Literaturnachweis - Detailanzeige
| Autor/inn/en | Ahrenholtz, Ingrid; Ruf, Andrea |
|---|---|
| Titel | Akzeptanz und Erfolg von zusätzlichen Maßnahmen in der Studieneingangsphase in Studiengängen der Mathematik und Naturwissenschaften. |
| Quelle | In: Das Hochschulwesen, 62 (2014) 3, S. 86-92Infoseite zur Zeitschrift |
| Beigaben | Abbildungen 3; Tabellen 2; Literaturangaben 13 |
| Sprache | deutsch; deutsche Zusammenfassung; englische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0018-2974 |
| Schlagwörter | Erfolg; Akzeptanz; Akademiker; Akzeptanz; Bedarf; Erfolg; Mathematik; Naturwissenschaften; Niedersachsen; Studienerfolg; Studium; Universität; Prüfungsordnung; Studentin; Prüfungsordnung; Studienanfänger; Studienanfang; Betreuung; Unterstützung; Einsatz; Tutorium; Förderungsmaßnahme; Mathematik; Naturwissenschaften; Studium; Universität; Studienanfang; Studiendauer; Studienerfolg; Akademiker; Tutorium; Betreuung; Bedarf; Einsatz; Unterstützung; Studentin; Studienanfänger; Niedersachsen; Oldenburg (Oldenburg) |
| Abstract | Die zu niedrige Studienerfolgsquote in den Studiengängen der Naturwissenschaften und der Mathematik war auch Ausgangspunkt für eine Änderung an der Universität Oldenburg. Hier handelte es sich um eine Erweiterung bisher schon getroffener Maßnahmen, mit denen der Studienerfolg zumindest spürbar gesteigert werden konnte. (HDZD/Text übernommen). An important task for universities is to enable students with appropriate skills to graduate in their study programme and to prevent them from giving up after few semesters. Study programmes in science and mathematics are characterized by an extraordinarily high dropout rate of about 40%. The school of Mathematics and Natural Sciences of the Carl von Ossietzky University in Oldenburg has developed a differentiated support system to keep students on track during the first semesters. This system is based on a broad experience with different activities for information and support of students who were interested in studying mathematics or science. Both previous studies as well as our students stress that the most important measure is providing support in the technical and scientific field. Therefor we organized more study groups with additional tutor-hours and preparation courses for the final written examination. In addition we offered more tutors and graduated students to support study groups at university working rooms during consultation hours. We started in 2011 and are still continuing until the current semester, so we have two years for assessing acceptance and success of those measures. All the additional offers were accepted by a large number of students, in different courses we had more than 800 users per semester, evaluation results were very positive. We could discover a slightly positive influence of the additional support on the exam's results (marks) but not on the failure rate of the exams. The dropout rate during the first year of the study programme was significantly lower, in particular the number of students who changed their subject declined markedly. In addition to the effects visible in the statistical numbers we could see that students get more confident in the supporting attitude of the faculty, they organize themselves in study groups and experience a stable Integration in student's social networks. (HDZD/text adopted). |
| Erfasst von | Zentrum für HochschulBildung - Technische Universität Dortmund |
| Update | 2015/1 |
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