10th IFAC Symposium Advances in Control Education The International Federation of Automatic Control August 28-30, 2013. Sheffield, UK Design of Tutorial Activities and Homework Assignments for a Large-Enrollment Introductory Course in Control Systems Annika Eichler ∗ Christian Hoffmann ∗ Christian Kautz ∗∗ Herbert Werner ∗ Institute of Control Systems, TUHH, Eißendorfer Str. , Hamburg (e-mail: {annika.eichler, christian.hoffmann, h.werner}@tuhh.de). ∗∗ Center for Teaching and Learning, TUHH, Schwarzenbergstraße , Hamburg (e-mail: kautz@tuhh.de). ∗ Abstract: This paper presents an integrated design for an undergraduate introductory course control systems at Hamburg University of Technology (TUHH). The core features consist in combining traditional lecture and student led tutorials with weekly homework assignments which have been designed to encourage continuous learning efforts through a review of previous tutorial sessions and a preview on forthcoming lectures. The homework concept is implemented via an open source e-learning platform. A portable DC motor, available through the university library system, serves as an experimental setup, which is tightly integrated into lecture, tutorials and homework. Details on the implementation of the proposed design are given and it is evaluated based on data, which is e.g. collected by evaluation forms completed by students at the end of term. Keywords: Introductory course, e-learning, homework assignments, take-home experiments, student led tutorials. 1. INTRODUCTION 2. COURSE DETAILS AND PREVIOUS DESIGN The introductory course to control systems is mandatory for a variety of majors at TUHH ranging from mechanical, electrical and process engineering to logistics and mobility, encompassing more than 450 students each winter term (cf. Fig. 2). Curricula are designed for students to take the course during their fifth semester and students are awarded 6 ECTS for successful completion of the exam. Having completed at least three mathematical courses on linear algebra, differential and integral calculus, as well as courses on the modeling of mechanical and electrical systems, the students are in general well prepared for basic control systems material. The fact that only about half of the students have taken Systems Theory requires special attention throughout the term. The extensive use of MATLAB for exercise problems and during lectures poses a further challenge to students. Subjective impressions during consultation hours and exam corrections often reveal that students in engineering fail to establish a robust conceptual understanding of the main lecture topics. This has been confirmed by various studies, see (Kautz, 2011) and references therein. We report on integrating tutorials and homework in an introductory course on control systems with the aim to increase the student/student and -/tutor interaction to help students develop a functional understanding of the core ideas. Most courses at TUHH follow a relatively rigid structure of lectures and tutorials. Recently, innovative teaching methods, such as problem-based learning (PBL) (Perrenet et. al., 2000), have emerged. However typical large-enrollment lectures with several hundreds of students are usually not designed based on such models. The academic year is divided into two terms, which last from April until September for the summer semester (SuSe) and October until March for the winter semester (WiSe). Courses are held in general once a year. Exams are taken during the last two to three months of each term. Most commonly, the final exam deremines to the entire grade awarded for a course, weighted by its credits’ worth. Each credit (ECTS — European Credit Transfer System) denotes 30 h of labor, encompassing everything from attendance time to exam preparation. 978-3-902823-43-4/2013 © IFAC After a short introduction on signals and systems, the course covers the basic principles of feedback and heuristic controller design. Further chapters are dedicated to classical control techniques, covering root-locus- and frequencyresponse-based methods. A brief introduction to digital control is given at the end of term. Table 1 provides an overview of the course’s timetable. The course is divided into lectures and tutorial classes, each of 90 min. length. They are presented on the blackboard, imposing a natural limitation on presentation speed and style, thereby making it easier for students to take notes. The lecture 43 10.3182/20130828-3-UK-2039.00036 10th IFAC ACE August 28-30, 2013. Sheffield, UK Table 1. Course’s timetable. 