New guidelines for modular, project-based, and well-coordinated ’standard courses› at D-MAVT

Up until now, the ECTS credits for a learning unit at D-MAVT have been determined based on the number of contact hours. This meant that a course with 4 lecture hours and 2 exercise hours per week was generally assigned 6 ECTS credits. The department has traditionally defined courses with 4 ECTS credits, consisting of 2 lecture hours and additional exercise hours, as «standard courses.»
The study programs at D-MAVT also offer significant flexibility in the design of students› individual curricula. As a result, our courses are often offered in multiple categories and can be taken in both Bachelor’s and Master’s programs. Additionally, we need to consider how other departments define their «standard courses» and assess the corresponding workloads, as our students frequently take interdisciplinary courses.
In light of the recent revision of our Master’s programs, we have recognized the need to establish a unified and data-driven system for defining our «standard courses» and the associated workloads for the introduction of PAKETH. This new guideline for ’standard courses› at D-MAVT aims to improve the integration of performance elements throughout the semester and enhance the incorporation of project-based learning. This will allow us to maintain the modularity of our curriculum, increase the educational value for our students, and ensure a balanced workload.

1) Defining a framework for new standard courses at D-MAVT, applicable to the core courses of the Master’s programs as well as the elective and focus specialization courses of the Bachelor’s program.
2) Integrating in-semester assessments into the standard courses at D-MAVT, allowing for continuous performance evaluation throughout the semester.
3) Coordinating and distributing the workload of in-semester assessments across the semester within the institutes/focus areas to ensure a balanced workload for students.
4) Promoting project-based learning as part of the standard courses at D-MAVT to support practical, hands-on learning experiences.

The individualization opportunities in the D-MAVT programs are a significant benefit for students, which should be preserved with the introduction of PAKETH. This project offers the possibility to maintain the wide range of course options available in the 3rd year of the Bachelor’s program and during the Master’s program, while ensuring a balanced workload distribution throughout the semester by promoting coordination of in-semester assessments. Furthermore, essential core competencies for future engineers are fostered through a focus on project-based learning.
Instructors benefit from clearer structures provided by the framework for standard courses. This is particularly advantageous for new and junior faculty members. Improved communication and coordination within the different focus areas also help establish a clear progression through the various courses, creating a more coherent learning path. This should lead to a reduction in unnecessary content repetition and provide students with a clearer overall learning concept.
The entire program benefits from the additional flexibility introduced with the new standard courses. It will be easier to integrate new and innovative topics into the curriculum without the need for a program-wide revision.This approach better prepares our students for the real-world challenges they will face in their careers. Additionally, it will facilitate the integration of new faculty members into the department’s teaching structure.