Funded Projects of the TUM Teaching Endowment Fund
Since 2014, the TUM Teaching Endowment Fund has been announced annually across the university. With the TUM Teaching Endowment Fund, TUM supports novel, creative projects in teaching. A selection committee evaluates the submitted teaching concepts according to their eligibility for funding and support based on predefined criteria.
Making Research Findings Tangible
The "Einfach-Bauen-Labor" makes it possible for students to experience research findings on simple construction: dynamically simulated ideal-typical room variants are implemented by students on a 1:1 basis as scenery construction in dry construction. The research-related contribution of the students consists in the selection of suitable qualitative methods of perception psychology and the execution of sociocultural user tests in varied settings. Finally, the students assess whether standards regarding spatial quality have been achieved and which spatial improvement potentials are possible.
Einfach-Bauen-Labor, Prof. Florian Nagler, Dipl.-Ing. Anne Niemann, Prof. Hermann Kaufmann, Dipl.-Ing. Christian Schühle, Prof. Francis Kéré, Prof. Thomas Auer, Prof. Tanja C. Vollmer, Gemma Koppen, TUM Department of Architecture
Interactive Animations for the Visualization of Complex Topics
The project deals with the adaptation of engineering education with regard to new and innovative possibilities, which are created by the advancing digitalization. On the one hand, the importance of some formerly central competencies and of factual knowledge has to be relativized as a consequence of digitalization, resulting in new requirements for the competence profile of engineers. On the other hand, the acquisition of competencies by students can be positively influenced with the help of interactive animations. For this purpose, the curricula of selected modules will be thoroughly revised. Interactive animations will be developed and set up in inverted classroom formats.
Optimization of teaching content, taking into account access to digital systems. Extended Brain – Curricula 2.0, Dr. Francesca Taddei, Prof. Gerhard Müller,TUM Department of Civil, Geo and Environmental Engineering
Science-practice Linkage in Teacher Training
n the context of academic teacher training at TUM, the university school concept offers the opportunity for science-practice interlocking. EExperiences from everyday school life and theory-based concepts of pedagogical research are to be interlinked. Within the framework of the planned course, students deal with joint research and development tasks of the university and the university school in a differentiated way. The implementation of the students' own research project is in the foreground. In the sense of blended learning, a combination of self-learning phases, online-supported portfolio and reflection phases, and attendance phases at the university and school will be used. There is an interdisciplinary cooperation between the Chair of Vocational Education and the Chair of Didactics of Life Sciences, Didactics of Nutrition and Home Economics and the University School Municipal Vocational School for the Hotel, Restaurant and Brewing Industry in Munich.
Research-based learning within the university school concept, Susanne Miesera, Juliane Breitschopf, TUM School of Education
Optimization of the correction of free-text tasks
The project aims to develop a learning system that automatically enables the correction of free-text assignments using machine learning. Student numbers continue to increase, creating enormous workloads for lecturers, especially when it comes to correcting assignments. While certain tasks (e.g. multiple choice) correct themselves automatically, this is not possible for the frequently used free-text tasks. The system to be developed learns which solutions are correct and which are incorrect during the first corrections and can correct further solutions automatically. The vision is that the correction effort can be significantly reduced while the quality of the correction increases.
Automatic correction of free-text task, Dr. Stephan Krusche, Prof. Bernd Brügge, TUM Department of Informatics
MOOC meets Practical Courses
Within the scope of the funding, a new course concept for internships in computer science will be tested: Online-based teaching in the form of a Massive Open Online (MOOC) course component will be combined with the traditional presentation-based components of a computer science practical. The new format builds on already developed iLab internships and existing MOOCs. On the one hand, the use of online-based automated teaching formats can increase teaching efficiency. On the other hand, students receive teaching that is tailored to their individual needs.
