Alle Workshops können je nach der aktuellen Lage online oder in Präsenz stattfinden (sofern nicht anders gekennzeichnet).
target group: teaching staff, all status groups
Morning session:
When learning matters most: Project-Based Learning and Subject-based Learning
Kristina Edström and Jakob Kuttenkeuler
CDIO is an approach for engineering education development. The purpose is to help students develop both a deep working understanding of disciplinary fundamentals and the skills, approaches and judgement they need for professional practice. During the morning, we will discover the CDIO approach through examples of its implementation in subject courses and project courses:
- For subject courses, how can disciplinary knowledge be taught in a way that also contributes to students’ development of engineering skills? Using examples from Chalmers and KTH, we will discuss various ways to develop subject-based courses.
- Project courses are often assumed to be expensive and require high teaching effort. To challenge this perception, we will investigate experiences from courses based on student design projects at KTH. We will derive principles for improving both student learning and cost-effectiveness of teaching (most principles apply also to other kinds of courses). How can such complex learning outcomes of individual students be assessed in a group project setting? How can project courses be cost-effective, sustainable and fun to teach?
Methods: Presentations, Role-play, Discussions and arguments
Afternoon session:
CDIO as an idea, a methodology for program development, and a community
Kristina Edström
The morning session gave course level examples of CDIO implementation, but what were they examples of? This session focuses on CDIO as a programme-centric approach. We will critically consider any relevance for a German engineering education context.
- The main idea of CDIO is to better align engineering education with professional practice and with student motivation. Why is this desirable and is it really possible to implement?
- The curriculum development methodology aims to integrate development of engineering skills with the acquisition of technical knowledge throughout the program.
- The CDIO Initiative was founded by Massachusetts Institute of Technology (MIT) and three Swedish universities (KTH Royal Institute of Technology, Chalmers and Linköping University). It is now a community that consists of more than 160 collaborating institutions. How can this community support your work?
Methods: Presentation, Investigation of the CDIO Standards, Discussion
Kristina Edström (kristina@kth.se) is Associate Professor in Engineering Education Development at KTH Royal Institute of Technology. Since 1997 she leads and participates in educational development activities at KTH, in Sweden and internationally. She serves on the international CDIO Council. Kristina was awarded the KTH Prize for Outstanding Achievements in Education in 2004 and elected lifetime honorary member of the KTH Student Union in 2009. Kristina has a M.Sc. in Engineering from Chalmers, and a PhD in Technology and Learning from KTH. Her research takes a critical perspective on the why, what and how of engineering education development. From 2018 she is the Editor-in-Chief of the European Journal of Engineering Education.
Jakob Kuttenkeuler (jakob@kth.se) is Professor in Naval Architecture and has participated in the development of the CDIO model since the start in 2000. His main research interests are in high-speed craft design, fluid-structure interaction and lightweight solutions. He has developed the KTH Master program in Naval Architecture and teaches a range of topics ranging from propellers, hydromechanics, maneuvering, and ship design to sailing mechanics. He is responsible for the doctoral program in Vehicle and Maritime Engineering. Jakob Kuttenkeuler has been awarded the KTH Prize for Outstanding Achievements in Education.
Time: Friday, 18.09.20, 09:30-16:00 o’clock
It is possible to participate only in the moring session (09.30-12.30) or only in the afternoon session (14.00-16.00). Please let us know via the registration form.
Place: via ZOOM
Creditability for the qualification program I³ProTeachING:
Competence line “Higer education & engineering pedagogy”: Accompanying Workshop
Competence line “Research-based learning”: None
Ansprechpartnerin
Jenny Alice Rohde
Direktwahl: -4613
E-Mail senden
Diese Veranstaltungsreihe bietet Ihnen die Gelegenheit, entlang Ihrer eigenen Lehre an aktuellen hochschul- und fachdidaktischen Themen zu arbeiten und sich im kleinen Kreis mit Kolleg/-innen auszutauschen. Gestaltet wird sie von Expert/-innen aus dem ZLL und der Fachdidaktik für Ingenieurwissenschaften.
Hoher Stellenwert aus Sicht der Lehrenden
Von 11 Maßnahmen zur Verbesserung von Studium und Lehre halten die 90 befragten TUHH Lehrenden „Personalentwicklungsangebote und hochschuldidaktische Weiterbildung“ direkt nach der personellen Ausstattung für am relevantesten.
(QPL Fallstudie 2018 von prognos)
Katharina Fegebank, 2. Bürgermeisterin von Hamburg und Wissenschaftssenatorin:
“Die Studierendenschaft wird immer heterogener. Studierende bringen unterschiedliches Vorwissen und unterschiedliche Erfahrungen mit. Das ist eine Herausforderung für die TUHH, der sie sich auch mit neuen didaktischen Methoden stellt.
Viele Lehrende arbeiten zudem mit Tutor*innen zusammen und tragen auch damit zu einer guten Betreuung der Studierenden bei. Das Qualifizierungsprogramm ihrer Tutor*innen ist bundesweit beispielgebend. Gemeinsam sorgen Hauptamtliche und Tutor*innen dafür, dass Studieren gelingt.”
Bescheinigung & Promotionssupplement
Sie erhalten eine Teilnahmebescheinigung und können sich Ihren Workshopbesuch auf das Promotionssupplement anrechnen lassen. Workshops der Graduiertenakademie finden Sie hier.
Zitate aus der Evaluation
„Besonders gut gefallen hat mir …
- die individuelle Betrachtung der eigenen Lehrveranstaltung.“
- die Diskussion mit Leuten mit ähnlichen Problemen.“
- die angenehme Atmosphäre.“
- der interdisziplinare Erfahrungsaustausch.“
- die gute Mischung von Theorie & Praxis.“
- die kompetente Leitung.“
- die neuen Lehrmethoden.“