Internationalization and Digitalization in Engineering Education

[EN] Digital, virtual and E-learning elements have increasingly become a part in higher education and, most recently, the high potential of digitalization for processes of strategic internationalization of higher education institutions is coming into focus. The collaborative project of three German universities, XYZ, is working on strategies for the internationalization and virtualization of engineering education. While these topics used to be different key areas of the project, a combination of both distinguished itself as a potential new working field. This paper introduces two pilot concepts that were implemented and evaluated at the universities Y and Z which both aim at the complementation of incoming students’ experiences in Germany by digital means. At Y, a transnational online class explores means of preparing degree-mobile engineering students from all over the world for their master’s studies in Germany. At Z, an online course was designed to accompany a summer school research exchange for US-American engineering students in order to prolong their short-term mobility by digital elements. These pilot projects were well-accepted by students and faculty at both universities and their evaluations between 2014 and 2017 have revealed valuable results for further optimization. This paper presents the results and discusses future potential.Strenger, N.; May, D.; Ortelt, T.; Kruse, D.; Frerich, S.; Tekkaya, AE. (2017). Internationalization and Digitalization in Engineering Education. En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 558-565. https://doi.org/10.4995/HEAD17.2017.528955856

Enabling Innovation in Engineering Education by providing Flexible Funds for teaching Staff

This study evaluated the influence of addition of 10% calcium chloride (CaCl(2)) on the setting time, solubility, disintegration, and pH of white MTA (WMTA) and white Portland cement (WPC). A test of the setting time was performed following the #57 ADA specifications and a test of the final setting time according to the ASTM. For the solubility tests disintegration and pH, Teflon rings were filled with the cements and weighed after setting. After 24 h in a desiccator, they were once again weighed. Thereafter, they were immersed in MiliQ water for 24 and 72 h and 7, 14, and 28 days, with maintenance in the desiccator and weighing between periods. The pH of water in which the rings were immersed was measured immediately after contact with them and in the other periods. The addition of CaCl(2) provided a significant reduction (50%) in the initial setting time of cements. The final setting time of WMTA was reduced in 35.5% and the final setting time of WPC in 68.5%. The WMTA with CaCl(2) absorbed water and gained weight with time, except for in the 24-h period. The addition of CaCl(2) to the WPC reduced its solubility. The addition of CaCl(2) increased the pH of WMTA in the immediate period and at 24 and 72 h and for WPC in the immediate period and at 24 h. The addition of CaCl(2) to WMTA and WPC reduced the setting times and solubility of both and increased the pH of cements in the initial periods. (J Endod 2009;35:550-554

Testing the accuracy of feldspar single grains to date late Holocene cyclone and tsunami deposits

Quartz is the preferred dosimeter for luminescence dating of Holocene sediments as optically stimulated luminescence (OSL) signals reset rapidly upon light exposure, and are stable over time. However, feldspar is required where quartz luminescence properties are inappropriate for dating, as is often the case in geologically young mountain ranges and areas with young volcanism. Here we aim to evaluate the potential of single grain feldspar luminescence dating applied to late Holocene cyclone and tsunami deposits, for which complete signal resetting can a priori not be guaranteed. To address potential problems of feldspar dating of such deposits associated with heterogeneous bleaching, remnant doses and anomalous fading, we use a low-temperature post infrared infrared stimulated luminescence protocol (pIRIR150) on single grains. For most samples, good agreement between fading corrected IR50 and non-fading corrected pIRIR150 ages is observed. Both feldspar ages generally also show good agreement with age control provided by historical data and quartz luminescence ages. pIRIR150 remnant ages in modern analogue samples are shown to be 150, IR50 and quartz ages, indicates that a significant number of grains must have experienced relatively complete signal resetting during or immediately prior to transport, as the three signals are known to bleach at different rates. Since light exposure during the event is expected to be limited, we deduce that a significant portion of the grains in the cyclone and tsunami deposits was already bleached prior to the event of interest. These well-bleached grains were likely eroded at the beach, while other grains with larger remnant ages probably originate from the shallow subtidal, coastal barriers or even further inland sources. Additional signal resetting during storm and tsunami transport is indicated by slightly younger quartz than feldspar ages for grains with incomplete pre-transport resetting that were eroded at the Holocene coastal barrier.</p

Cold and intense OH radical beam sources

We present the design and performance of two supersonic radical beam sources: a conventional pinhole-discharge source and a dielectric barrier discharge (DBD) source, both based on the Nijmegen pulsed valve. Both designs have been characterized by discharging water molecules seeded in the rare gases Ar, Kr, or Xe. The resulting OH radicals have been detected by laser-induced fluorescence. The measured OH densities are (3.0 ± 0.6) × 10(11) cm(-3) and (1.0 ± 0.5) × 10(11) cm(-3) for the pinhole-discharge and DBD sources, respectively. The beam profiles for both radical sources show a relative longitudinal velocity spread of about 10%. The absolute rotational ground state population of the OH beam generated from the pinhole-discharge source has been determined to be more than 98%. The DBD source even produces a rotationally colder OH beam with a population of the ground state exceeding 99%. For the DBD source, addition of O2 molecules to the gas mixture increases the OH beam density by a factor of about 2.5, improves the DBD valve stability, and allows to tune the mean velocity of the radical beam

