• Students are able to find their way around selected special areas of management within the scope of business management.
• Students are able to explain basic theories, categories, and models in selected special areas of business management.
• Students are able to interrelate technical and management knowledge.

• Students are able to apply basic methods in selected areas of business management.
• Students are able to explain and give reasons for decision proposals on practical issues in areas of business management.

• Students are able to communicate in small interdisciplinary groups and to jointly develop solutions for complex problems

The Nontechnical Academic Programms (NTA)

imparts skills that, in view of the TUHH’s training profile, professional engineering studies require but are not able to cover fully. Self-reliance, self-management, collaboration and professional and personnel management competences. The department implements these training objectives in its teaching architecture, in its teaching and learning arrangements, in teaching areas and by means of teaching offerings in which students can qualify by opting for specific competences and a competence level at the Bachelor’s or Master’s level. The teaching offerings are pooled in two different catalogues for nontechnical complementary courses.

The Learning Architecture

consists of a cross-disciplinarily study offering. The centrally designed teaching offering ensures that courses in the nontechnical academic programms follow the specific profiling of TUHH degree courses.

The learning architecture demands and trains independent educational planning as regards the individual development of competences. It also provides orientation knowledge in the form of “profiles”.

The subjects that can be studied in parallel throughout the student’s entire study program - if need be, it can be studied in one to two semesters. In view of the adaptation problems that individuals commonly face in their first semesters after making the transition from school to university and in order to encourage individually planned semesters abroad, there is no obligation to study these subjects in one or two specific semesters during the course of studies.

Teaching and Learning Arrangements

provide for students, separated into B.Sc. and M.Sc., to learn with and from each other across semesters. The challenge of dealing with interdisciplinarity and a variety of stages of learning in courses are part of the learning architecture and are deliberately encouraged in specific courses.

Fields of Teaching

are based on research findings from the academic disciplines cultural studies, social studies, arts, historical studies, communication studies, migration studies and sustainability research, and from engineering didactics. In addition, from the winter semester 2014/15 students on all Bachelor’s courses will have the opportunity to learn about business management and start-ups in a goal-oriented way.

The fields of teaching are augmented by soft skills offers and a foreign language offer. Here, the focus is on encouraging goal-oriented communication skills, e.g. the skills required by outgoing engineers in international and intercultural situations.

The Competence Level

of the courses offered in this area is different as regards the basic training objective in the Bachelor’s and Master’s fields. These differences are reflected in the practical examples used, in content topics that refer to different professional application contexts, and in the higher scientific and theoretical level of abstraction in the B.Sc.

This is also reflected in the different quality of soft skills, which relate to the different team positions and different group leadership functions of Bachelor’s and Master’s graduates in their future working life.

Specialized Competence (Knowledge)

Students can

• explain specialized areas in context of the relevant non-technical disciplines,
• outline basic theories, categories, terminology, models, concepts or artistic techniques in the disciplines represented in the learning area,
• different specialist disciplines relate to their own discipline and differentiate it as well as make connections, 
• sketch the basic outlines of how scientific disciplines, paradigms, models, instruments, methods and forms of representation in the specialized sciences are subject to individual and socio-cultural interpretation and historicity,
• Can communicate in a foreign language in a manner appropriate to the subject.

Professional Competence (Skills)

In selected sub-areas students can

• apply basic and specific methods of the said scientific disciplines,
• aquestion a specific technical phenomena, models, theories from the viewpoint of another, aforementioned specialist discipline,
• to handle simple and advanced questions in aforementioned scientific disciplines in a sucsessful manner,
• justify their decisions on forms of organization and application in practical questions in contexts that go beyond the technical relationship to the subject.

Personal Competences (Social Skills)

Students will be able

• to learn to collaborate in different manner,
• to present and analyze problems in the abovementioned fields in a partner or group situation in a manner appropriate to the addressees,
• to express themselves competently, in a culturally appropriate and gender-sensitive manner in the language of the country (as far as this study-focus would be chosen), 
• to explain nontechnical items to auditorium with technical background knowledge.

