Abstract:

The heterogeneity of first-year students in terms of existing knowledge, learning culture and individually suitable learning paths is a major challenge for the design of engineering education. In accordance with the requirements of the labour market, the design of engineering education should enable students to gain experience in project-oriented interdisciplinary engineering work and in dealing with current digital technologies to support learning and work processes.

Approaches to the innovative design of engineering education and training particularly concern the introductory phase of studies. Over the past 10 years, the BASIC teaching concept has been developed, tested and evaluated for students starting engineering courses at our university. It is characterised by the fact that the development of the motivation to study, the ability to study and the understanding of the technical basics is supported by the direct application of the theory.

To this end, activating and interactive teaching methods are increasingly used in suitable didactic scenarios. Collaborative and cooperative learning in established learning groups is specifically promoted.The systematic training of the basics in subjects like mathematics and physics as well as mechanical engineering, electrical engineering and information technology and computer science is supplemented here by modules for practical training in engineering fundamentals and for the imparting of interdisciplinary key qualifications.

A central component is an interdisciplinary practical project for the acquisition of practical skills, which is designed, implemented, documented and presented in project groups during the first year of study. In terms of content and organisation, these are closely linked to the subject-related content of the basic study period. In this way, the connection between different subjects and between theory and practice becomes clearer to the students. In addition, the didactic concepts for teaching the theoretical principles were further developed in the individual subject groups. The teaching of the mathematical basics based on the teaching concept "Just in Time Teaching" (JiTT) had a particularly positive effect on the ability of the participating students to study. The BASIC teaching concept is complemented by an interdisciplinary seminar group organisation and supervision and learning support services tailored to project work and individual needs. Special competence tests were used during the studies to support the counselling and guidance of students. 500 students (approx.15-20% of the students of the integrated degree programmes) completed the first year of their engineering studies in the special BASIC model groups during this period.

The implementation of the concept was supported by measures to assist the supervising lecturers in the didactic implementation of the teaching concept. The targeted further development of used digital technologies enables the necessary quality and flexibility and facilitates the transfer of the BASIC concept to other student groups.

The evaluation of our test of this teaching concept proves the suitability of the concept as a possible instrument for reacting to the challenges in future engineering education. The convincing study achievements of students in the Corona Semester 2020 illustrate the robustness of the BASIC teaching concept.

Keywords:

Study entry phase, engineering study, BASIC teaching concept, activating and interactive teaching methods, project based learning.