The division Student Services of the Department's Central Services, assisted by the division Examination Affairs, is responsible for module administration. For questions about modules and module descriptions please contact firstname.lastname@example.org.
Its functions are the following:
- Assistance and advice concerning the creation of new modules (creation of dummy modules in TUMonline, checking of module descriptions, release of modules, issuing module IDs, integration of modules in study programs),
- assistance and advice in the revision of both modules and their descriptions,
- release of modules for integration in the study programs of Mechanical Engineering and of export modules for other departments,
- random checks of module descriptions in conformity with the guidelines issued by the Hochschulreferat Studium und Lehre (HRSL).
"Modules are the building blocks of the bachelor’s and master’s degree programs. A module consists of one or more courses whose content and scheduling are coordinated with one another. A module may consist of various forms of teaching and learning methods, such as lectures, exercise courses, seminars, project seminars, independent study, project work, homework, e-learning units, etc.
As a rule, most modules require an examination, usually administered at the end of the semester.
Students earn credits for the successful completion of a module. Each module has a "module description" describing the course content and learning objectives."
A module description provides information about the course content of a module. For module descriptions go to TUMonline.
- Title of module
- Teaching language
- Semester length
- Frequency / Intervals
- ECTS (credits)
- SWS (semester weekly hours)
- Description of learning outcomes / examination results
- Repeat examinations
- (Recommended) Admission conditions
- Learning outcomes
- Teaching / Learning methods
- Types of media
- Module manager(s)
Chairs and professorships develop courses and teaching sessions as part of their teaching programme. If these are to become part of a degree course, they must be part of a module. The decision whether that module should be linked to a degree course or if it should be offered to students as a supplemental field of study (which will not count towards a degree qualification) is made by the Dean of Studies, the body of professors and members of the Student Services department (see illustration below: Allocations to SPO versions).
To find courses that are assigned to a particular module, open the module description and click "Courses and exams".
You would like to constructively broaden the teaching portfolio of the Department of Mechanical Engineering? Here are details of how to request and create a new module.
Inquiries containing module descriptions on Excel forms cannot be accepted!
It is no longer possible to upload Excel files in TUMonline because the comments are outdated and fail to meet the current guidelines of HRSL.
Please submit your request
- by 31 January (in case new modules are to be integrated in the coming summer semester) or
- by 31 July (in case new modules are to be integrated in the coming winter semester).
To ensure inclusion of new modules in the course catalog, the deadlines indicated in the regulations (see below) must be adhered to. Change requests received after 31 January or 31 July cannot therefore be taken into account for the current summer or winter semester but instead for the next following winter or summer semester. Please be sure to allow the necessary lead times when applying!
In accordance with Annex 1 of FPSO (Academic Study and Examination Regulations) of the TUM Bachelor's program Mechanical Engineering, amendments to the course catalog of elective modules (Bachelor's modules and supplemental courses) must be disclosed at the latest at the beginning of the semester concerned (i.e. on 1 October or 1 April).
Alterations to the course catalog of required modules (Master's modules) and elective modules (supplemental courses and university internships) must be disclosed at the latest six weeks prior to the start of lectures (i.e. at the end of August or end of February) in compliance with FPSO, Annex 1 of the Master's degree programs of the Department of Mechanical Engineering.
In addition, APSO, § 12, para. 8 stipulates that deviations from the regulations set out in the relevant Annex of FPSO shall be appropriately disclosed at the beginning of the course preceding the examination and at the latest four weeks after the start of lectures. If only a small number of students are applying for an exam, the examiner may conduct an oral instead of a written examination after issuing a written announcement of this change at the latest four weeks ahead of the planned examination date.
- Title (in German),
- Title (in English),
- Name of Chair / Professorship, Contact person for the module,
- Type of module (internship, supplemental subject, Bachelor's module, Master's module: column assignment, which Master's degree?), for explanations refer to the degree course documentations, chapter 6,
- Number of credits (ECTS),
- Number of semester weekly hours (SWS),
- Validity starting in which semester.
In the presentation you can find detailed instructions for working on a dummy module.
For help and examples see
- the HRSL guide for writing module descriptions.
- below under "Writing a module description – tips and tricks" on this page.
Module descriptions have to meet specific criteria (see "guide" and "tips and tricks") to ensure adherence to TUM-wide quality standards as stipulated by HRSL (e.g. for accreditation).
See here for instructions on creating a new course in TUMonline.
- The creation of courses in a degree program comes within the sole responsibility of the Chair / Professorship etc. (not of the Department Administration staff).
- After creating any course(s), please notify the Module Administration accordingly so that the team can assign the course(s) to the corresponding module.
- At the Department of Mechanical Engineering, Bachelor's and Master's modules (normally 5 ECTS credit points each) are usually comprised of one lecture (2 SWS – semester weekly hours) and one practice exercise (1 SWS – semester weekly hour), supplemental modules (normally 3 ECTS), one lecture (2 SWS) and practical classes (normally 4 ECTS) one internship (4 SWS).
- For interim saving of the module description click "Save" or "Save and close".
- Do not click on "Save and release description". Only the Division Student Services is entitled to release the module, if necessary after obtaining the approval of the Dean and/or the professors in charge.
Once the module is released
- no further alterations can be made by the Chairs,
- the module will receive a regular module ID of the Department of Mechanical Engineering and will be assigned to courses and examinations,
- the module can be rightly integrated in study programs of the mechanical engineering department and also in those of other TUM departments.