• Students can explain the functionality of very small  MOS transistors and explain the problems occurring due to scaling-down the minimum feature size.
• Students are able to explain the basic steps of processing of very small MOS devices.
• Students can exemplify the functionality of volatile and non-volatile memories und give their specifications.
• Students can describe the limitations of advanced MOS technologies.
• Students can explain measurement methods for MOS quality control.

• Students can quantify the current-voltage-behavior of very small MOS transistors and list possible applications.
• Students can describe larger electronic systems by their functional blocks.
• Students can name the existing options for the specific applications and select the most appropriate ones.

• Students can team up with one or several partners who may have different professional backgrounds
• Students are able to work by their own or in small groups for solving problems and answer scientific questions.

• Students can explain basic concepts of electron transport in semiconductor devices (energy bands, generation/recombination, carrier concentrations, drift and diffusion current densities, semiconductor device equations).  
• Students are able to explain functional principles of pn-diodes, MOS capacitors, and MOSFETs using energy band diagrams.
• Students can present and discuss current-voltage relationships and small-signal equivalent circuits of these devices.
• Students can explain the physics and current-voltage behavior transistors based on charged carrier flow.
• Students are able to explain the basic concepts for static and dynamic logic gates for integrated circuits
• Students can exemplify approaches for low power consumption on the device and circuit level
• Students can describe the potential and limitations of analytical expression for device and circuit analysis.
• Students can explain characterization techniques for MOS devices.

• Students can qualitatively construct energy band diagrams of the devices for varying applied voltages.
• Students are able to qualitatively determine electric field, carrier concentrations, and charge flow from energy band diagrams.
• Students can understand scientific publications from the field of semiconductor devices.
• Students can calculate the dimensions of MOS devices in dependence of the circuits properties
• Students can design complex electronic circuits and anticipate possible problems.
• Students know procedure for optimization regarding high performance and low power consumption

• Students can team up with other experts in the field to work out innovative solutions.
• Students are able to work by their own or in small groups for solving problems and answer scientific questions.
• Students have the ability to critically question the value of their contributions to working groups.

The students know about the most important technologies and materials of MEMS as well as their applications in sensors and actuators.

Students are able to analyze and describe the functional behaviour of MEMS components and to evaluate the potential of microsystems.

Students are able to solve specific problems alone or in a group and to present the results accordingly.

Students are able

•     to present and to explain current fabrication techniques for microstructures and especially methods for the fabrication of microsensors and microactuators, as well as the integration thereof in more complex systems

•     to explain in details operation principles of microsensors and microactuators and

•     to discuss the potential and limitation of microsystems in application.

Students are capable

•     to analyze the feasibility of microsystems,

•     to develop process flows for the fabrication of microstructures and

•     to apply them.

Students are able to prepare and perform their lab experiments in team work as well as to present and discuss the results in front of audience.

As this modul can be chosen from the modul catalogue of the department E, the skills to be acquired is acccording to the chosen subject.

• Students can team up with one or several partners who may have different professional backgrounds
• Students are able to work by their own or in small groups for solving problems and answer scientific questions.

Students are able to compile a specified topic from the field of semiconductors and to give a clear, structured and comprehensible presentation of the subject. They can comply with a given duration of the presentation. They can write in English a summary including illustrations that contains the most important results, relationships and explanations of the subject.

The students know about the most important and most common simulation and design methods used in microsystem design. The scientific background of finite element methods and the basic theory of these methods are known.

Students are able to apply simulation methods and commercial simulators in a goal oriented approach to complex design tasks. Students know to apply the theory in order achieve estimates of expected accuracy and can judge and verify the correctness of results. Students are able to develop a design approach even if only incomplete information about material data or constraints are available. Student can make use of approximate and reduced order models in a preliminary design stage or a system simulation.

Students are able to solve specific problems alone or in a group and to present the results accordingly. Students can develop and explain their solution approach and subdivide the design task to subproblems which are solved separately by group members.

• Students can explain the basic structure of the circuit simulator SPICE.
• Students are able to describe the differences between the MOS transistor models of the circuit simulator SPICE.
• Students can discuss the different concept for realization the hardware of electronic circuits.
• Students can exemplify the approaches for “Design for Testability”.
• Students can specify models for calculation of the reliability of electronic circuits.

