Do you work with first-year students at AU – as an instructor, mentor or teacher? Then this workshop is for you.
The primary objective of the workshop is to equip instructors/mentors and teachers of first-year students to work with new students' transition to university. This is done through a disciplinary and subject-specific focus on academic study competencies. During the workshop you will learn how to support your students in dealing with and breaking down disciplinary bottlenecks – i.e. disciplinary problems, that need to be solved in order to move on.
At the end of the course, the participants will have achieved:
At the end of the course, the participants will be able to:
At the workshop, teachers and student teachers are prepared to facilitate the academic meetings at their course. We recommend that teachers and student teachers participate together.
In the academic meetings, reflections are based on three phases. These form the basis for the workshop:
The workshop is offered as a part of the project 'Academic Reflection Rooms’.
The project is aimed at first-year students and seeks to increase new students' academic study competencies and their well-being at the study through a disciplinary and subject-specific focus.
The focus is on: What is difficult in the study, why it is difficult and how it can be solved - currently and in the future. What is difficult can have both a general and subject-specific character.
During the semester, a number of meetings are facilitated, in which student teachers/mentors and new students participate. At the meetings, the participants work with selected academic challenges, as well as study and learning strategies and techniques. The meetings are organized locally in a collaboration between teachers, student teachers/mentors and students. In addition to help plan and facilitate the meetings, the teachers are responsible for supporting a synergy between the academic meetings and the normal teaching – for instance by including aspects from the meeting into the teaching.
Teachers, student teachers and mentors participate in the introductory workshop. Here, the format and the academic anchoring and toning is discussed. At the workshop, CED also presents materials and digital resources, which the academic meetings can be based on, and which offer inspiration to solve/renew the approach to the issues.