iLabX – A MOOCified Computer Science Lab, Dr. Marc-Oliver Pahl, TUM Department of Informatics
Experts for Digital Teaching
In order to establish sustainable structures in the use of digital teaching formats, student assistants are to be trained as eScouts. Following the successfully tested application of innovative eLearning elements, the use of digital teaching/learning environments will thus be further expanded. In their function as eScouts, student assistants will support lecturers in the implementation of eLearning concepts and in the production of digital content. The training to become an eScout covers technical, legal and didactic basics and aims to qualitatively improve the digitization of teaching and the use of media at the department and, in particular, to establish it on a broad basis.
eScouts for digital teaching, Katharina Mosene, Prof. Pascal Berberat, TUM School of Medicine
Convinving During Debates
The introduction of a debating concept is intended to promote interaction with students. The students should thereby learn how to be successful in a public debate. Following a test run that took place in winter semester 2017/18 and a quality management circle that was conducted afterwards, several new debating exam modules will be developed for students in the department's master's programs. The modules will be aligned with the learning objectives of existing courses. Tutorials and eLearning approaches will ensure that students acquire the targeted competencies. As a culmination of the acquisition, students face the public in the Munich Debating Club and promote a socially relevant goal in the debate – uniting the perspectives of natural and social sciences and against the background of promoting health and physical activity. They thus become ambassadors of TUM as well as the department (third mission) at the same time.
How to win a debate? Increasing student engagement via debates: An application to sport and health science topics, Prof. Jörg Königstorfer, Prof. Henning Wackerhage, TUM Department of Sport and Helath Sciences
Analog vs. Digital Negotiation
The newly designed event, which can be applied across all faculties, is designed to enable students to experience the influence of analog and digital communication channels on individual negotiation success. A track-record app is used to record individual learning goals and progress. Students should be able to anticipate negotiation strategies and successfully conduct negotiations individually or in groups, taking into account modern communication tools. It builds on the existing course "Fundamentals of Negotiation", which is already offered in the bachelor's program TUM-BWL, and extends it by the digital framework. Negotiation management in the analog space is to be expanded to include the digital perspective and extended to other departments on a subject-specific basis. Special attention will be paid here to comparing the negotiation characteristics and results of personal and digital communication in negotiation situations.
Conception of the master event (seminar): "Successful negotiation with digital forms of communication", Prof. Alwine Mohnen, Nevena Toporova, Dr. Matthias Uhl, Dr. Gari Walkowitz, Anja Bodenschatz, Fakultät für Wirtschaftswissenschaften & TUM School of Governance
Strengthening Competencies for Scientific Work
The aim of the project is to support students in acquiring the competencies for scientific work as well as the supervising scientific staff in teaching these competencies. The requirements for scientific work are specified, existing offers are collected and analyzed. From the resulting needs analysis, concrete competence-oriented support offers will be derived and developed, such as writing coaching, peer teaching or specific workshops.
Knowledge and competences of scientific work in bachelor studies – requirements and offers, DozierendenNetzwerk Weihenstephan (DoNe)/ Dr. Ursula Dawo, Dr. Mario Jekle, Dr. Hannes Petermeier, Dr. Norman Siebrecht, TUM School of Life Sciences
As part of th VR2 teaching project, the real laboratory and virtual laboratory are linked and simulations of possible forest development are created. Today, high-tech data acquisition and processing systems enable the mapping of natural structures in virtual systems. By modeling natural systems it is increasingly possible to simulate actions and to evaluate their effects on the ecosystem as well as with regard to social and economic aspects. In the context of the teaching project VR2 – virtual and real reality - teaching areas in the forest are defined, data relevant for decision-making are collected and linked to a virtual model. In this real laboratory, forestry measures are simulated and their effects on the overall system are recorded with the help of simulation models. In the virtual laboratory, this forest is also available for simulations. Here, too, appropriate measures can be planned and evaluated. The use of both laboratories in the training of students thus links different realities, which are indispensable for the targeted planning and use of forests.