• Students can determine the input parameters for the circuit simulation program SPICE.
• Students can select the most appropriate MOS modelling approaches for circuit simulations.
• Students can quantify the trade-off of different design styles.
• Students can determine the lot sizes and costs for reliability analysis.

• Students can compile design studies by themselves or together with partners.
• Students are able to select the most efficient design methodology for a given task.
• Students are able to define the work packages for design teams.

• Students can explain the structure and philosophy of the software framework for circuit design.
• Students can determine all necessary input parameters for circuit simulation.
• Students know the basics physics of the analog behavior.
• Students are able to explain the functions of the logic gates of their digital design.
• Students can explain the algorithms of checking routines.
• Students are able to select the appropriate transistor models for fast and accurate simulations.

• Students can activate and execute all necessary checking routines for verification of proper circuit functionality.
• Students are able to run the input desks for definition of their electronic circuits.
• Students can define the specifications of the electronic circuits to be designed.
• Students can optimize the electronic circuits for low-noise and low-power.
• Students can develop analog circuits for mobile medical applications.
• Students can define the building blocks of digital systems.

• Students are trained to work through complex circuits in teams.
• Students are able to share their knowledge for efficient design work.
• Students can help each other to understand all the details and options of the design software.
• Students are aware of their limitations regarding circuit design, so they do not go ahead, but they involve experts when required.
• Students can present their design approaches for easy checking by more experienced experts.

As this module can be chosen from the module catalogue of the TUHH, the competence to be acquired is according to the chosen subject.

As this module can be chosen from the module catalogue of the TUHH, the skills to be acquired is according to the chosen subject.

• Students can team up with one or several partners who may have different professional backgrounds
• Students are able to work by their own or in small groups for solving problems and answer scientific questions.

Students are able to describe the principles and structures of communication networks in detail. They can explain the formal description methods of communication networks and their protocols. They are able to explain how current and complex communication networks work and describe the current research in these examples.

Students are able to evaluate the performance of communication networks using the learned methods. They are able to work out problems themselves and apply the learned methods. They can apply what they have learned autonomously on further and new communication networks.

Students are able to define tasks themselves in small teams and solve these problems together using the learned methods. They can present the obtained results. They are able to discuss and critically analyse the solutions.

Students can explain the propagation of electromagnetic waves and related phenomena. They can describe transmission systems and components. They can name different types of antennas and describe the main characteristics of antennas. They can explain noise in linear circuits, compare different circuits using characteristic numbers and select the best one for specific scenarios.

Students are able to calculate the propagation of electromagnetic waves. They can analyze complete transmission systems und configure simple receiver circuits. They can calculate the characteristic of simple antennas and arrays based on the geometry. They can calculate the noise of receivers and the signal-to-noise-ratio of transmission systems. They can apply their theoretical knowledge to the practical courses.

Students work together in small groups during the practical courses. Together they document, evaluate and discuss their results.

Students can explain the fundamental mathematical and physical relations and technological basics of guided optical waves. They can describe integrated optical as well as fibre optical structures. They can give an overview on the applications of integrated optical components in optical signal processing.

Students can generate models and derive mathematical descriptions in relation to fibre optical and integrated optical wave propagation. They can derive approximative solutions and judge factors influential on the components' performance.

Using the acquired knowledge, students are able to understand the design of current and future wireless systems. Moreover, given certain constraints, they can choose appropriate parameter settings of communication systems. Students are also able to assess the suitability of technical concepts for a given application.

Students can explain and describe the field of projective geometry.

Students are capable of

• Implementing an exemplary 3D or volumetric analysis task
• Using highly sophisticated methods and procedures of the subject area
• Identifying problems and
• Developing and implementing creative solution suggestions.

With assistance from the teacher students are able to link the contents of the three subject areas (modules)

• Digital Image Analysis 
• Pattern Recognition and Data Compression
  and 
• 3D Computer Vision 

in practical assignments.

Students can collaborate in a small team on the practical realization and testing of a system to reconstruct a three-dimensional scene or to evaluate volume data sets.

