ZLL

Zentrum für Lehre und Lernen

Qualification “Research-based-learning”

Mission statementThe Programme and its goalsScheduleRegistrationTeaching Projects

The Hamburg University of Technology (TUHH) is a competitive entrepreneurial university that is focused on high-level performance and quality standards. It is dedicated to the Humboldt ideals by aiming for national and international excellence in its research fields and using advanced teaching and learning methods to train young engineers and academics.

In order to enable students to actively take part in research-based activities early in their academic life the Centre of Teaching and Learning (ZLL) has set up a training programme on research-based learning. The 12-month programme starts twice a year. It aims at providing the appropriate didactical competencies as well as practical experiences by workshop attendance combined with the design of research-based courses for research and teaching assistance.

By the end of this programme, participants should be able to:

  • choose and use approved teaching methods and assessment formats in regard to their discipline und teaching subject,
  • plan and design peer-to-peer learning scenarios that engage students to participate actively during labs and seminars to improve their learning as well as
  • create learning opportunities coming along with research fields and activities.

To help develop and refine fundamental, research-informed, evidence-based teaching skills and strategies the programme consists of three components:

  • a 60-hour core module with seven workshops (36 h) and a teaching innovation project (22 h),
  • two elective and aligned classroom action research projects (20-30 h),
  • a public presentation of the outcome of teaching innovation project (2 h)
Components and procedure of the qualification programme Research-based learning

A certificate will confirm participation of the course. For doctoral students it will further acknowledged in the doctoral supplement from the Graduate Academy for Technology and Innovation.

The core module consists of 5 workshops (6 hours each) within the first four months, followed by two workshops (3 hours each) within the following four month period. Those workshops focus on helping participants to become more familiar with the teaching and learning process and the various components that contribute to research-based-teaching.

Participants develop their teaching through experimentation workshops which are combined with a teaching innovation project as well as critical reflection, discussion with colleagues, and reflections on their teaching. By the end of the programme all participants will present their projects to an audience of academic peers.

During the workshops, the participants will elaborate the theoretical basics, concepts and practical examples of research-based learning. This will be achieved by means of impulses provided by the ZLL team, in self-study and by working together in small groups. All aspects of designing research-based courses will be addressed, such as didactic methods, the overall course schedule, examination and feedback formats as well as different possibilities for evaluation. In doing so, we focus on the systematization of research-based teaching and learning according to Rueß et al. (2016).

core module

Workshop 1: Explaining concepts of Research-Based-Learning
Date:  25.06.2019, 9am – 4pm
The Program starts with an exchange of teaching and research experiences. In a joint discussion we identify different definitions of research-based learning and research-related teaching. Theoretical basics of the concept of active learning are presented and deepened on the basis of peer instruction and the use of clickers.
Workshop 2: Planning Research-Based-Learning courses
Date: 23.07.2019, 9am – 4pm

The planning of a lecture as well as a module with all its methods and media usage will be reenacted in an experimental game. The aim is to identify opportunities, challenges and adequate strategies regarding the implementation of the “constructive alignment” approach on practically relevant conditions. This workshop puts emphasis on the relevance of research aspects while planning the lectures.

Workshop 3: Designing Research-Based-Learning courses
Date: 20.08.2019, 9am – 4pm

The participants of the programme acquire knowledge on different didactic formats and methods as well as writing and reading techniques. Moreover, different ways to apply digital media will be discussed. The choice of methods and media will be linked to a concept of research-based-learning that can be seen as a framework of active learning.

Workshop 4: Assessing and supervising Research-Based-Learning courses
Date: 17.09.2019, 9am – 4pm

In the first part of the workshop the participants will get to know different examination and feedback methods and will discuss their didactic application in the context of research-oriented teaching. The second part focuses on encouraging student learning during study projects and with regard to the bachelor or master thesis.

Workshop 5: Evaluating Research-Based-Learning courses
Date: 22.10.2019, 9am – 4pm

Based on a discussion about the concept of quality regarding research and teaching the participants acquire concepts to evaluate their research oriented teaching. Possible approaches are:

  • reflecting one’s teaching,
  • inquiry of the students’ attitudes
  • examination of comprehension and
  • observation of students’ behavior
Workshop 6: Reflecting teaching projects on Research-Based-Learning courses
Date: 17.12.2019, 9am – 12pm

The participants discuss their experiences and challenges accompanying the implementation of the teaching innovation projects. Partial aspects of the implementation are analyzed by the group to gain conclusions on how to develop the project in practice as well as their own way of teaching.

Workshop 7: Deriving perspectives for projects on Research-Based-Learning courses
Date: 07.04.2020, 9am – 12pm

This brief workshop focuses in equal parts on the preparation of the closing event as well as the conceptual conclusions of the set of workshops. In the first part of this workshop the participants will give each other feedback on their posters. In the second part the participants will consider the implementation of acquired concepts and methods throughout their further career.

Teaching innovation project

The teaching innovation project provides an opportunity for the participants to develop teaching skills through experimentation, critical reflection, discussion with colleagues, and documentation. The participants devise and conduct an educational research project, which will be presented to a small audience of academic peers at the end. Requirements are:

  1. reflection upon teaching in order to identify a relating research question;
  2. situate the topic you have identified within a larger body of education scholarship;
  3. identification and implementation of relevant methodology in order to address the research question
  4. assessment of the effectiveness of the project.