Forest & Technology – VR2, Prof. Michael Suda, Prof. Hans Pretzsch, TUM School of Life Sciences
Ways into Research
Working successfully in research – STAR helps students launch their scientific careers. Already the project "a glance of research", which was supported by the teaching fund, was a great success with the students. This project gave the students their first insights into the everyday work of scientists in the field of hydrology. In the next stage, the requirements and wishes of the students will now be realized. On the one hand the number of participants will be increased, on the other hand the students will be supported to apply for a scientific career and its financing. Thus, they will receive important know-how for a successful start into a scientific career.
STAR – STructuring a lecture ARound students´ needs and wills for a career in research, Dr. Gabriele Chiogna und Prof. Dr. Markus Disse, TUM Department of Civil, Geo and Environmental Engineering
Changes in the Water Laboratory
The "Student Water Lab" set up with the help of the TUM Teaching Fund was integrated into the course for the first time in the summer semester of 2016. The next step is now to evaluate and further develop it. Making theoretical content practically visible, with the "student water lab" this is now possible in courses of the Chair of Hydromechanics. Students can now apply the knowledge they have gained directly by carrying out physical experiments themselves. Next, the acceptance as well as the influence of the independently conducted experiments on the development of motivation and competence will be investigated. These findings will be incorporated into the further development and consolidation of the learning material.
Evaluation and further development of the Student Water Laboratory, Claudia Strobl, Prof. Michael Manhart in Kooperation mit Prof. Doris Lewalter, TUM Department of Civil, Geo and Environmental Engineering
The Practical Course of the Future
The modularization of a practical course into an individual research-related teaching, learning and examination environment for students and teachers on the basis of modern, IT-supported procedures. Instead of a classic hall internship, students are provided with adaptive learning with individualized learning speed. Continuous feedback via the enhanced online internship portal allows students to continuously self-assess their learning process. The independent compilation of learning activities is supported by the internship portal: Here, students can form groups of two according to their interests, the availability of internship stations and possible internship partners, as well as on the basis of common previous achievements. These are completely dynamic and based on interests and competencies.
Marketplace of opportunities – a modern scientific practical, Andreas Bauer, Friedrich Esch und Christoph Scheurer, TUM Department of Chemistry
Better Understanding Through Experiments
Increase motivation and interest through explanatory chemical demonstration experiments in the courses. In the winter semester 2016/2017, the lecture "Reactivity of Organic Compounds" will be enriched with didactically appropriately selected demonstration experiments in order to strengthen the students' interest in the partly very abstract contents of the course. In addition, they will be motivated to solve voluntary exercises in order to further internalize the lecture contents. Experiments (one per semester week, 14 in total) will be developed for the course, which thematically tie in with the lecture contents and show a relation to a specially designed exercise task. The experiments will first be tested, optimized and then integrated into the lecture of the winter semester 2016/17. In the following years, the developed experiments can be further used.
Demonstration experiments as an incentive to grasp complex relationships, Prof. Dr. Lukas Hintermann, TUM Department of Chemistry
The aim of the project is to supplement tutor training in computer science with an innovative training concept for practical tutorials. The seminar is offered as an integrated learning concept to combine the advantages of location-independent e-learning with a face-to-face event. With the online phase at the beginning, participants interpret and compare short videos on situations in tutorials. Then, in the face-to-face phase, the results are discussed, replayed and compared in the group. Approximately 20 tutors are expected to participate in the training per semester. After the introduction of the training concept for practical tutorials, it is planned to integrate the seminar also into the existing training for classical tutorials. In addition, the concept should be transferable to tutor training programs of similar degree programs. Participation in the new seminar is to be mandatory for all future tutors.
Didactic and pedagogical training for tutors, Dr. Dino Capovilla und Dr. Johannes Krugel, TUM School of Education
Apps Explaining Acustic Phenomena
Many acoustic problems can be observed in everyday life. With the help of the "interactive acoustics apps", phenomena from the field of acoustics and vibrations are explained and made tangible. The project is based on a new e-learning platform. On the website of the Chair of Acoustics of Mobile Systems, the "interactive acoustics apps" offer an innovative e-learning platform for students and interested parties , which is an attractive teaching and training concept both for experts in the field of technical acoustics and for guests from outside the field. With the apps, acoustic phenomena can be easily simulated and illustrated in the browser on the computer or smartphone. This makes engineering problems in acoustics more tangible and understandable for students. Furthermore, students are involved in the continuous development of the e-learning platform.
