New Perspectives in Science Education

At universities of applied sciences, new students start with different degrees and conditions: Some have no problems with scientific, mathematical and technological basics, others find it difficult. “What should I do with the dry theory and how do I get this many formulas in my head?” Many students ask this questions within the first 2 semesters. A special teaching concept of Albstadt-Sigmaringen university titled "activation in the studies initial phase" was implemented in six technically oriented bachelor's degree programs since October 2012. These projects were funded by the Ministry for Sciences, Research and Arts of Baden-Wuerttemberg with the support program "Welcome to science". The aim of this project was to support students and to improve their motivation for studying. Three essential parts of this new combined teaching concept are described: team work, flexible organisation of the studies and supervised self-learning.

Firstly, students should be introduced earlier to practical course content and understand why theory is relevant for professional life. Thus, semester-overlapping general and interdisciplinary projects were introduced, promoting both the holistic and integrative learning. As an example, the interdisciplinary collaboration between four departments and an industrial partner on the theme "Smart Textiles and Wearable Technologies" is presented. This project demonstrated that an innovative prototype of a product could be developed by students within a relatively short time-period of 3 months. Scientific communication between students was established by the organisation of “science slams”: Advanced students presented students of the first and second semester subjects from their studies in a fancy and entertaining way. Secondly, a more flexible study period is provided. When difficulties arise, the academic studies can be extended by an additional semester. And thirdly, individual supervision for students with large gaps in basic subjects took place. Supervised self-learning in mathematics and physics was offered. New students with deficits were recommended to participate on a course voluntarily. In individual meetings, the participants received regularly feedback on their performance level and tips on how they could cope better with the everyday student life.

Thus, major results of a 3-year-project dealing with concepts for activating learning capabilities of students at an early stage are presented in this contribution.