Some possible areas to engage in such experimentation are:

  • design/modification of the curriculum for a module (e.g. to go beyond the outcomes of understanding and application)
  • instructional planning (e.g. use of tutorials for exercises that prepare students for future lectures rather than for applying the concepts of past lectures, use of readings to introduce students to new topics not (yet) covered in lectures)
  • classroom strategies (e.g. buzz groups, short class quizzes),
  • extracurricular activities outside the classroom
  • educational technology (e.g. web-based tutorials, discussion forums)
  • assessment (e.g. open book exams, simulated conference presentations)

Specializations

In order to achieve further individual goals for teaching or your own teaching qualification, the following specializations can be chosen or combined:

Classroom action research

Classroom Action Research (CAR) aims to gain deeper insights into a teaching-related question. It serves the systematic, yet pragmatic search for data-based, well-founded solutions to challenges in everyday teaching. Finally, CAR also strengthens individual didactic expertise and personal skills. It is oriented towards Mettetal (2001). The estimated workload is 30 hours.

Documentation

A 5 page scientific article will serve as documentation of the teaching-related practical projects. Special attention is paid to the consideration of peer-feedback processes. This specialization promotes the ability to reflect and write a scientific article. The estimated workload is 20 hours.

Peer Hospitation/Teaching Visits
Teaching competence is founded on models and theories but develops through experience and through reflection between teachers. We therefore strongly encourage participants to take part in teaching visits and to engage in discussions about their teaching experiences. The estimated workload is 10 hours.

It is important to us that the programme is developed further in line with our teachers’ needs. We aim to improve the programme constantly, based on impulses we get through feedback, evaluations, accompanying studies and current didactic discussions. Would you like more information on the promotion of research-based learning at TUHH? Would you like to send us feedback? Please feel free to contact us!

Would you like more information on the promotion of research-based learning at TUHH? Would you like to send us feedback? Please feel free to contact us!

Rueß, J, Gess, C, & Deicke, W (2016). ‘Forschendes Lernen und forschungsbezogene Lehre – empirisch gestützte Systematisierung des Forschungsbezugs hochschulischer Lehre’, in: Zeitschrift für Hochschulentwicklung, 11(2), S. 23-44.

The eighth course group will start in December 2018. Staff members of the TUHH can register for the qualification programme via e-mail as of now (see contact persons in the right-hand column).

The program is open to TUHH members with compulsory teaching. Participation is free of charge. Please consult your supervisors before registering.

Research assistants who are recruited on the basis of the consolidation resolution of December 10, 2014 are obliged to participate in the qualification programme “Research-based Learning at the TUHH”. All employees to whom this applies will be invited by the Vice President for Teaching about six weeks before the first workshop starts.

Research-based Learning at the institutes

The programme combines the further qualification of scientific staff in workshops with concrete projects to improve teaching at the institutes. The practical projects offer the opportunity to analyse and revise teaching and learning events with current need for change. This will further strengthen problem-based and research-based approaches to teaching practice in the STEM sector. It therefore contributes to the sustainable learning of students in their degree programmes, promotes the development of their engineering skills and strengthens the students’ approach to their scientific work.

Finalized teaching innovation projects

A complete list of nearly 70 teaching innovation projects through all the institutes will be presented in the German version of this website. Here only projects with abstracts and/or Posters written in English are shown.

Feldbauer, G. and Steffen, M: Development and Evaluation of Interactive, Research-oriented Teaching Elements for Raising the Students’ Interest in Research and for Facilitating the Achievement of Educational Objectives within the Lecture “Atomistic Materials Modeling” In: Praxisprojekte des Qualifizierungsprogramms »Forschendes Lernen an der TUHH«, Ausgabe 3. 07/2016-07/2017 Conatct: Georg Feldbauer
Summary

Hiessl, R. und Lehmann, S.: : Implementation of lecture-accompanying question for “Bioprocess Engineering – Advanced” In: Praxisprojekte des Qualifizierungsprogramms »Forschendes Lernen an der TUHH«, Ausgabe 5. 06/2017-06/2018.
Ansprechpartner: Robert Hiessl
Summary

Hong, Y.: Application of theoretical knowledge to process control for the development of feeding strategies in fed-batch fermentations. In: Praxisprojekte des Qualifizierungsprogramms »Forschendes Lernen an der TUHH«, Ausgabe 7. 06/2018-06/2019.
Ansprechpartner: Yaeseong Hong
Summary
Poster

Ivanov, D. und Meyer, F.: Improving Individual Commitment and Assessment in the Module Compiler Construction. In: Praxisprojekte des Qualifizierungsprogramms »Forschendes Lernen an der TUHH«, Ausgabe 7. 06/2018-06/2019.
Ansprechpartner: Dmitry Ivanov
Summary
Poster

Lehmann, S. und Kyckler, A.-Ch.: Integration of a Student Project Into the Course ‘Software Testing’: Definition and Application of the TEPI Concept. In : Praxisprojekte des Qualifizierungsprogramms »Forschendes Lernen an der TUHH«, Ausgabe 4. 01/2017-11/2017.
Conatct: Sascha Lehmann
Summary
Poster

Vatandas, Z.: Evaluation of PBL in Communication Networks I. In: Praxisprojekte des Qualifizierungsprogramms »Forschendes Lernen an der TUHH«, Ausgabe 5. 06/2017-06/2018.
Ansprechpartner: Zeynep Vantadas
Summary
Poster

Your contact person

Foto_UlrikeBulmann_web.jpgDr. Ulrike Bulmann
Direktwahl: – 4624
E-Mail senden

Dr. Dorothea Ellinger
Direktwahl: – 4819
E-Mail senden

Sprache_DeutschSeite auf Deutsch

Date of workshops:

course group 9:

(all workshops except of WS5 take place in Channel 4 Room 08)

Workshop 7 Deriving perspectives for projects on Research-Based-Learning courses 07.04.2020, 9am – 12am New Date will be pronunced soon.

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