Interaktive Akustik-Apps, Lennart Moheit, TUM Department of Mechanical Engineering
Transition to Professional Life
Learning independence in professional life – with APT, the acquisition of action competence in the transition to professional life is made transparent and explicit in the last year of medical school.
The principle of "entrusted professional activities" (Anvertraubaren Professionellen Tätigkeiten, APT) originates from continuing medical education. This is understood to mean parts of a real professional activity, e.g. conducting rounds, which is made up of several competencies. These, in turn, are based on various knowledge, skills, and attitudes, most of which are acquired in isolation in various courses during medical school. The synthesis of these elements, as needed in later professional life, is often absent. The internship year, in which students are increasingly involved in everyday clinical practice, offers the opportunity to work with the concept of APTs and thus gradually lead students to independence.
Entrusted Professional Activities (APT): competency-based training in the internship year, Dr. med Folker Schneller und Prof. Dr. med Pascal Berberat, TUM School of Medicine
Optimization of Written Exams
Exams guide learning – and can thus be used very effectively for sustainable learning. The project aims to optimize the quality of written examinations. Particularly in large events with more than 100 students, the written examination is often the only way to check the achievement of the intended learning outcomes. Exam results are therefore not only important for the students - they are also essential feedback for the lecturer. Factors that should be optimized for any written exam include exam format, instructional quality, fit of exam items to intended learning outcomes, and transparent and fair assessment. The program aims to systematically improve the quality of written exams and thus contribute to sustainable "deep learning."
Competency-oriented exams in large-scale events, Dr. Annette Spiekermann und Dr. Andreas Fleischmann, Pro Lehre
Team Captain Through Inclusion
Overcoming barriers – student teachers work together with mentally disabled people. Future teachers practice working together in heterogeneous groups. Through the exchange of the Department of Sport and Health Sciences with Special Olympics Germany (SOD) and Bavaria (SOBY), the first teaching units for people with intellectual disabilities and learning difficulties have already been developed. In the newly developed seminar "Training to become a team captain", a teaching module is being developed together with the learners for the first time. This is to come close to the criteria of easy language, everyday comprehensibility and usability. The direct encounter and the joint application of the inclusive teaching methodology, aim to carry this experienced knowledge outward through their own behavior. In this way, concrete didactic and professional competencies can be built up for the future profession and teaching activities.
Inclusive teaching and learning, Dr. Daniela Schwarz und Elke Langbein, TUM Department of Sport and Health Sciences
Project Management in Practice
Theory is linked with practice. As a pilot project for more competence-oriented teaching in the future, the seminar "Psychology of Efficient Project Management" is didactically revised. The seminar enables students to identify relevant psychological processes in project management and to design them in a goal-oriented manner. Furthermore, the seminar serves the purpose of preparing the participants for the scientific handling of psychological and economic issues. To this end, project teams are formed at the beginning of the seminar, which work on their own project, taking into account techniques relevant to project management. In this way, the contents taught can be applied directly in the context of a practical experience with empirical project work. The aim is to further develop the content of the existing seminar and, above all, to improve it didactically.
Competency-oriented further development of the seminar "Psychology of efficient project management", Johann Gutzmer, Raphael Müller-Hotop und Dr. Matthias Strasser, TUM School of Management
The new module Bee Science is the entry point for a cooperation structure between a leading bee institute as representative of current research work and TUM. The new development of the module "Bee Science" is aimed at students of all disciplines, who will be brought up to date with the current state of research on the farm animal bee through participation. This project is made possible by the cooperation with the Julius-Kühn Institute of the Federal Government and the LLH Bee Institute Hesse. There, the participants learn about different areas of bee research and choose an individual topic, which they work on and present independently. During the semester, students are given planning freedom to work on the topic, in addition to field trips to bee institutes. During the self-study period, there is the offer of supervision and advice from the lecturer in order to be able to react to difficulties at an early stage.
