piwik-script

Intern
Chair of Logistics and Quantitative Methods

Teaching evaluations

Good teaching is important to us! We highly appreciate feedback from our students. Therefore, we decided to publish all evaluations of our lectures.

In order to signalize to students that we take their positive as well as negative comments seriously, we would like to inform you of measures that will be taken or have been taken as as reaction to your feedback.

Reactions to teaching evaluations

We would like to present how we have used student feedback, particularly their suggestions, to improve our lectures. It is not our main objective to improve teaching evaluations; rather, we would like to increase the quality of our teaching and thereby the learning experience and achievement of our students by implementing your recommendations. Suggestions that “simplify the life” of students, but conflict with our education standards, can not and will not be considered.

Specific measures:

  • Exam preparation: In the future, we will comply with the request to structurally prepare for exams. This will include the following: a clearer summary of important learning and teaching contents per chapter, discussion of previous exams (if available), and intensified review of relevant material at the end of the lecture. However, the basic principle remains: all material is relevant – otherwise, we wouldn’t address it. We would like to impart expertise and the ability to think for oneself. Therefore, we do not test simple memorization of material, rather its application. Our lectures are challenging and so are our exams.
  • Mathematical models: We will place more value on careful and appropriate communication of mathematical models, adjusted to the overall learning pace of the class. That means: moving through the material slower, providing more explanations, and offering more repetition. Nevertheless, we have to assume fundamental knowledge of particular models from basic lectures – at least for Master courses.
  • Resources during exams: Since our exams are based on the understanding of relevant material and not on the rendition of memorized information, we will implement “open book” exams for Master courses – as long as it is compatible with the exam modalities. That means that students are allowed to bring all materials to exams. For Bachelor courses, we reserve the right to conduct conventional exams with limited resources (not open book).
  • Lectures: We have altered the classical mode of lecturing (2h lectures, 2h separate exercises) and work with case studies as much as possible. We strive to exemplify interrelations as well as deepen understanding with case studies from business practice. At the same time, we value the interaction of lecturers and students, which requires flexible time. Longer lecture blocks (i.e. 4 h) allow more effective use of time to illustrate coherences, discuss examples and case studies, and save on preproduction costs. We are aware that this format is strenuous for students and might challenge students’ ability to absorb information. For the next semester, lecture blocks are planned again. However, we will allow for longer breaks in contrast to previous lectures. We will continue to monitor the situation.
  • Case studies: Our approach to deepening the understanding of lecture material (in Master courses) with numerous case studies (and not with short, construed exercises) was positively evaluated. We realize that the preparation and postprocessing of case studies involves more time – also for the lecturers by the way. However, we deem the work as necessary in order to meet learning and teaching objectives. We will continue to use this method of teaching in the future. We are convinced that the additional benefits justify the additional effort completely.
  • Lecture language: We have decided to hold lectures in English and to provide material (slides and textbooks) in English. The reason for this decision is that Logistics, Operations, and Supply Chain Management are international disciplines – the technical terminology is in English. For later practical (but also academic) activities, it is important that students know the usual terminology in English. Furthermore, many good teaching and textbooks are in English and we are not willing to make compromises concerning the choice of literature. In order to understand the literature and work with it, knowledge of English terminology is absolutely necessary. In addition, past experience has proven that the English terms are often more appropriate and German translations have not been adopted in practice. We will continue to collect further feedback and then decide in which language the lectures should be held in. Lecture materials (in particular text from textbooks) will not be offered (or only to a limited extent) in German.