Easy start to studies  [30.09.19]

The first weeks are often crucial to student success because those who feel welcome are usually particularly motivated. Initial gaps in knowledge, e.g. in mathematics, can often be closed with some support before they become a problem. Early insights into research can also awaken students' research spirit right from the start of their studies. These and other goals are pursued by the University of Hohenheim as part of the STEPS projects. In an interview, project manager Stephanie Schmid and her colleagues Barbara Hellwig, Elke Harnisch, and Anna-Lena Müller-Wengerofsky explain the different approaches.

 

Background STEPS: The University of Hohenheim wants to continuously develop its teaching methods. For several successfully acquired and approved project applications, it will receive a total of around €1.1 million from the second tranche of the state fund "Erfolgreich Studieren in BW" (Successful Studying in BW) by the end of 2020. The focus is on reforms in the introductory phase of studies.

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There is a lot going on in the field of teaching at the University of Hohenheim at the moment. One example is the recently launched second funding tranche of the "STEPS projects". Ms. Schmid, as project manager you are responsible for the overall coordination of the project. What exactly is STEPS all about?

Schmid: The name "STEPS" stands for "Studieneingangsphase" (introductory study phase). We want to make it easier for students in their first semesters to arrive at the University of Hohenheim. They are given the opportunity to close any gaps in their knowledge and can get a taste of research right from the start.

For this purpose, students can take advantage of various offers: For example, research can be sampled at all faculties during the orientation week, a qualification program is offered for tutors, there is a math workshop during the semester, or the new activity day "Research made easy" at the beginning of the second semester.

In addition, we support faculties and lecturers in integrating research-based learning into existing curricula.

In the past, you were more or less thrown into the deep end at the start of your studies. It was basically like becoming independent was part of your studies. Is the way of thinking about this changing?

Schmid: The general conditions at universities are changing - for example, at the turn of the millennium only about half as many students were studying in Hohenheim - and we have to adjust to that. The age groups are actually getting smaller and smaller because of the declining birth rate. On the other hand, more and more young people want to study. This is certainly supported by politicians.

For universities, this means that the student body is becoming ever more diverse. Some students want to get off to a full start from the first semester onwards and immerse themselves as quickly as possible in the world of science. Others want to be taken a little more by the hand and have time to orient themselves.

This presents universities and their lecturers with great challenges. That is why the state of Hohenheim launched the "Erfolgreich Studieren" fund in 2016, from which the University of Hohenheim successfully obtained funds in both funding tranches.

Ms. Hellwig, you are in charge of the "Mathematical Understanding" sub-project, which is currently being extended in the second funding round. What is your starting point?

Hellwig: Additional offers before the start of studies and in the first semesters are intended to help students keep up, reactivate forgotten school knowledge, and also take away their fear of math. Our message: It is important to us that you pass the exam - and: Mathematics can even be fun!

In general, it is important for us to reach as many students as possible who need our help. To reduce their reluctance to get in touch with us, we work closely together with lecturers who repeatedly mention the STEPS offers in their courses.

Can you give examples?

For example, the "math workshop," which has the format of an open learning room, is very well accepted. You can meet there to work out your calculations together. Student tutors and I are available to help with problems and questions. Many students obviously find it much easier to ask questions in this context than in office hours.

Before the exams, we offer an increased range of workshops. Many students accept this very gratefully, especially before the make-up exams.

We have also had good experience with the preliminary course "Mathematics for Biosciences." This semester, it was expanded and also opened for all degree programs in Faculty A.

The preliminary course takes place before the actual start of studies and enables upcoming students to refresh their school material. In addition, the participants can network with each other and get to know the campus. Student tutors can, of course, not only be asked about calculation methods, but also how WiFi works and much more.

Advanced students play an important role as contact persons on equal terms, not only for math exercises. Ms. Müller-Wengerofsky, you are responsible for the "Tutorial Program" sub-project. What exactly is it all about?

Müller-Wengerofsky: In many modules there are tutorials in which the material from lectures is repeated and practiced. They make a sustainable and indispensable contribution to everyday university life. The department usually approaches students with particularly good grades who are actively involved in the lecture.

Of course, a good understanding of the subject matter is important in order to supervise a tutorial, but there are also other challenges, e.g: How do I structure the material? How do I present vividly? How do I motivate a heterogeneous group? How do I deal with questions that I cannot answer? What do I do if I don't get through everything or if the projector doesn't work?

And the reflection on one's own role is also very helpful: Do I see myself more as part of the student group or as a lecturer? Do I want the students to use the formal "Sie" or the informal "Du"?

Until 2015, there was a tuition-funded qualification program for tutors at the University of Hohenheim. After tuition fees were abolished, the program was painfully missed by many. In the "Tutorial Program" sub-project, we are now reviving it in a revised form. The first tutorial workshop will take place at the beginning of the winter semester from 4 - 5 October and 18 - 19 October. Tutors, participants and, of course, the lecturers whose workloads are relieved will benefit from the program from the start.

The competences and soft skills taught will probably not only benefit the students for their tutorials. How is the program structured?

Müller-Wengerofsky: The tutorial program consists of different formats: The basic workshops for (prospective) tutors will take place in October. At the same time, they sit in on another tutorial and get a feel for the tutorial work.

As soon as they have tested the theoretical and practical experiences in their own tutorial, they receive feedback from us after an observation. The program is rounded off by two tutorial workshops, in which there is input on a desired topic on the one hand, and time for reflection and exchange on the other.

However, we also offer support outside of the courses, for example during tutorial office hours. There is also an office hour for lecturers in which, for example, it is discussed how cooperation with tutors can be made more effective in order to save time and resources.

The workshop concludes with a certificate and can be credited as part of the portfolio module. Registration on F.I.T. is still possible until 15 September.

Ms. Harnisch, your sub-project is about an update for the "Portal for Lecturers," right?

Harnisch: Yes. The aim is to create a platform that best meets the needs of lecturers. The existing collection of information for lecturers offers a good basis. Existing information will flow into the new portal.

Until the project is completed at the end of 2020, we want to further develop this website together with the actual users. To this end, a first "Design Thinking" workshop has already taken place, in which first-time lecturers, research assistants, and professors from all faculties took part.

In addition, staff from the University Didactics, Media & Marketing, and Humboldt reloaded teams enriched this workshop. The event was well received and another workshop is planned.

After an evaluation and further discussions, it became clear that the website should not only serve as a pure information portal, but also as a platform for collegial exchange and a source of inspiration for teaching. Another conclusion is that people prefer different ways of accessing information on websites.

 

We will continue to report! Thank you very much for the interview.

 

Interview: Leonhardmair; Translation: Neudorfer