Entwicklung von Remote-Labs zum erfahrungsbasierten Lernen

In den Ingenieurwissenschaften bietet das Lernen in Laboren ein besonderes Potenzial zum Erwerb auch außerfachlicher Kompetenzen, das in der Regel jedoch kaum genutzt wird. Das Beispiel eines fernsteuerbaren Labors mit einer Lernumgebung, die unterschiedliche Lernpfade einbindet, zeigt, wie erfahrungsbasiertes Lernen in der Hochschule ermöglicht werden kann. 23.01.2013 | Tobias Haertel, Claudius Terkowsky, Dominik May & Christian Pleul (Dortmund

Temporal Dynamics of Root Reinforcement in European Spruce Forests

The quantification of post-disturbance root reinforcement (RR) recovery dynamics is of paramount importance for the optimisation of forest ecosystem services and natural hazards risk management in mountain regions. In this work we analyse the long-term root reinforcement dynamic of spruce forests combining data of the Swiss National Forest Inventory with data on root distribution and root mechanical properties. The results show that root reinforcement recovery depends primarily on stand altitude and slope inclination. The maximum root reinforcement recovery rate is reached at circa 100 years. RR increases continuously with different rates for stand ages over 200 years. These results shows that RR in spruce stands varies considerably depending on the local conditions and that its recovery after disturbances requires decades. The new method applied in this study allowed for the first time to quantify the long term dynamics of RR in spruce stands supporting new quantitative approaches for the analysis of shallow landslides disposition in different disturbance regimes of forests

Teaching Tips – Gute Lehre ist kein Glücksfall!

Fragen wir die Teilnehmerinnen und Teilnehmer unserer hochschuldidaktischen Weiterbildungen nach ihren Erwartungen, so nennen sie an erster Stelle immer „konkrete Hilfestellungen für den Lehralltag“. Schauen wir genauer hin, wie diese Hilfestellungen aussehen könnten, so zeigen sich deutliche Unterschiede in den Zielgruppen der Lehrenden. Stehen sie noch am Anfang ihrer Lehrkarriere, wünschen sie sich besonders Hilfestellungen, die den Einstieg in die Lehre erleichtern bzw. ihnen helfen, effektiv zu lehren und effiziente Lehrende zu werden. Für erfahrene Lehrende hingegen, die zudem mit Prüfungen betraut sind, stellt sich darüber hinaus oft die Frage nach der Auswahl von Prüfungsformen und die Bewertung von Prüfungsleistungen, vor allem da ihnen die Modulabschlussprüfungen eine größere Bandbreite an Formen alternativer Leistungsbewertung eröffnen. Beiden Zielgruppen gemein ist die Suche nach praktischer Hilfe bei der Professionalisierung ihres didaktischen Handelns. Mit Patentrezepten ist ihnen dabei nicht gedient. Das Interesse der Lehrenden an Methoden wird gleichwohl als ein legitimes Interesse gesehen, denn Methodenwissen spielt bei der Vermittlung von Wissen eine große Rolle. Besonders im Kontext von Medialisierung werden die Vermittlungsmethoden wichtiger. Die hochschuldidaktische Weiterbildung will den Lehrenden bei der Entwicklung ihres individuellen und professionellen Lehrprofils theoretisch begründet, serviceorientiert zur Seite stehen. Seit Mitte der 1990er Jahre ist die didaktische Ausbildung für die Lehre nicht mehr dem Zufall überlassen, ebenso wie es keine Notwendigkeit mehr ist, sich hochschuldidaktisches Wissen autodidaktisch anzueignen. Die Entwicklung der Hochschuldidaktik und damit einhergehend die Entwicklung von curriculumbasierten, modularisierten und systematisch aufgebauten Weiterbildungsprogrammen hat in den letzten Jahrzehnten nicht zuletzt dank verschiedener Programme und Initiativen (z.B. Länderprogramme „Qualität der Lehre“, „Exzellenzinitiative“, BMBF, Stifterverband) eine enorme Steigerung erfahren. Die Qualität der Lehre an Universitäten ist zu einem Wettbewerbsfaktor unter den Universitäten geworden und kann zu ihrer Profilbildung beitragen. Die Lehrkompetenz kann als Schlüssel für die Qualität der Lehre gesehen werden und ist ein Merkmal akademischer Personalentwicklung. Dieses Journal soll in kleinem Rahmen als praxisorientierter Ratgeber auftreten. Es soll darüber hinaus das Interesse an hochschuldidaktischer Weiterbildung wecken, Lust machen, sich mit der eigenen Lehre auseinanderzusetzen, sich den kollegialen Fragen der anderen Teilnehmer/inne/n in den Workshops zu stellen, gemeinsam mit ihnen und uns, den Hochschuldidaktikern und Hochschuldidaktikerinnen, mögliche Antworten aufzuspüren und so das eigene Lehrrepertoire zu erweitern