6 III 7 2 Root locus methods and time delay systems 1 Introduction to frequency response and Bode plots No Topics WiSe 1 Linear time-invariant systems of first and second order 9 IV 5 Frequency response analysis and design of controllers 11 12 13 14 V 2 Digital control 3 DC motor model ident. and verification 4 Heuristic PID control of the DC motor 188 163 09/10 161 164 10/11 5 Root locus techniques e-learning enrolment Students in 5th semester 800 600 400 200 0 WiSe 10/11 6 Time-delay systems 7 Bode plots and nyquist stability criterion 8 Lead/Lag compensator design 9 Controller design in frequency domain for the DC motor 10 Discretization effects 124 (a) Clear connection to future profession (b) Sufficient background knowledge (c) Tutorial problems solved independently 11/12 1 0,8 0,6 0,4 0,2 0 12/13 2 3 4 5 6 7 8 9 10 11 12 13 650 600 550 500 450 400 Week No. Fig. 2. Number of en- Fig. 3. Average score and parrolled students ticipants in homework assignments for the WiSe /. 11 Recap lecture notes are also available as a 250-page printable PDF document 1 , containing all content of the lecture, exercise problems and elaborate solutions. During terms prior to WiSe /, the tutorial classes were conducted in a large lecture hall and up to three small tutorial sections led by academic staff members. Prior to each tutorial, students were expected to solve a set of problems with the help of the lecture notes. The tutorials had been meant to take the form of in-depth question-and-answer sessions specific to those problems. About a quarter of the tutorial problems were connected to the modeling and control of a DC motor in simulation. In addition, students were able to borrow a DC motor “suitcase experiment” set from the institute (see Fig. 5), connect it via USB to their personal computers and perform real-time experiments at home. • Availability of resources (space, personnel, etc.) 3. OUTLINE OF THE MODIFIED COURSE DESIGN The modifications are based on the idea of interconnecting the learning experiences from lecture and tutorial sessions more seamlessly via weekly homework assignments, submitted online, and smaller-size student-led tutorial groups. The purpose of the homework assignments is to promote a continuous learning effort by engaging students with the material prior to the actual lecture, as well as by requiring the students to review contents of the tutorial problems. Moreover the students are motivated to commit to learning groups to check their submitted homework among themselves. These learning groups as well as the small tutorials were meant to foster collaborative learning. Changes were implemented over the course of two terms, starting with student-led tutorials in WiSe / and refining the homework concept in WiSe /. Details are given in the sections below. In the past, the course was rated quite highly (about 2 on the scale from 1 [highest] to 5 [lowest]) in endof-term evaluations. However, it became apparent from consultation hours, exam corrections and evaluations (cf. Fig. 1) that some issues require attention. In conjunction with comments and discussions with students, it was revealed, that theoretical depth, when not clearly related to practical applications, may be perceived as difficult and students may not be able to identify connections to future professions on their own. This can encourage a habit to concentrate on passing the exam as the sole entity by which the final grade of the course is derived. As a result of the evaluation of terms preceding WiSe /, several objectives for a modification of the course design have been derived: To improve the practical understanding of the students, the DC motor experiment is seamlessly integrated into lecture notes and tutorial problems, as well as into dedicated homework assignments. The overall course design can be visualized in a simple diagram as given in Fig. 4. 3.1 Homework Assignments • Active participation of students in the tutorials, • Greater emphasis on practical examples, • Level background knowledge among students during early tutorials/lectures, • Promotion of continuous and collaborative learning efforts. To motivate continuous participation of the students during lectures and tutorials a new homework concept, consisting of 12 weekly homeworks, is introduced. For each successful submission students are awarded 1 % of the final grade, amounting to a total of 12 %. We expect students attending tutorials and lectures regularly to complete the homework assignments in a about 30-40 min. There are These objectives are constrained by several factors: • Unchanged (percieved) student workload, • Simple organizational structure that is easy to communicate, 1 3.8 2.4 2.6 Fig. 1. Evaluation results 2 . (a) ”With respect to my future profession the learning goals of the lecture were clear.”, (b) ”My background knowledge was sufficient for the course.”, (c) ”I solved the exercises on my own.” 2 DC motor modeling 8 10 186 3.8 Avg. Score No of