mathematics for engineering and science students · 2016. 2. 15. · fakultät für mathematik...

Mathematics for Engineering and Science StudentsThe Ruhr-University Bochum Approach

Prof. Dr. Herold DehlingDr. Eva Glasmachers

Dr. Jörg Härterich

Servicezentrum Mathematik und AnwendungenFakultät für Mathematik

Attracting More Students and Educating Well-Trained Engineers:Sensible Ways to Advance the Field of Engineering Education

HRK Conference, Berlin, 29/30 October 2012

Dehling/Härterich Mathematics for Engineering and Science Students Berlin, 29-10-2012 1 / 17

Table of Contents

1. Servicecenter Mathematics and Applications (SZMA)I Mathematics in the Science and Engineering CurriculumI Tasks of the SZMAI Structure of the SZMA

2. Innovations in University Math EducationI Educating TutorsI Mathematics Learning Center

3. MP2-Math/Plus/PracticeI Mathematics: An Obstacle in the Engineering Curriculum?I MathPlusI MathPraxis

4. InStudies MathPlus, Kom@Ing, MathMatters5. Closing Remarks


Engineers Need Mathematics!

I Solid mathematical background is indispensable for engineers

I Growing need for mathematical competence of engineers

I Teaching of mathematics is the task of mathematics departments

I Joint design of curriculum by mathematicians and engineers

I Potential conflict: Reduce dropout rates vs. need for high level ofmathematical competence


Servicecenter Mathematics and Applications (SZMA)

I SZMA: Unit within the Faculty of Mathematics, responsible for themathematics education of science and engineering students.

I Tasks of the SZMA:I Curriculum development in cooperation with individual departmentsI Quality control to ensure high quality teachingI Coordination of training and coaching of lecturers and tutorsI Mathematical consulting service for students and researchersI Encouraging interdisciplinary research projects

I SZMA’s courses are taken by more than 2500 students annually.


SZMA Structure


Benefitting from Clear Structures

I Annual report of the SZMA is discussed by the advisory boardand forwarded to the Rector of the Ruhr-University

I The transparent structure creates clear responsibilities

I Intensive exchange between the SZMA and the Engineering andScience departments helps solve problems at an early stage

Work of the SZMA is viewed by all parties involved as a success story.


SZMA - Early Didactical Innovations

Examples of synergy effects made possible by the SZMA:

I Training of TutorsI Compulsory training for all new tutorsI Instructors: Team from mathematics and didacticsI Two-day training before the start of semesterI Focussing on the needs of mathematics teachingI Hospitation during the semester, reflection seminars

I Mathematics Learning Center (MLC)I Open daily from 13:00 to 16:00I Staffed by tutors who hold their office hours in the MLCI Available for all questions concerning the mathematics coursesI Much better accepted than individual office hoursI Very popular during exam preparations


The MP2 project: Math/Plus/Practice

Contribution to the Stifterverband contestNachhaltige Hochschulstrategien für mehr MINT-Absolventen

I Developed by the SZMA, in cooperation with the vice rector forteaching of the Ruhr-University Bochum

I Project coordinators: Eva Glasmachers, Jörg Härterich, H.D.

I Grant by Stifterverband für die deutsche Wissenschaft andHeinz-Nixdorf Stiftung (2010–2012)

I Continuation by resources from Ruhr-University until 2016


MP2 philosophy

MP2 is guided by two working hypotheses:

I First-year university students often lack proper ways of learning -high school learning strategies are insufficient at the university.

I Engineering students lose their motivation because they do notsee the need for the theory taught in first-year courses

Mathematics is not part of the problem in engineering education, but itcan be part of the solution!


MathPlus: Rules of the Game

I Students at risk are identified after 4 weeks by a short quiz

I Application for the MathPlus program by motivation letter

I Students commit themselves to active participation in all aspectsof the program by signing a learning contract

I Students who fail to comply are expelled from the program


Elements of MathPlus


MathPlus: Results

I Final Exam: 71 % of students in the program passed, comparedwith 59% of all students and 53% in a control group

I Challenge: The program is very labor intensive (small learninggroups) and requires highly trained staff.

I Accompanied by Ph.D. research evaluating effect of differentelements (Advisor: Prof. Bettina Rösken-Winter)


MathPractice: Real-Life Problems Solved with Math


MathPractice: Details and Results

I Students work on their projects in small study groups, directed bya self-study guide and assisted by a tutor.

I Study guides prepared by mathematicians in cooperation with civiland mechanical engineers.

I Students present their results in a public presentation at the endof the semester

I Students learn soft skills: Team work and presentation skills

I Student’s feedback: Participation in the project increasesawareness of the relevance of mathematics


Further Projects Initiated by the SZMA

I MathPlus for Mathematics studentsProject within InStudies (BMBF)Dr. Eva Glasmachers, Dr. Jörg Härterich, Prof. BettinaRösken-Winter, H.D.

I Modellierung der mathematischen Kompetenz vonIngenieurstudierendenProject within KoM@ING (BMBF)Prof. Bettina Rösken-Winter, Prof. Marcus Petermann, et al.

I MathMattersDevelopment of new classroom material for the mathematicscurriculum of civil and mechanical engineersProject within TeachIng-LearnIng (Mercator Foundation)Dr. Jörg Härterich


Conclusions

I Appropriate administrative structures are an importantprerequisite for excellence in teaching

I Mathematical training of engineers is the task of mathematicsdepartments: Connection with state-of-the art mathematicalresearch

I Mathematics curriculum has to be developed in close contact withthe engineering department, to meet the needs of the students

I Assisting students in the transition from high school style teachingand learning to university style can help reduce dropout rates

I Projects featuring applications of mathematics to engineeringproblems increase awareness of relevance of mathematics


References

H. Dehling, E. Glasmachers, J. Härterich, D. Kacso (2011): DasServicezentrum Mathematik und Anwendungen der Ruhr-UniversitätBochum. Das Hochschulwesen 2/2011, 49–52.

B. Griese, E. Glasmachers, J. Härterich, M. Kallweit, B. Rösken (2011):Engineering Students and their Learning of Mathematics. In:Proceedings of the 17th MAVI-Conference, 85–96.

J. Härterich, C. Kiss, A. Rooch, M. Mönnigmann, M. Schulze Darup,R. Span (2012): Mathe-Praxis - connecting first-year mathematicsstudents with engineering applications. Europ. J. Eng. Educ. 37, 255-266.

A. Rooch, J. Härterich, C. Kiss (2012): Brauchen IngenieureMathematik? - Wie Praxisbezug die Ansichten über das PflichtfachMathematik verändert. To appear in: Mathematische Vor- undBrückenkurse: Konzepte und Perspektiven (R. Biehler et al., Eds).

B. Griese, E. Glasmachers, M. Kallweit, B. Rösken (2012):Lerntagebücher als Interventionsinstrument in derStudieneingangsphase. In: Beiträge zum Mathematikunterricht 2012(M. Ludwig, M. Kleine, Eds.), Münster WTM, 313–316.Dehling/Härterich Mathematics for Engineering and Science Students Berlin, 29-10-2012 17 / 17

mathematics for engineering and science students · 2016. 2. 15. · fakultät für mathematik...

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