You intend to amend the module description of Module MW... or its assignment to courses? Please contact email@example.com stating your change request.
For step-by-step instructions in TUMonline use the presentation.
Experience has shown that major difficulties arise when it comes to describing the examination / coursework results, the learning outcomes and the teaching / learning methods in keeping with the HRSL criteria. Detailed tips, tricks and model texts are therefore given in the following.
The HRSL Guide contains official instructions on How to Write a Module Description.
- Total number of hours in h = number of ECTS x 30 h
- Compulsory attendance in h = number of SWS (semester weekly hours) x 15 h
- Self-study in h = total number of hours in h minus compulsory attendance in h
- 1 ECTS corresponds to 30 h workload
- 1 SWS corresponds to 15 h compulsory attendance in a semester.
As a rule, a module is completed with one module examination which may be graded (examination result) or not graded (passed or failed, i.e. coursework). A module examination is not necessarily a written exam, but may, e.g., also consist of laboratory work as part of a university internship. This would include, for example, the preparation of experiments, practical organization of tests, documentation and evaluation of results, presentations. Alternatively, a module exam may comprise coursework such as written, oral or electronic processing of tasks in the form of homework, exercise sheets or programming exercises.
A listing of these and other types of examination as recognized at TUM including detailed definitions is to be found under § 41 of the TUM sample regulations. The following forms of examination were defined and issued as of May 2018 and are currently in force:
- Written tests
- Laboratory work
- Exercise results, if applicable: course attendance certificates
- Project work
- Scientific composition
- Oral examination
- Learning portfolio
- Exam courses
Apart from the type of examination, please give the following data (see HRSL Guide "How to Write a Module Description"):
- Justification for the chosen type of examination,
- Explanation regarding the form of examination (e.g. comprehension questions, arithmetic problems, programming tasks, execution of experiments …),
- Duration of examination (e.g. written tests) or scope of examination (e.g. report): in minutes, pages ...,
- Items permitted in exams: e.g. non-programmable pocket calculators ...,
- Weighting: for instance in the case of laboratory work comprising execution, documentation and presentation tasks, these individual results will count ...% towards the module grade,
- Learning outcomes (please specify) that are verified by this type of examination / examination component.
See here for information on grading and composition of the module grade – also for submodule examinations or voluntary efforts.
Module examinations take place in the form of a written test (duration 60 min.) which requires the students to identify problems and develop targeted solution concepts within a limited time period and with the aid of permitted items.
By means of short questions, arithmetic problems, sketches/diagrams to be drawn up etc. examiners are able to verify to what extent students have recognized the fundamentals of stabilization capabilities and the basic relationship between fundamental (in)stability and agility. On the basis of a case study, students will demonstrate their qualification to apply the taught state-of-the-art technologies and criteria (stabilization capability criterion) to current aircraft / autopilot designs. Moreover, exams are intended to assess the students' competence in evaluating typical problem areas involved in the design of highly controller-assisted configurations, and to identify both their principal insights gained from lectures and exercises and their aptitude to answer relevant questions.
Items permitted during examinations: writing utensils, ruler and one pocket calculator (not programmable).
Learning outcomes reflect the capabilities students have achieved after successfully completing a module. This means learning outcomes are not just a response to lecturers' wishes, but they rather give a realistic impression of the students' knowledge gain. Learning outcomes are described with verbs illustrating the relevant level of competence (see the listing in ascending order (above), and refer also to the HRSL Guide, German and English versions).
One learning outcome is in each case described by a single verb.
After successfully completing module …, students are able to
- understand the fundamentals of conceptual process synthesis,
- apply these fundamentals in a targeted manner to the design of process engineering processes,
- analyze existing processes,
- evaluate such processes in terms of energy demand and process control and to
- apply taught methods for designing control configurations and for optimizing internal heat integration.
Please differentiate between teaching formats and teaching / learning methods. You are requested to give the following data:
- the teaching format(s) (= different forms of courses, lecture, exercise, project work etc.),
- the teaching / learning method applied and
- the learning outcome achieved by your teaching / learning method (= as justification for using this particular teaching / learning method).
For example, the following teaching / learning methods may be applied in teaching formats:
- Teacher-centered teaching based on presentations, chalkboard presentations etc., such as the method typically used in lectures,
- presentations, roundtable discussions, group work, live programming etc., such as during excercises,
- active participation, carrying out experiments etc., such as during internships,
During lectures, the content of teaching is disseminated by way of talks or presentations. Tablet PCs are used to derive and illustrate complex issues. In the course of lectures, explicit questions are raised which call for transfer capabilities on the part of students while giving them the opportunity to speak up and discuss potential solution concepts. This approach is aimed at providing deeper insights into mechanical processes, thus simultaneously fostering a transfer of the acquired know-how to other problem areas.
Additionally, lectures present simple code examples which can be actively programmed by the attending students. These code examples are primarily taken from automotive engineering so that students are familiarized with the use of mechanical learning techniques when addressing specific challenges in the automotive engineering sector.
Following each lecture unit, the students are given homework with learning and programming tasks referring to the subject of the lecture unit and which serve as preparation for the examination. A typical example is the detection of traffic lanes or vehicles by means of support vector machines (SVM). By mastering these programming tasks, students are trained in converting mechanical learning techniques into corresponding codes and eventually applying this know-how to problems of automotive engineering.