Prof. Nilüfer Baba teaches engineering fundamentals at the Faculty of Electrical Engineering at Mannheim University of Applied Sciences.
| PrivatThe truth is that a successful and fulfilling study of electrical engineering is simply not possible without the acquisition of a certain level of skills in mathematics and physics. However, we have noticed that the knowledge that students bring with them from school is very heterogeneous. There's always a group of first-year students who have an easy time and successfully master the subject matter. But there are also students who find themselves confronted with difficulties because of the deficits they have brought with them from school or from their own background. Some students quickly find themselves overwhelmed as a result.
Like many other institutions, we also offer tutorials. One colleague offers a special course for mathematics in electrical engineering. Students take a placement test at the beginning, which may reveal that they need some kind of remedial teaching. They then work in small groups to try and close the gaps in their knowledge. This includes digital tests, homework and joint exercises that take place during the course. The gaps are sometimes large – it is then a challenge for the students to catch up on the mathematical basics in addition to the lecture material. We want to empower and encourage students to work towards their learning goals and to experience their own self-efficacy through small or large successes. To do this, we are always trying new pedagogical approaches.
I give lectures based on the collaborative approach of EduScrum. I don’t simply lecture from the front of the classroom, but also set tasks. The material is divided into small sprints. We try to make the whole thing more manageable. There are small groups in which the students solve tasks, and they occasionally have to take a test. These are actually very popular because they give students early feedback on whether they are already good at a subject or whether they need to work on it before they take the final exam. I take on a bit of a coaching role. This is very time-consuming for me as a lecturer. Like many other colleagues, I take on this work because I want to help the students. The positive feedback we receive from many students encourages us on this path.
We currently have an excellent student-to-staff ratio at the university. I know the names and career paths of many of the students. This means I can often give them good advice and tips for individual learning. We are delighted when students then flourish, find their own learning style and organize their own learning with fellow students.