Bee Science as a new module, Jochen Wiecha, TUM School of Life Sciences
A Construction Project in Africa
Architecture students are given the unique opportunity to realize a construction project in Africa: In a project planned over four semesters, architecture students are given the opportunity to implement a real building project in Africa. Twenty students work in groups of two to develop designs, one of which is selected for elaboration at the end of the semester, incorporating the best ideas of all students. Parallel to the design task, the theoretical tools for an ecologically and socially sustainable design work are taught in the accompanying seminar. After the presentation and consultation with the client's representatives, a smaller core group of students develops the costing, schedule, and working and detailed plans. Through an accompanying workshop, the group remains involved in the entire design process. The construction work, in which local craftsmen as well as African and TUM students are involved, takes place during the lecture-free period. Thus, in addition to technical and social competence, students are also taught global and social awareness in this teaching project.
real project: Design Build als teaching method, Prof. Dr. Hermann Kaufmann und Matthias Kestel, TUM Department of Architecture
Experience Reserch in Action
The project “A glance of research” gives master students of the Chair of Hydrology and River Basin Management a first insight into the everyday work of scientists: A career in the private sector? Or would you rather work in science? A decision that the master students of the Chair of Hydrology and River Basin Management also face at the end of their studies. To give them an insight into the world of research during their studies, Dr. Gabriele Chiogna, Dr. Wolfgang Rieger and Prof. Markus Disse developed the project "A glance of research". In an international research project, the students deal with current issues from the research field of hydrology over two semesters. They are then given the opportunity to put their findings into practice during a field trip. The results obtained in this way then serve as the basis for a scientific publication. In the process, the students not only receive feedback from their lecturer, but also through peer review.
A glance of research, Dr. Gabriele Chiogna, Dr. Wolfgang Rieger und Prof. Dr. Markus Disse, TUM Department of Civil, Geo and Environmental Engineering
Lessons the Other Way Around: Flipped Classrooms in Solid Construction
Working out learning content independently is one of the skills that students learn in the “Flipped Classrooms” teaching project in solid construction: The concept of the Flipped Classroom describes a teaching method of integrated learning. In contrast to "classic lectures", students work out learning content at home. The associated exercises then take place at the university. At the Chair of Solid Construction, Dr. Shelley Lissel and Prof. Oliver Fischer are initially using the concept in the elective module "Selected Chapters in Solid Construction" - with the advantage that students can work on problems with the support of lecturers and other fellow students. In addition, what has been learned is not tested in the form of a final exam, but in the context of seminar and group work or presentations. Students are thus encouraged to actively participate throughout the semester and can exchange ideas with other students.rnte nicht in Form einer Endklausur geprüft, sondern im Rahmen von Seminar- und Gruppenarbeiten oder Präsentationen. Die Studierenden werden damit während des gesamten Semesters zur aktiven Mitarbeit angeregt und können sich mit anderen Studierenden austauschen.
