Abstract:

This study compares lectures in the USA and Germany using the example of a course in Engineering Statics at Cal Poly (California Polytechnic State University) and at HM (Hochschule München, University of Applied Sciences).
Courses in Statics are part of all Engineering study programs and the content is very stable over decades. Application knowledge in statics is an important foundation for the engineering profession and an important prerequiste for subsequent engineering courses.
The way in which material is taught at universities has developed over the last decade from traditional „Sage on the Stage“ instructor focused lectures to seminar-style teaching with active interaction between the students and the lecturer. For example, there are sections in the course where students work on problems individually or in small groups (problem-based learning) and then discuss their results. In addition, digital learning platforms (e.g. Moodle and Canvas) make it possible to integrate online elements into the course.
Who is the study interesting for?
1 - for researchers who are involved in the development of teaching and learning methods
2 - for lecturers who are currently working in another country and will be working in the USA or in Germany, e.g. in the context of a visiting professorship.
3 - for lecturers who work at Cal Poly or HM and will participate in the exchange programme of the two universities.
4 - this study is also of interest to American students who will be studying in Germany or German students who will be studying in the USA.
For the groups 2 to 4, the following report can show what they can expect when transferring to the "new" university.
The objectives of the study are to describe the courses in several steps. In each step, commonalities and differences are discussed. The focus of the analysis is on
- the comparison of the contents of the lecture
- the pedagogical approach of the classes and the use ofin class exercises and out of class assignments
- use of formative and summative performance assessments through the grading of homework, intermediate examinations and the final examination
- the evaluation of the course and instructor by the students at the end of the semester
A first version of the paper was discussed with students and lecturers who have studied or taught at both universities in order to put the authors' experiences in a broader context and to eliminate individual biases.

Keywords:

Higher education, descriptive study, course, intercultural, teaching and learning methods.