Details
| Originalsprache | Englisch |
|---|---|
| Titel des Sammelwerks | Proc. of the ASME 2015 International Mechanical Engineering Congress & Exposition, IMECE2015 |
| Erscheinungsort | Houston, TX |
| ISBN (elektronisch) | 9780791857427 |
| Publikationsstatus | Veröffentlicht - 2015 |
Publikationsreihe
| Name | ASME International Mechanical Engineering Congress and Exposition, Proceedings (IMECE) |
|---|---|
| Band | 5-2015 |
Abstract
Studying engineering mechanics is mandatory for every engineering student at Leibniz Universität Hannover (LUH). The course is divided into four parts (statics, elastostatics, kinetics and kinematics, dynamics) and is taught over a period of two years at the very beginning of each study program. While students' evaluations of our courses are good in general, we face a high failure rate in the exams, which are written once at the end of each course. In later stages of the engineering study programs, it seems hard to for us enthusing students for our research topics. Thus, finding M.Sc. or PhD students is more difficult for us than it should be. In a university funded, internal 12-month project we aim to optimize our Engineering Mechanics Tutorials, which provide a specific, relatively interactive form of teaching to the students. With internal and external consultancy by professional lecturers and didactics trainers, our project team has developed a course of actions and measures to raise the academic success of our students. In this publication we will discuss these actions as well as ways to measure and verify their success.
ASJC Scopus Sachgebiete
- Ingenieurwesen (insg.)
- Maschinenbau
Zitieren
- Standard
- Harvard
- Apa
- Vancouver
- BibTex
- RIS
Proc. of the ASME 2015 International Mechanical Engineering Congress & Exposition, IMECE2015. Houston, TX, 2015. (ASME International Mechanical Engineering Congress and Exposition, Proceedings (IMECE); Band 5-2015).
Publikation: Beitrag in Buch/Bericht/Sammelwerk/Konferenzband › Aufsatz in Konferenzband › Forschung › Peer-Review
}
TY - GEN
T1 - Better Learning Success in Engineering Mechanics
AU - Wangenheim, Matthias
AU - Engelmann, Sarah
AU - Haupt, Frank
N1 - Publisher Copyright: Copyright © 2015 by ASME. Copyright: Copyright 2017 Elsevier B.V., All rights reserved.
PY - 2015
Y1 - 2015
N2 - Studying engineering mechanics is mandatory for every engineering student at Leibniz Universität Hannover (LUH). The course is divided into four parts (statics, elastostatics, kinetics and kinematics, dynamics) and is taught over a period of two years at the very beginning of each study program. While students' evaluations of our courses are good in general, we face a high failure rate in the exams, which are written once at the end of each course. In later stages of the engineering study programs, it seems hard to for us enthusing students for our research topics. Thus, finding M.Sc. or PhD students is more difficult for us than it should be. In a university funded, internal 12-month project we aim to optimize our Engineering Mechanics Tutorials, which provide a specific, relatively interactive form of teaching to the students. With internal and external consultancy by professional lecturers and didactics trainers, our project team has developed a course of actions and measures to raise the academic success of our students. In this publication we will discuss these actions as well as ways to measure and verify their success.
AB - Studying engineering mechanics is mandatory for every engineering student at Leibniz Universität Hannover (LUH). The course is divided into four parts (statics, elastostatics, kinetics and kinematics, dynamics) and is taught over a period of two years at the very beginning of each study program. While students' evaluations of our courses are good in general, we face a high failure rate in the exams, which are written once at the end of each course. In later stages of the engineering study programs, it seems hard to for us enthusing students for our research topics. Thus, finding M.Sc. or PhD students is more difficult for us than it should be. In a university funded, internal 12-month project we aim to optimize our Engineering Mechanics Tutorials, which provide a specific, relatively interactive form of teaching to the students. With internal and external consultancy by professional lecturers and didactics trainers, our project team has developed a course of actions and measures to raise the academic success of our students. In this publication we will discuss these actions as well as ways to measure and verify their success.
UR - http://www.scopus.com/inward/record.url?scp=84981525023&partnerID=8YFLogxK
U2 - 10.1115/imece2015-50377
DO - 10.1115/imece2015-50377
M3 - Conference contribution
T3 - ASME International Mechanical Engineering Congress and Exposition, Proceedings (IMECE)
BT - Proc. of the ASME 2015 International Mechanical Engineering Congress & Exposition, IMECE2015
CY - Houston, TX
ER -