Flipped Classrooms in solid construction, Dr. Shelly Lissel und Prof. Dr. Oliver Fischer, TUM Department of Civil, Geo and Environmental Engineering
From Basic Knowledge to Current Content
An e-learning platform helps analytical chemistry students understand the current learning content: Analytical chemistry is playing an increasingly important role in both industry and academia. However, this discipline in particular is constantly and rapidly evolving. A circumstance that makes it difficult to keep teaching always up to date - not only the content, but also the technologies and equipment. Despite all the topicality, however, the fundamentals of analytical chemistry must not be neglected. In 2014, Dr. Johanna Graßmann and Prof. Thomas Letzel therefore developed the e-learning platform "Analytik +", which on the one hand enables basic knowledge to be conveyed, but on the other hand also provides equipment simulations and mimics laboratory situations in addition to exercises. In addition, lectures, texts, images and videos from public sources are integrated, which have of course been checked for accuracy beforehand. So far, the platform has covered the subjects of chromatography and mass spectrometry. In the second funding phase, it will be ex
Developing an e-learning platform in the field of analytical chemistry (Analytik +), Dr. Graßmann und Prof. Dr. Letzel, TUM Department of Civil, Geo and Environmental Engineering
No More Last Minute Learning
The online platform "OPOS" motivates students to actively engage with the course content already during the semester: The shortening of the duration of studies, the condensation of courses, exams at the end of the semester – all factors that in combination can lead to the fact that the contents of courses are learned in a very short time only directly before the exams - mostly even by heart. Sustainable learning and understanding is almost impossible under these conditions. The online platform "OPOS", initiated by Prof. Tobias Gulder at the Department of Chemistry, aims to change this. It offers students the incentive to deal with relevant content during the semester with little time expenditure. This is ensured by two online exams during the semester, each of which is voluntary. Students who successfully complete the exams can earn up to 20% in additional points, which are added to the final exam at the end of the semester. In addition to this incentive for the students, the lecturers receive a precise overview of the topics in which there is a need to catch up by means of static evaluations of the online examinations and can adapt their courses accordingly.
Online examination platform for optimizing study performance – OPOS, Prof. Dr. Gulder, TUM Department of Chemistry
Renewables For Developing Countries
In this teaching format, students are allowed to put their newly acquired knowledge into practice immediately – in the form of a concept for an energy system in a developing country: teamwork, interdisciplinarity and project management - this teaching format provides students not only with technical knowledge, but also with practical knowledge about energy systems and working in developing countries. First, lecturers from different disciplines impart application-oriented knowledge about technological, but also financial and socio-cultural aspects of renewable energy systems in developing countries in a lecture series. Based on the lecture, several student teams, supervised by a research assistant, each develop a concept for an energy system for a real existing site in a developing country within the framework of a project internship. At the end of the internship, a jury consisting of team leaders and lecturers evaluates the feasibility and sustainability of the individual concepts based on presentations and reports. The most convincing students in the internship are then given the opportunity to implement parts of the developed concepts in real terms in master's theses.
Renewable energy systems in developing countries, Johannes Winklmaier und Matthias Huber, TUM Department of Electrical and Computer Engineering
Smart Spaces in Miniature
The perfect preparation for tomorrow's job market – using model rooms, students learn how controllable technology works in smart spaces: The research field of Pervasive Computing deals with information technology for controlling objects in everyday life. One field of research is so-called smart spaces - physical rooms in which apps could control all kinds of functionalities in the future, for example the intelligent control of devices to reduce electricity consumption. Corresponding technology is already being used today. But how do you illustrate the current state of the art to students and thus prepare them for the job market of tomorrow without giving them access to a corresponding infrastructure or the associated software interfaces? Dr. Marc-Oliver Pahl would like to close this gap. Using three model rooms, the Smart Spaces are to be realistically illustrated for the students, as the models are to include controllable technology such as lighting, darkening and heating or cooling.
Space for experimentation – miniaturized Smart Spaces for experimental learning, Marc-Oliver Pahl, TUM Department of Informatics
Fit for Interdisciplinary Collaboration
Students from five disciplines use real cases to work out how patients with brain tumors can be helped: Promoting the exchange of knowledge and experience across faculty boundaries and strengthening networking already among TUM students is the overarching goal of this new internship and examination format. In a one-week seminar, students of medicine, biology, physics, medical technology and computer science work together on the basis of patient cases to determine how aspects of biotechnology, computer science and medical technology can be incorporated into the diagnosis and therapy of patients with brain tumors. The basis for the final examination on the last day of the course is formed by the students' questions, which each individual has prepared at the end of a seminar day based on his or her presentation and which are then modified accordingly by the lecturers for the examination. Through a cooperation with the Memorial Sloan Kettering Cancer Center in New York City, the project also receives an additional intercultural level.