Die Studierenden können die grundlegenden Verfahren und Methoden der digitalen Audiosignalverarbeitung erklären. Sie können die wesentlichen physikalischen Effekte bei der Sprach- und Audiosignalverarbeitung erläutern und in Kategorien einordnen. Sie können einen Überblick der numerischen Methoden und messtechnischen Charakterisierung von Algorithmen zur Audiosignalverarbeitung geben. Sie können die erarbeiteten Algorithmen auf weitere Anwendungen im Bereich der Informationstechnik und Informatik abstrahieren.

The students will be able to apply methods and techniques from audio signal processing in the fields of mobile and internet communication. They can rely on elementary algorithms of audio signal processing in form of Matlab code and interactive JAVA applets. They can study parameter modifications and evaluate the influence on human perception and technical applications in a variety of applications beyond audio signal processing. Students can perform measurements in time and frequency domain in order to give objective and subjective quality measures with respect to the methods and applications.

The students can work in small groups to study special tasks and problems and will be enforced to present their results with adequate methods during the exercise.

Students can

• Describe imaging processes
• Depict the physics of sensorics
• Explain linear and non-linear filtering of signals
• Establish interdisciplinary connections in the subject area and arrange them in their context
• Interpret effects of the most important classes of imaging sensors and displays using mathematical methods and physical models.

Students are able to

• Use highly sophisticated methods and procedures of the subject area
• Identify problems and develop and implement creative solutions.

Students can solve simple arithmetical problems relating to the specification and design of image processing and image analysis systems.

Students are able to assess different solution approaches in multidimensional decision-making areas.

Students can undertake a prototypical analysis of processes in Matlab.

• Students can explain the basic functionality of the information transfer by the central nervous system
• Students are able to explain the build-up of an action potential and its propagation along an axon
• Students can exemplify the communication between neurons and electronic devices
• Students can describe the special features of low-noise amplifiers for medical applications
• Students can explain the functions of prostheses, e. g. an artificial hand
• Students are able to discuss the potential and limitations of cochlea implants and artificial eyes

• Students can  calculate the  time dependent voltage behavior of an action potential
• Students can give scenarios for further improvement of low-noise and low-power signal acquisition.
• Students  can develop the block diagrams of prosthetic systems
• Students can define the building blocks of electronic systems for an articifial eye.

• Students are trained to solve problems in the field of medical electronics in teams together with experts with different professional background.
• Students are able to recognize their specific limitations, so that they can ask for assistance to the right time.
• Students can document their work in a clear manner and communicate their results in a way that others can be involved whenever it is necessary

Students can explain the fundamental mathematical and physical relations of freely propagating optical waves.
They can give an overview on wave optical phenomena such as diffraction, reflection and refraction, etc. 
Students can describe waveoptics based components such as electrooptical modulators in an application oriented way.

Students can generate models and derive mathematical descriptions in relation to free optical wave propagation.
They can derive approximative solutions and judge factors influential on the components' performance.

Students can jointly solve subject related problems in groups. They can present their results effectively within the framework of the problem solving course.

Students can explain the fundamental mathematical and physical relations of quantum optical phenomena such as absorption, stimulated and spontanous emission. They can describe material properties as well as technical solutions. They can give an overview on quantum optical components in technical applications.

Students can generate models and derive mathematical descriptions in relation to quantum optical phenomena and processes. They can derive approximative solutions and judge factors influential on the components' performance.

Students can jointly solve subject related problems in groups. They can present their results effectively within the framework of the problem solving course.

The students can jointly solve specific problems.

• The students can use specialized knowledge (facts, theories, and methods) of their subject competently on specialized issues.
• The students can explain in depth the relevant approaches and terminologies in one or more areas of their subject, describing current developments and taking up a critical position on them.
• The students can place a research task in their subject area in its context and describe and critically assess the state of research.

The students are able:

• To select, apply and, if necessary, develop further methods that are suitable for solving the specialized problem in question.
• To apply knowledge they have acquired and methods they have learnt in the course of their studies to complex and/or incompletely defined problems in a solution-oriented way.
• To develop new scientific findings in their subject area and subject them to a critical assessment.

Students can

• Both in writing and orally outline a scientific issue for an expert audience accurately, understandably and in a structured way.
• Deal with issues competently in an expert discussion and answer them in a manner that is appropriate to the addressees while upholding their own assessments and viewpoints convincingly.