Week Ch. Lect. Topics 1 Introduction to Laplace transform and transfer functions Linear time-invariant system 1 I 4 theory in time and 2 frequency domain Feedback and classical PID 3 2 control with anti-windup compensation II 4 1 Introduction to MATLAB 5 2 Performance specifications Tutorials 3.0 2.9 Participants Lectures 4.0 3.0 2.0 1.0 2 Scoring scheme: 5.0 bad/not conform, . . . , 1.0 very good/conform. The number of answers and standard deviation are shown. available online at www.tuhh.de/~rtshw/ItCS2013 44 10th IFAC ACE August 28-30, 2013. Sheffield, UK Theory Lecture Post-exercise assignments In tutorials, the mostly theoretical lecture content is applied to problem tasks. The post-exercise assignments are designed to reinforce those subjects by questions that build on the existing exercise tasks, mostly literally extending a given problem divided into subtasks a) to c) by a further subtask d). The basic idea is that if students have attentively participated during tutorial classes, the post-exercise assignments should be relatively easy. They are mostly open questions, pointing out the problem from the lecture notes which they refer to. Theory Explain Prepare DC Motor Home work Prepare Tutorial Recap Fig. 4. Visualization of the novel course design Fig. 5. DC motor suitcase Example 2. (Post-exercise assignment). Revisit Prob. 2.4). 2 . Propose a Consider a plant with transfer function G(s) = s+1 controller for this plant that simultaneously fulfills all the following conditions: (here σ(t) denotes the unit step) (i) achieve zero steady state error for du (t) = σ(t), r(t) = dy (t) = 0, (ii) achieve zero steady state error for dy (t) = sin(t), r(t) = du (t) = 0 and (iii) stabilize the closed loop system shown in the figure. dy du two different types of homework assignments, ’pre-lecture assignments’ and ’post-exercise assignments’. The former are intended to prepare students for forthcoming lectures; the latter to help them review essential learning goals and extend the tutorial exercises. In general a pre-lecture assignment and two post-exercise assignments are to be submitted each week. The tutors are involved in the homework design by testing and giving feedback. Pre-lecture assignments The aim of Pre-lecture assignments (Kolari and Savander-Ranne, 2007) is that the students deal with upcoming subjects on their own in preparation of the lecture class, e.g. by reading the lecture notes. Thus, the lecture time can itself be used more efficiently, because the lecturer can focus on the more difficult aspects trusting that students have already acquired the basic facts. The students can follow more easily if they recognize elements, they have already studied themselves, which effectively deepens the understanding process by recapitulation. Pre-lecture assignments should in general require little effort, in order to avoid frustration. Therefore, page numbers, even specific paragraphs of the lecture notes necessary to solve a task are given explicitly, setting very clear expectations. Continuous adaption of the assignments are required whenever the lecture deviates from the timetable. An extensive task catalog, which has been designed preterm is recommended. Below, an example of a pre-lecture assignment from the fourth week is given. The question is of the multiple-choice type, which reduces the students’ efforts required to answer and facilitates possibilities to identify misconceptions by quick data analysis. r e − C(s) u ũ G(s) y In Prob. 2.4) referred to in the assignment, it has been required to find a controller, that satisfies only objectives 2 (ii) and (iii) for a plant G(s) = s(s+1) . Knowing that to satisfy (i) the controller needs to incorporate an integrator and that for (ii) and (iii) it does not matter whether the integrator is contained in either plant or controller, simply the same solution as in Prob. 2.4) can be adopted and no tedious calculations are required to obtain full marks. 3.2 Implementation in the E-learning Platform ILIAS Paper-based homework assignments during the previous term have suggested that online-tests facilitate a more economical use of teaching assistant time. They also enable students to freely migrate between tutorial groups, which students have previously been required to register and stay in , as they functioned as the submission hub. The presented homework concept has been implemented on the e-learning platform ILIAS 3 . ILIAS is an open source learning management system (LMS), developed at the University of Cologne/Germany. Although ILIAS is not the standard LMS used at TUHH, it is used for its increased flexibility. It is also easily coupled to stud.IP, which is the standard LMS used at TUHH. ILIAS offers the possibility to construct objects called ’questionpools’ to collect and organize sets of questions, that can than be easily assigned to ’test’-objects. Each homework assignment has been realized in one ’test’. For each test, a set of individual properties can be configured. In the implemented setup e.g. options have been chosen such that for multiple choice tests order of possible answers is randomly generated each try. A test can be repeated as often as desired while it is online, and previously given answers can be seen. Only the responses given last are graded. Multiple-choice questions are automatically Example 1. Pre-lecture assignment Which of the following statements about ’system type’ is correct (lecture notes pp. 71-73, Definition 2.1, Figure 2.16)? The system type is determined by... (1) ...the largest power of s in the denominator of the transfer function L(s). (2) ...the number of integrators in the transfer function L(s). (3) ...the difference between the number of poles and zeros of a transfer function L(s). (4) ...the largest integer k such that sk is a factor of the denominator of L(s). An explicit reference to the definition of ’system type’ is given, which is equivalent to the fourth answer. Here, correct answers are identified by italics. The second correct answer requires some degree of reflection on previously learned material to link the course material during the entire term. The first and third answer possibilities recap the definitions of ’system order’ and ’pole excess’, such that the students implicitly learn to distinguish the new definition ’system type’ from those already known. 3 45 http://www.ilias.de 10th IFAC ACE August 28-30, 2013. Sheffield, UK corrected and only completely correct answers are marked as correct. Open questions need to be corrected manually, which was done by the student tutors. For this purpose, ILIAS also provides an extensive role and permission management system. The final results are only visible when manually activated. and-answer sessions expecting the students to attend well prepared. Since WiSe /, in the light of an increased student workload, students are expected to prepare questions regarding the task description rather than its solution, while detailed solutions are worked out during sessions. The tests are online between two lectures for almost a week. As its main goal, this form of online-tests encourages working in groups as well as continuous self-assessment and learning. Cooperation between students when solving homework problems is encouraged, and the possibility that some students may copy answers from others is taken into account and considered to be outweighed by the benefits. 3.4 Motor Assignments Due to the large number of students, on-campus labs for this course have so far not been established. Instead, a DC motor suitcase experiment was introduced four years ago. A set of institute-built DC motors can be borrowed by students motivated to perform real-time experiments at home. As motor tasks were published in a separate document, integration in the general course was lacking. The lending process was cumbersome and students suffered from insufficient practical experience with MATLAB. Consequently, only very motivated students took advantage of the offering. 3.3 Student-Led Tutorials Tutorials led by more experienced students are relatively common in higher education throughout several disciplines for several reasons (Volder et. al., 1985), (Magin, 1995), (Moust and Schmidt, 1994). They allow for smaller groups, which facilitates an activation of the attendees. This reduces passive listening found in large lecture halls, since student tutors as opposed to staff members are more likely to alleviate the fear of asking questions. By providing more individual attention for each participant, smaller groups encourage increased interaction, thereby enhancing the learning process. In the case of highly inhomogeneous levels of background knowledge, smaller size student led tutorials can help students catch up quickly. The new concept enhances the central role of the DC motor in the course design. Early in the lecture, a simple model of the DC motor is introduced. The subject is intensified in the tutorial classes, where the modeling is discussed under different points of view and basic parameter identification is performed. In addition, the tasks concerning the motor have been revised, simplified and integrated in the regular set of exercise problems. The motor tasks are discussed by means of prerecorded experimental data and students are encouraged to do the real-time experiment themselves. In addition, two long-term homework assignments dedicated to the motor have been devised, by which students can receive bonus points. The above reasoning has influenced the design of weekly tutor meetings led