Imagine Neurooncology, Thomas Huber, TUM School of Medicine
A new didactic concept invites first-year medical students to participate more actively in the subject of pathology in the future: In the subject of pathology, the participating courses in the first clinical year of medical school are to be embedded in a new type of didactic concept. Instead of focusing on the lecture, which was accompanied by the histopathology course seminar, as in the past, the interactive pathology seminar will now be the focus of pathology training. One of the essential components of the redesign is the didactic concept of the "Flipped Classroom". This is because in addition to the lecture, which teaches the basics, preliminary information is also made available online in an extended digital course and further materials. The didactic concept of "Team-Based Learning", on the other hand, is the keyword for the seminar, which will be structurally oriented towards interdisciplinary clinical conferences. There, the students discuss concrete examples, i.e. individual diseases, and at the end jointly develop a concept for action that includes the diagnosis and therapeutic suggestions. The form of examination will also be adapted accordingly.
Further development of the didactic concept and introduction of a competency-oriented form of examination in the subject of pathology in the first year of the study of human medicine, Prof. Dr. J. Schlegel und Prof. Dr. Berberat, TUM School of Medicine
Mastering Heterogeneity in the Classroom
In the INKDibes project, students learn how students with the most diverse backgrounds and talents can be successfully integrated into the teaching of vocational schools: Teachers at vocational schools are increasingly confronted with very heterogeneous classes. The heterogeneity of the students is reflected not only in the diversity of educational qualifications and countries of origin, but also in the joint teaching of students with and without special educational needs. The planned course opens a practical approach to inclusion by working with an inclusive vocational school for special educational needs. Students analyze the inclusive teaching settings on site and develop subject-specific inclusive teaching situations based on the analyzed situation. They then recreate these situations as a team to accurately identify characteristics of more or less inclusive teaching and gain practical experience.
InKDibeS – inclusive didactics in vocational schools, video-based case construction of inclusive teaching settings, Susanne Miesera und Dr. Markus Gebhardt, TUM School of Education
Out of School, Into the Lab
The challenge for the student teachers in this project is to apply a teaching concept to a wide variety of student groups: The goal of this teaching fund project is to give student teachers the skills to adapt flexibly to new groups of students and their needs. In a new course offered by the student labs TUMlab at the Deutsches Museum and Sciencelabs, student teachers learn to apply a teaching concept they have devised to different groups of students in an out-of-school learning environment, a student lab. This allows them to experience for themselves the need for varied approaches and flexible design. Students receive feedback and constructive criticism not only from their lecturers, but also from their fellow students by means of a moodlebased peer review, whereby the criteria for the reviews are developed together with the students. At the same time, the new course takes into account the growing importance and number of extracurricular learning venues such as science centers, museums, and student labs.
Teaching in out-of-school settings – using peer review and feedback for flexibility in concept application, Miriam Voß, TUM School of Education
More Quality in Large-scale Exams
The ProLehre team shows interested lecturers how competence-oriented testing is also possible in large events: In large-scale courses, the written examination is often the only form that can be used to check whether the intended teaching objectives have been achieved. However, it is not only the students who receive direct feedback on the current status of their learning progress through this form of examination, but also the lecturers – because the examination results also reflect which content and topics have been grasped by the students and to what depth. The Competency-based Examinations for Major Courses program aims to improve the quality of written examinations. Over the course of a semester, lecturers revise their current examinations in order to optimize them together with the ProLehre team in three steps: by systematically aligning the examination tasks with the learning outcomes of the course, by optimizing the lecture concept with the help of a statistical evaluation of the examination results, and by implementing a multiplier system in order to pass on findings and examples of good practice within the department.
