Dr. Franziska Wehner (née Koch) has been working as a scientific staff member in the research group Work and Engineering Psychology at TU Darmstadt since October 1, 2014. She successfully completed her doctorate with the title “Self-regulated learning in mathematics tertiary education” in January 2019.
As part of the project “Competence Development through Interdisciplinary and International Networking from the Very Beginning” (KI2VA, German acronym for: Kompetenzentwicklung durch Interdisziplinäre und Internationale Vernetzung von Anfang an), she is responsible for evaluating the focus topics KI²VA Mathematics, KI²VA Visiting Professorships, KI²VA Tutorial Teaching and KI²VA Bridge, as well as the cross-cutting topic KI²VA Interdisciplinarity.
Dr. Wehner's research interests lie in the area of empirical educational research, with a particular focus on higher education research as well as the STEM subjects.
- 2019 Doctorate in the Department of Human Sciences at the Technical University of Darmstadt
- Since October 2017 Member of the Departmental Council of the Department of Human Sciences at the Technical University of Darmstadt
- 2015 Research award within the framework of the equal opportunities concept of the Department of Human Sciences of the Technical University of Darmstadt
- Since October 2014 Scientific staff member, research group Work and Engineering Psychology, Institute of Psychology, Darmstadt University of Technology
- 2012-2014 Study of Psychology (M.Sc.) at the Ruprecht-Karls-University Heidelberg
- 2009-2012 Study of Psychology (B.Sc.) at the Ruprecht-Karls-University Heidelberg
- 2015 Research Award within the framework of the Equal Opportunities Concept of the Faculty of Human Sciences at Technical University of Darmstadt
- Wehner, F.D. (2019). Self-regulated learning in mathematics tertiary education. Promotionsschrift an der Technischen Universität Darmstadt
- Wehner, F.D. (2018, Juni). Video tutorials in mathematics education for engineering students. Paper präsentiert auf der 2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah.
- Dirsch-Weigand, A., Pinkelman, R., Wehner, F. D., Vogt, J., & Hampe, M. (2018). Picking Low Hanging Fruits – Integrating Interdisciplinary Learning in Traditional Engineering Curricula by Interdisciplinary Project Courses. In M. Auer & K. Sun Kim (Hrsg.), Engineering Education for a Smart Society (Vol. 627, S. 97-106). Cham: Springer.
- Koch, F. D., Dirsch-Weigand, A., Awolin, M., Pinkelman, R. J., & Hampe, M. J. (2017). Motivating first-year university students by interdisciplinary study projects. European Journal of Engineering Education, 42(1), 17-31.
- Dirsch-Weigand, A., Koch, F., Pinkelman, R., Awolin, M., Vogt, J., & Hampe, M. (2015). Looking Beyond One's Own Nose Right from the Start: Interdisciplinary Study Projects for First Year Engineering Students. 2015 International Conference on Interactive Collaborative Learning (ICL), 729-732. doi: 10.1109/ICL.2015.7318119
- Koch, F. D., & Vogt, J. (2015). Psychology in an Interdisciplinary Setting: A Large-Scale Project to Improve University Teaching. Psychology Learning & Teaching, 14(2), 158-168.