by staff members to focus on social skill development to a similar degree as on technical training. Weekly meetings have been directed by two staff members as well as the professor to engage tutors in discussions about key learning goals and motivational strategies. In these meetings detailed reports of the tutorials were given by the tutors. An important tool for providing effective teaching is to identify and eliminate a student’s misconceptions about fundamental technical issues (Brose and Kautz, 2011), (Kautz, 2011). The tutors need to be trained in the observation of these misconceptions and report them. Future exercises can then be designed with these in mind. This knowledge can also be fed back to the design of weekly homework assignments in the form of Just-in-TimeTeaching (JiTT) (Novak et. al., 1999). The Center for Teaching and Learning of TUHH supports tutor training by professionally held seminars, that can be taken for academic credits. Furthermore, staff members have attended tutorial sessions to further evaluate and improve on the quality of peer teaching by giving the tutors feedback and suggestions. As a regular element of the meetings, role playing scenarios have been conducted, where each time one of the tutors is appointed to conduct part of a tutorial, while all the other attendees including the staff members assume the roles of the students. A simple, yet effective, tool to secure consistent dissemination of organizational information consists in recording the results of each tutor meeting in writing. This can also help ensure the conveyance of a consistent set of technical learning goals in the tutorials. The number of motors available has been increased from 30 to 60. To reduce organizational effort, the lending process has been taken over by the university library with which students are well familiar. Students are explicitly asked to work in groups, since 60 devices are still too few for 500 students. An additional introductory lecture has been offered to introduce MATLAB and Simulink for control systems, showing the relative ease by which DC motor experiments can be performed at home. An online forum has been set up, in which a tutor answers as ’trouble shooter’ to all practical questions. 3.5 Weekly Time Line A weekly schedule is shown in Fig. 6. The lecture takes place on Fridays and 21 tutorial sections are spread over the whole week. Each Friday night a new homework is taken online, whose post-tutorial assignments refer to the exercise problems of the previous week and prelecture assignments refer to next week’s lecture. Therefore, the submission deadline is set to Thursday night of the upcoming week. Student tutors are given a week for grading until the results are published. Each Wednesday the tutor-meeting takes place. 4. EVALUATION Homework Assignments Homework participation levels are reported in Fig. 3. Even though the number of participants degrades from 650 to 450 over the course of the During WiSe / student-led tutorials have been conducted under the premise that they remain question46 10th IFAC ACE August 28-30, 2013. Sheffield, UK Week (k) Mo Tu We Tutorial (k) Discuss homework (k-1) Th Fr Week (k+1) - Pre-lecture ass. for lecture (k) - Post-tutorial ass. for tutorial (k-1) Lecture (k) Lecture (k) Sa Su Homework (k+1) Mo Tutorial (k+1) Tutorial (k+1) Tu Discuss discuss We homework (k) Th Fr Student Action Homework (k) Lecture (k+1) Sa - Pre-lecture ass. for lecture (k+1) - Post-tutorial ass. for tutorial (k) Homework (k+2) Homework (k+2) Tutor Action 4.0 2,7 2,7 3.0 2.0 1.0 165 163 Correction of Homework (k-1) Tutor meeting (k), Prepare Tutorial (k+1) Correction of Homework (k) Tutor meeting (k+1), Prepare Tutorial (k+2) Announcement of Results for Homework (k) Appointment WiSe 09/10 3.0 2.3 2.0 2.7 Correction of Homework (k+1) 3.0 2.0 1.0 1.0 140 137 132 WiSe 12/13 140 2,1 2,0 (a) Tutorials have been well explained 140 137 181 181 115 137 10/11 11/12 12/13 (b) Tutorials have facilitated understanding 2.1 1.4 1.6 218 219 133 WiSe 11/12 3.1 2.0 2,0 2,0 Fig. 8. Evaluation results 2 . (a) ”The person conducting the exercise class explaned the content well.”, (b) ”The exercise class has helped me understand the content of the lecture.” Fig. 6. Weekly time line 4.0 2,1 2,2 (a) Homework helped in selfassessment (b) Recognized elements of preassignments in lectures (c) Better understood exercise problems due to post-assignments 2.0 133 12/13 (a) Better supervision than in large group (b) More active participation than in large tutorial group Fig. 9. Evaluation results 2 . (a) ”I felt better supervised in the small tutorial groups than I would have in large ones.”, (b) ”I participated more actively in the small tutorial groups than I would have in a large one.”