Introduction to the new students

In connection with the new pedagogical framework, we have also looked at the introduction that we give to our new students.

A good start to studies has both a social and an academic side. Students need to get to know each other and their surroundings, and they need to be introduced to life at the university, the framework and the teaching.

For years, the faculty has carried out both a well-planned and well-thought-out start to studies and study introduction, so fortunately there is no need for any revolutionary changes. However, it is as if some of the introduction has become a little too disconnected from the subject of  the individial student's degree programme.

We are, therefore, currently working on bringing the study introduction closer to the individual degree programmes. Introduction to, for example, IT systems and examination rules can still be standardised across programmes, but the introduction to, for example, good academic practice and report writing is more subject-specific and is best introduced by professional experts at the departments. Overall, there is a need for a good balance in the student introduction and for this to also be discussed locally among the teachers in the individual programmes.

A central part of the student introduction is the establishment of study groups. We already have a strong set-up, where we use older students as study group supervisors, among other things. We have enjoyed this system greatly and it will continue in the future. However, it is worth considering whether we can combine the roles a bit, so that some of the instructors are also trained to handle study groups and activities based on study groups in teaching.

Finally, it is important that the study groups do not become too closed. There may be a need to regroup during the semester, and in general, study groups should be seen as a starting point for students to form academic social networks. Students are also welcome to work together across the organized study groups and thereby expand their networks.

A working group composed across the faculty, including both academic staff, administrative staff and students, as well as the SDU Centre for Teaching and Learning, has recently done a great deal of work discussing and providing recommendations for our work with study groups and professional communities.

This has resulted in many good ideas, which we are now working on further in, among others, the faculty's Education Committee and the departments' teaching committees.