Teacher

Natasha Marie Hansen, aeaching assistant

Problem

Students struggle with the transition from high school to university and lack insight into study techniques.

Initiatives

1. Encouraging ongoing reflection on learning – 10 minutes allocated in each session.
2. Reflection assignment as an exam focusing on the transition from high school to university, reflections from the course teaching, and a look towards the future.
3. Students were assessed on their ability to reflect on their outcomes and efforts in the course. 

Outcome

Most students ended up looking back positively on the course, which helped many settle into their new role as students. The instructors were also very positively surprised by the students' approach and see it as a good way to get a sense of the students. 

It provides insight into how the 1st semester has functioned, what has gone well, and what has not gone so well. Which students are thriving, and which students are considering dropping out and why.

Teacher

Adelina Rogowska-Wrzesinska, associate professor

Problem

Students memorize the material but do not understand it.

Initiatives

1. Lectures were replaced with self-study sessions – students, in small groups, compared two biochemical processes by creating a diagram. 
2. Students provided feedback to each other and received feedback from peers and an instructor.
3. Students wrote a short reflection in their groups. 

Outcome

Students demonstrated increased conceptual and cohesive understanding. They transitioned from rote memorization to understanding mechanisms. Students made active choices about relevance and simplifications. Peer feedback and group work strengthened understanding, though engagement varied. 

Teacher

Janne Kudsk Klitgaard, associate professor

Problem

The students are accustomed to working with subject-specific knowledge and concrete tools, and here they encounter for the first time the creative mindset, where work is conducted openly and innovatively without one correct solution. 

Initiatives

1. The students were introduced to innovation and innovation processes through teaching and presentations from SDU RIO about innovation, creativity, and the role of different competencies in innovation work.
2. The students worked on developing ideas and relating their academic knowledge to possible applications, products, or further studies.
3. In the project work, the students were required to write an innovation section where they described their innovation process, reflections, and arguments for their ideas.
4. The students engaged in creative problem-solving and discussions of various solution possibilities in groups. 

Outcome

The initiatives contributed to the students increasingly viewing their academic knowledge in an application-oriented and innovative context. Several students became more aware that scientific work also involves creativity, idea development, and reflection on how new knowledge can be translated into value or practice.

Teacher

Nadia Skarnager Andersen, teaching assistant professor

Issue

Students struggle with the transition from high school to university and lack insight into study techniques.

Initiatives

1. At the beginning of the semester, students interview each other about learning techniques, the transition from high school student to university student, and their role as students, then set personal goals.
2. At the end of the semester, they evaluate their goals from part 1 and reflect on whether they have been achieved and how they will continue to work on them. The response is included in a mandatory submission. 

Outcome

The study introduction has yielded predominantly positive outcomes and increased students' awareness of study habits and learning strategies. The effect is particularly evident in reflection and inspiration, while changes in concrete behaviour are more limited. The outcome is clearly strengthened by follow-up but hindered by varying levels of engagement and unclear objectives.

Key improvements: Clearer objectives, better instructions, and consistent follow-up.

Instructor

Michael Petersen, associate professor

Issue

Problem-solving, collaboration, handling frustration.

Initiatives

1. Academic reflection was introduced as a learning tool.
2. Written reflection was made mandatory in the last three reports.
3. Students received clear guidance on the purpose and expectations of reflection.
4. Reflections were not graded but supported with brief feedback. 

Outcome

Most students took the tasks seriously and were honest in their reflections. The reflections helped the instructor provide more targeted academic feedback to the students. The instructor observed that several students clearly benefited from setting goals, which they fully or partially achieved, and from reflecting on their general scientific competencies and how these can be applied throughout their educational journey.

Instructor

Christina Wegeberg, assistant professor

Problem

The transition from theoretical knowledge to practical application in the laboratory.

Initiatives

1. Incorporation of reflection questions in reports: What went well? Which theory was applied? What could be improved next time? How did it go compared to last time? Did you achieve your goals from last time?
2. Presentations with peer feedback groups. 

Outcome

The initiative has enhanced students' understanding of the connection between theory and practice in the laboratory, where they actively applied theoretical concepts. The structured framework and collaboration contributed to clarity, confidence, and better problem-solving. However, there were challenges with instrument handling, technique, and logistics.

Teacher

Eva Bang Harvald, teaching associate professor

Issue

Students lack self-awareness regarding their personal roles in professional group dynamics and struggle to communicate effectively during group work.

Initiatives

1. Work on a company case in groups and hold meetings with the company.
2. Students set both personal general learning goals and learning goals for group work.
3. Reflection report on group work, personal learning, and skill development. 

Outcome

The project has overall met the learning objectives by enhancing students' collaboration, independence, and ability to work on real-world challenges. Feedback particularly highlights an improvement in their group work skills and an increased understanding of the importance of effective communication.