. (d) Checked results using MATLAB to distinguish between pre- and post-assignments due to software restrictions. Moreover in the closed questions in the end-of-term evaluation analyzed in Fig. 7, the homeworks were rated helpful in general, but especially the pre-assignments seem here to have the desired effect. Concerning the self-contained use of MATLAB the evaluation shows the major need of reform. The free-text responses support this. Although there the introductory lecture for MATLAB and Simulink was evaluated as ”very helpful”, ”great”, ”good starting point”, there was also the wish for more. Fig. 7. Evaluation results 2 . (a) ”The homework helped me in assessing my learning progress.”, (b) ”I recognized elements of the pre-assignments during lectures.”, (c) ”I better understood the exercise problem solutions after post-assignments.”, (d) ”I checked my homework submissions using MATLAB.”. semester, this is still many compared to the participants in exercise classes in Fig. 10(b) with at most 300 and regarding the fact, that in WiSe / 466 and for / 454 students have written the exam. Thus the number of students who continuously handed in their homeworks and are expected to write the exam this year match the numbers of previous years. These numbers indicate that the majority accepts to study with more continuous effort, in order to receive better grades. 4.1 Student-Led Tutorials Student led tutorials are generally regarded as a success in their implementation during WiSe /2012 and /2013 for several reasons. By the majority of the students, they are not perceived as less instructive than staff-led tutorials (cf. Fig. 8), which can be seen to receive much lower ratings (as in WiSe /2011). Students also feel to be under better guidance due to the smaller tutorial groups (cf. Fig. 9). Student responses to open questions regarding the homeworks in the end-of-term evaluation indicate that the majority hold the homework concept in high regard, because ”they help for practice and motivation”, ”make you stay on the ball”, etc. The grading concept in contrast, has received negative ratings as bonus points are generally preferred. However, it remains questionable whether such high participation levels would have been achieved. In addition to the rating scheme, the students have shown reservations regarding the pre-lecture assignment. It has been argued that it was ”too hard to deal with unknown content”, ”takes too long to get into the new subjects”, etc. As Fig. 3. shows, these subjective statements are not confirmed by the students’ performance. Scores remain on a constant high level with only a slight decrease over Christmas. An average of 76% of the homework assignments have been answered correctly. The pre-lecture assignments maintain an average of 75.8% with a standard deviation of 18.4% and 76.1% of the post-exercise assignments with 11.9%. Thus, though perceived differently, no difference in the achieved scores can be observed between the assignment types. The average time to answer the tasks has been 34 min., which fits the design objectives. It is not possible Despite a surplus of about 100 in the number of enrolled students (cf. Fig. 2) in WiSe /2013 over /2012, tutorial attendance levels have started at only slightly higher levels in WiSe /2013. Taking this into account, the attendance has remained on a higher level in terms of absolute values as well has showing less relative decrease (cf. Fig. 10(b)). Tutorial no. 1 of WiSe /2012 is considered an outlier, since in that session students had to register for the homework assignments, which was not necessary in WiSe /2013. This may possibly be due to the change of strategy, not expecting the students to attend with exercise problems fully prepared. Ultimately, we believe, that this has led to less frustration and a more constructive atmosphere during classes. It turns out, that technical skill — though a solid level should be present — seems to be less elementary than a tutor’s reliability and ability to engage him- or herself and others in communication. This appears to be equally true 47 50 40 30 20 10 0 First tutorial Last tutorial A B CDE F G H I J Tutor Attendees Attendees 10th IFAC ACE August 28-30, 2013. Sheffield, UK organizational simplicity and consistency for both students and tutors. Student led tutorials offer a comprehensive student support with improved tutor-student ratio and comparable learning effects despite possibly inferior technical abilities of the tutors. E-learning platforms such as ILIAS provide the possibility to efficiently manage homework tasks. Pre-lecture assignments enable students, to benefit more from each lecture and post-exercise assignments motivate to recap and deepen tutorial problems. In general, the implemented concept is an