Competency-based large-scale exams, Dr. Annette Spiekermann und Dr. Andreas Fleischmann, ProLehre
TUM Department of Architecture
- Prof. Uta Graff: Splinters and memory – connecting space and sound in an interdisciplinary way
- Dr. Sandra Hirsch, Prof. Fritz Frenkler: Intelligent systems – methods for dealing with complexity in development work
TUM Department of Civil, Geo and Environmental Engineering
- Dr. Martin Buchschmid, Prof. Markus Disse: Development of a learning outcome oriented teaching concept through the targeted use of SPOC components in combination with a modified study time model
- PD Dr. J. Graßmann, Prof. Dr. T. Letzel: Development of an e-learning platform in the field of analytical chemistry
- Dr. Isabell Nemeth, Jochen Stopper, Patricia Schneider: Balance laboratory life cycle and sustainability
- Claudia Strobl: Student water laboratory
TUM Department of Chemistry
- Dr. Mirza Cokoja: Redesign of the lecture “Fundamentals of Organometallic Synthesis and Catalysis”
- Friedrich Esch, Christoph Scheurer: Computer-assisted experimental work in the seminar “Measuring – Evaluating – Simulating”
- Prof. Lukas Hintermann: Practicing lecturing: creation of a supervised environment with a practical character
- Prof. Tobias Gulder: Modules of modern concepts of natural product (bio)chemistry
- Prof. Stephan Sieber, Dr. Nina Bach, Dr. Malte Gersch, Dr. Megan Wright: Journal Club “Frontiers in Chemical Biology”
TUM School of Education
- Ulrich Dettweiler: Certificate Program “Expeditionary Teaching”
- Dr. Martin Gartmeier: ProfKom – a modular course for (prospective) teachers on how to conduct conversations with parents
TUM School of Education & TUM Department of Informatics
- Dr. Alexander Gröschner, Dr. Marc Kleinknecht, Marc-Oliver Pahl: Learning to Teach from Feedback (L2auf)
TUM Department of Electrical and Computer Engineering
- Johannes Feldmaier, Martin Rothbucher: PraktiTUM: effective, efficient and flexible
TUM Department of Informatics
- Dr. Stefanie Demirci: Master Preperation Courses Mathematics and Programming
- Stephan Günther: LLT NC – Lecture, Lab and Talk: Network Coding
- Nils Kannengießer: Internationalization of the Android practical course
- Dr. Daniel Méndes Fernández, Dr. Thomas Clavel, Dr. Jochen Schmid (WZW/IN): Interdisciplinary research network
- Tobias Neckel; Prof. Joachim Bungartz: Designing the degree program CSE in a competence-oriented way
- Lars Noschinski, Lars Hupel: Development, maintenance and operation of a web-based delivery and scoring system for the lecture “Introduction to Computer Science 2”
- Dr. Martin Ochoa, Sebastian Banescu, Prof. Alexander Pretschner: Game of Codes
- Michael Schermann, Christopher Kohl, Thomas Köhn: The mobility lab: create, innovate & change the world – together
- Dr. Wolfgang Wörndl: Extension of a classroom lecture with e-learning material and online tasks as blended learning
TUM Department of Mechanical Engineering
- Prof. Julien Provost: Didactic platforms – Control and Dependability Analysis of Manufacturing Systems
TUM School of Medicine
- Prof. Pascal Berberat, Meike Kühnel: Interprofessional training of lecturers
- Dr. Antonio Sarikas, Felizian Kühbeck: TUM analytics: collaborative learning process monitoring for students and lecturers
- Dr. Alexander Wünsch, Dr. Sonja Gillen, Dr. Andreas Dinkel, Prof. Pascal Berberat: Simulation of everyday life in the ward: communicating, documenting and organizing
TUM Department of Sport and Health Sciences
- Kathrin Lehmann, Dr. Carolina Olufemi: Elective Module Children's Sports Camp
TUM School of Life Sciences
- Dr. Eva Sandmann, Dr. Ursula Dawo, Dr. Michael Gebhardt: Interdisciplinary module (botany, zoology, ethics) for students in the master’s degree program Naturwissenschaftliche Bildung