Science, Energy and Building Services Prof. Dr. Miriam Clincy

• Mathematics
• Physics
• STEM teaching in secondary education
• STACK in Moodle/Online-Tests in mathematics and physics

• University Representative for Higher Education Topics
• Coordinator at Hochschule Esslingen for the cooperative degree in secondary teacher training in STEM with University of Tübingen
• Associated member of TüSE (Tübingen School of Education)

• March - August 2023: Sabbatical at the Higgs Centre for Theoretical Physics, University of Edinburgh, UK
• Since January 2020: Appointed by the University Senate as Representative for Higher Education Topics
• Since March 2017: Professor at Hochschule Esslingen (University of Applied Sciences) for mathematics, physics, STEM teacher training
• 1.10.2019 - 28.02.2021: Dean of Study, Faculty of Basic Sciences (until restructuring)
  • responsible for the degree courses for TVET teachers (technical and vocational education and training)
  • Head of the Examinations Board for the Faculty of Basic Sciences
  • Responsible for the accreditation of the TVET degree courses for the winter semester 2021/22
• 2012 - 2017: Secondary School Teacher for mathematics and physics in Frankfurt am Main, since 2015 Head of the Physics Department
• 2010 - 2012: Teacher Training for secondary school teaching (Gymnasium) for mathematics and physcs
• 2009 - 2010: Economist in Risk Management Department at the European Central Bank: Monetary Operations
• 2004 - 2009: Consultant at  d-fine GmbH, since 2006 as Senior Consultant, Focus on risk management, structured products/asset backed securities, data architecture
• 2000 - 2003: PhD, University of Edinburgh, Scotland, UK; Title: „Symmetry breaking and ordering in driven diffusive systems“
• 1994 - 2000: Physics Diploma (M.Sc. equivalent), Universität Heidelberg & University of Edinburgh

Publications (selection)

• M. Clincy, „Unterrichtssimulation als Prüfungsform in MINT-Fachdidaktik. Reflexionsprozesse fördern“, Forsch. Innov. Hochschulbildung 19, S. 1291 KB, 20 pages, 2024, doi: 10.57684/COS-1237.
• M. Clincy, „Kriteriengeleitetes Peer Feedback: Mahara versus Moodle“, fnma magazin, Nr. 01/2024, S. 17–20, 2024.
• M. Clincy, K. Melzer, G. Schaaf, A. Eichhorn, und N. Verné, „Inside the “Sandbox”: The Effects of Unlimited Practice for Summative Online-Tests“, Int. J. Emerg. Technol. Learn. IJET, Bd. 17, Nr. 23, S. 115–127, Dez. 2022, doi: 10.3991/ijet.v17i23.35939.
• M. Clincy, K. Melzer, G. Schaaf, A. Eichhorn, und N. Verné, „Online midterm tests between summative and formative assessment - Online-Midterms zwischen formativer und summativer Bewertung“, Z. Für Hochschulentwicklung, S. 141–156, 2022, doi: 10.3217/ZFHE-17-01/09.
• A. Haab, T. Mahr, und M. Clincy, „Regelungstechnik verstehen und erleben - Realisierung einer PID-geregelten Wippe mit Ball unter Verwendung eines Mikrocontrollers“, MNU J., Bd. 06, 2021, [Online]. Verfügbar unter: https://www2.hs-esslingen.de/~mclincy/pub/NwT/MNU_journal_06-2021_500-507.pdf
• M. Clincy, K. Melzer, A. Eichhorn, und N. Verné, „Denn sie wissen, was sie tun: ‚STACK - Üben mit Feedback 4.0‘“, Spektrum, Bd. 49, S. 10–12, 2020, [Online]. Verfügbar unter: https://www.hs-esslingen.de/fileadmin/media/Service_Einrichtungen/ROEM/epaper/spektrum_49/index.html
• O. B. Ioffe, A. Helfrich-Schkarbanenko, M. Clincy, und J. Koch, „Computergenerierte Mathematiktests in der Studieneingangsphase“, in Beiträge zum Mathematikunterricht, Regensburg, 8 . März 2019, S. 393.
• M. Clincy, B. Derrida, und M. R. Evans, „Phase transition in the ABC model“, Phys. Rev. E, Bd. 67, Nr. 6, S. 066115, Juni 2003, doi: 10.1103/PhysRevE.67.066115.
• M. Clincy, H. S. Bond, und S. Whitelam, „Kinetically constrained models and driven systems with slow dynamics“, in Slow relaxations and nonequilibrium dynamics in condensed matter: session LXXVII, 1-26 July 2002, NATO Advanced Study Institute, Euro Summer School, École thématique du CRNS = Relaxations lentes et dynamiques hors d’équilibre en physique de la matière condensée, J.-L. Barrat, M. Feigelmann, J. Kurchan, und J. Dalibard, Hrsg., in NATO Advanced Study Institute,. EDP Sciences ; Springer, 2003, S. 743–754.
• M. Clincy, M. R. Evans, und D. Mukamel, „Symmetry breaking through a sequence of transitions in a driven diffusive system“, J. Phys. Math. Gen., Bd. 34, Nr. 47, S. 9923–9937, Nov. 2001, doi: 10.1088/0305-4470/34/47/301.
• M. Clincy und H. Kinzelbach, „Stratified disordered media: exact solutions for transport parameters and their self-averaging properties“, J. Phys. Math. Gen., Bd. 34, Nr. 36, S. 7141–7152, Sep. 2001, doi: 10.1088/0305-4470/34/36/302.

Talks (selection)

• M. Clincy, „Zwischen Kopf- und Handarbeit: Fachdidaktische Projektarbeiten im Spannungsfeld von Technik und generativer KI“, gehalten auf der Jahrestagung der Deutschen Gesellschaft für Technische Bildung (DGTB), Halle/Saale, 20. September 2024.
• M. Clincy, ‘Inverted Classroom: Preparation beyond videos + Bloom revisited’, presented at the dikule symposium 2024, Bamberg, Mar. 21, 2024.
• M. Clincy, V. Srinivasan, R. J. Allen, and M. R. Evans, ‘Modelling antibiotic killing and tolerance dynamics in tuberculosis treatment’, presented at the Frühjahrstagung der Deutschen Physikalischen Gesellschaft 2024, Berlin, Mar. 19, 2024.
• M. Clincy, ‘Inside the “sandbox”: The effects of unlimited practice for summative online-tests’, presented at the International Meeting of the STACK community, Leoben/online, Apr. 25, 2022.

Baden-Württemberg-Zertifikat für Hochschuldidaktik

STACK: CAS-gestützte Mathematikaufgaben für die Hochschullehre

Participant "Lehre hoch n" Dachprogramm 2020 of Toepfer Stiftung: www.lehrehochn.de - Member of “Lehre hoch n”-network