improvement, which is shown both objectively and subjectively via evaluations. Further data from exam results and long-term evaluation will further facilitate an improved implementation. Future modifications should be considered one at a time and carefully evaluated with respect to their educational value, e.g. by concept inventory tests. WiSe 11/12 WiSe 12/13 400 300 200 100 0 1 2 3 4 5 6 7 8 9 10 Tutorial No. (a) Attendees vs. student tutor. (b) Total attendees vs. tutoin WiSe / rial no. Fig. 10. Attendees of tutorial classes. for basic engineering courses such as the one considered in this paper, while technical skill may gain importance in advanced courses. By personal assessment the technical skill among the student tutors has appeared lower in WiSe /13 compared to /12. An evaluation of the attendance levels per tutor suggests (cf. Fig. 10(a)), that lacking technical or soft skill is compensated for by the migration of students to different tutorial groups. It can be observed, that tutors B, F , H and J have been able to maintain and in some cases even increase the attendance level despite generally decreasing attendance (cf. Fig. 10(b)). From personal visits to tutorials in session, only tutor B has shown both remarkable technical and communication skill, whereas tutors F , H and J have impressed mainly by the latter. It has also been observed, that those have also been the most participative during the preparatory tutor meetings and role playing scenarios. It is the subjective opinion of the responsible staff members, that an improvement in communication skill clearly benefits from professional assistance. Still, tutors have been shown to be quite receptive to the methods applied during tutor meetings, as a post-term evaluation has revealed, that . % have found the meetings to be technically helpful, % have stated that they helped them get rid of their fears to speak in front of an audience and % have stated to benefit also didactically. As a conclusion, a future efficient recruitment process should focus on evaluating an aspiring tutor’s soft skills at least to an equal degree and could possibly be conducted as a role playing scenario. ACKNOWLEDGEMENTS The authors gratefully acknowledge the financial and professional support of the Zentrum für Lehre und Lernen at TUHH and the funding by the German Federal Ministry of Education and Research (promotional referrence 01 PL 11047). REFERENCES Brose, A. and Kautz, C. (2011). Identifying and Addressing Student Difficulties in Engineering Statics. 1st World Engineering Education Flash Week, Lisbon, Portugal. Kautz, C. (2011). Development of Instructional Materials to Address Student Difficulties in Introductory Electrical Engineering. 1st World Engineering Education Flash Week, Lisbon, Portugal. Kolari, S. and Savander-Ranne, C. (2007). Pre-lecture assignments - a method for improving learning in engineering education. In International Conference on Engineering Education. Magin, D. J., Churches, A. E. (1995). Peer tutoring in engineering design: A case study. In Studies in Higher Education Vol. 20, No. 1, pp.73–85. Moust, J. C. and Schmidt, H. G. (1994). Effects of staff and student tutors on student achievement. In Higher Education 28, pp.471–482. Novak, G., Patterson, E., Gavrin, A. and Christian, W. (1999). Just-In-Time Teaching: Blending Active Learning with Web Technology. Upper Saddle River, New Jersey: Prentice Hall. Perrenet, K. J. C., Bouhuijs, P. A. J. and Smits, J. G. M. M. (2000). The Suitability of Problem-based Learning for Engineering Education: Theory and practice. In Teaching in Higher Education, Vol. 5, No. 3, pp.345– 358. Volder, M. L., De Grave, W. S. and Gijselaers, W. (1985). Peer Teaching: Academic Achievement of Teacher-Led Versus Student-Led Discussion Groups. In Higher Education 14, pp.643–650. 4.2 Motor Assignments In the WiSe /, motors sets have been borrowed in total 346 times from the library. This high number, compared to last year, confirms that the effort to integrate the motor experiment in the overall lecture concept has worked well. In the evaluation it is generally rated as ”good idea”, but also some frustration is expressed, that some experiments did not work, and the demand for more support, especially personal (consultation hour). Although it is not possible to teach MATLAB from scratch or offer a regular laboratory due to time and space constraints, it is planned for the upcoming lecture to book for every exercise once in the beginning a computer pool, such that an interactive introduction to MATLAB and the motor can be given in an exercise class style instead of lecturestyle teaching. 5. CONCLUSION Implementing new concepts in large-enrollment courses requires immense organizational effort. It is vital to maintain 48