access status: with files , Didaktische Qualifizierung zum Forschenden Lernen als akademische Personalentwicklung : Fallbeispiel einer Technischen Universität und Implikationen für die Förderung des wissenschaftlichen Nachwuchs(2016-09-21); ; Since 2015, newly arrived research associates at Hamburg University of Technology (TUHH) are being educated to plan and design their teaching in a research-related manner. Guided by characteristic learning goals, an obligatory 1-year-program was set up enabling the participants to teach according to modern educational principles, in particular by use of student-centered scenarios of research-based learning. The program framework also provides opportunities to develop an integrative habitus of an academic teacher and researcher alike. To embed this new approach in a wider conceptual context, the poster presents a study to explore the relation between the guiding principles of the educational program of TUHH and modern, generally accepted standards for the development of young researchers.Publicationtype: Conference Poster not in Proceedings328 307