Lecture Hall

Projects funded by the ALe

Lecture Hall
Image: Jan-Peter Kasper

In the winter semester 2018/2019, the ALe for the first time awarded funding for the further development of academic teaching within Friedrich Schiller University Jena.

We are pleased to present the projects funded in the five funding lines here:

Free Space for Teaching

LiLApedia: Development, Evaluation and Implementation of a Wiki-Based Teaching Concept for Teacher Training (funding period: winter semester 2020/21 to summer semester 2021) Show content
Project leaders: Dr Frederike Schmidt and Dr Stefan Lotze Project leaders: Dr Frederike Schmidt and Dr Stefan Lotze Image: Privat

In the project, students’ coursework consists in wiki articles published online, which they jointly develop, discuss and optimize over the course of a semester. The primary goal of these contributions is the transfer of scientific knowledge to representations that are used in school practice. The entire collection and individual articles are expanded and renewed in later seminars, which ensures that the content is always up to date. Through the media implementation as a wiki, academic achievements continue to exist in the sense of a joint product, which demonstrates the overarching meaning of one's own contributions in a motivating way. In addition, LiLApedia will be a publicly available and yet qualitatively assured online compendium for school teaching in the long term. In the project applied for here, an alternative model of action is to be established, evaluated and further developed.

Against the Dispute over Methods. Redesign of Methods Training in Sociology as Major and Minor Subject (funding period: winter semester 2018/19) Show content
Project leaders: Prof. Dr Sylka Scholz and Prof Dr Kathrin Leuze Project leaders: Prof. Dr Sylka Scholz and Prof Dr Kathrin Leuze Image: links: FSU; rechts: Maria Conradi, Fotostudio Fotografa Berlin

The Institute for Sociology is in the process of restructuring sociological methods training with the aim of systematically linking the previously dominant quantitative methods training with qualitative methods training and training students equally in both methodological traditions. Such an undertaking comes with a variety of challenges: Firstly, both methodological strands have historically developed in distinction to each other and have each developed their own specialist languages; innovative forms of teaching must be developed accordingly. Secondly, teachers in academic practice conduct either qualitative or quantitative research and are often not familiar enough with the other methodological tradition. Therefore, an exchange of content between the lecturers is implemented by means of a workshop. Thirdly, based on the results of the first two steps, a methodological-methodical perspective will be developed and published.

Here [pdf, 2 mb] de you can find the final project report (URZ login credentials required).

Innovation in Teaching

From Digitization to Differentiation (funding period: winter semester 2020/21 to summer semester 2021) Show content
Project leaders: Clemens Hoffmann, Elizabeth M. Watts and Julia E. Fleischmann Project leaders: Clemens Hoffmann, Elizabeth M. Watts and Julia E. Fleischmann Image: Privat

Project leader: Dr Elizabeth Watts

Although research in the field of inclusive learning has increased exponentially since the ratification of the UN Convention on the Rights of Persons with Disabilities in Germany and digital tools and support technology have been available on the international market for many years, many teachers and student teachers are still not familiar with such offers and products. In the field of digitization, we see the potential to change access to learning and to enable personalized learning that meets the needs of all students. The goals of this project are not only to better prepare future biology teachers to use digital tools for teaching in increasingly diverse classrooms, but also to create a collection of 3D digital models and videos that can then be loaned to current teachers for direct use in the classroom.

Virtual Chemistry (funding period: winter semester 2020/21 to summer semester 2021) Show content
Project leader: Prof. Dr Stefanie Gräfe Project leader: Prof. Dr Stefanie Gräfe Image: Jan-Peter Kasper (University of Jena)

In this project, concepts of virtual reality will be introduced into chemistry education in both major and minor subjects. For many concepts in chemistry, such as reaction mechanisms, molecular orbitals, but also more complex reactions such as the ‘docking’ of a substrate molecule to an active centre of an enzyme, a good three-dimensional (3D) representation of the system is of immense importance for understanding.
This project will therefore use modern technical approaches to visualization to help students train their spatial imagination, develop a 3D idea of the molecules and thus a better understanding. We follow two different approaches: (1) the (inter)active ‘experiencing’ of the 3D environment through virtual reality (VR). (2) The ‘grasping’ of larger molecules and systems by means of plastic forms that were created via a 3D printer.

Profession-Oriented Supplementation of Theoretical Physics in the Physics Teacher Training Programme (funding period: winter semester 2020/21 to summer semester 2021) Show content
Project leaders: Prof. Dr Holger Cartarius and Phlipp Scheiger Project leaders: Prof. Dr Holger Cartarius and Phlipp Scheiger Image: Links: Anne Günther, Rechts: Ronny Nawrodt

The fundamental concepts of theoretical physics are undoubtedly important for the physics teacher training programme. They help future teachers to achieve sufficient subject-specific sovereignty to be able to concentrate on teaching. However, the associated courses are perceived as difficult. A great potential of the study programme is not used under these conditions. With this teaching innovation, the courses of theoretical physics are supplemented in such a way that their profession-oriented benefit for the physics teaching profession is worked out and the link to school physics becomes recognizable. Intensive courses are being developed to prepare students for mathematical formalism, and seminars are being set up to work out a school-relevant perspective from the content of theoretical physics. All newly developed content will be documented for delivery in future years.

Digitization of the "Propädeutikum zum Examensrepetitorium im Zivil- & Öffentlichen Recht" (funding period: winter semester 2020/21 to summer semester 2021) Show content
Project leader: Dr Marion Schmidt-Wenzel Project leader: Dr Marion Schmidt-Wenzel Image: Anne Günther (University of Jena)

The existing pre-exam revision course in civil and public law is intended to facilitate students' entry into the one-year university exam preparation at the Faculty of Law. The six-week block course has so far taken place purely as a classroom course. However, due to the timing from the beginning of September, it is not possible for all students in the target group to attend the course.
Thanks to the funding from the Academy for Teaching Development, the questions and exam instructions that have only been marginally addressed up to now, as well as learning techniques, will be implemented through digital formats, thus supplementing and supporting the existing face-to-face propaedeutic course. Among other things, teaching and learning videos, video feedback and learning status tests are used.
Due to the basic approach, videos cannot only be used repeatedly in the upcoming rounds of the propaedeutic course, but also in other courses of exam preparation.

FNU: Training Module for the Introduction to Interdisciplinary Science Teaching (funding period: winter semester 2019/20) Show content
Project leaders: Prof. Volker Woest and Clemens Hoffmann Project leaders: Prof. Volker Woest and Clemens Hoffmann Image: Anne Günther (University of Jena)

As part of the ProfJL project (Professionalization from the Start in the Jena Model of Teacher Education), a teaching-learning programme was developed for student teachers of biology, chemistry and physics, which is intended to prepare students for interdisciplinary science teaching in a way that is both school-relevant and practice-oriented. With the help of funding from the Academy for Teacher Development, the teaching-learning programme will be continued and the links between the individual subject didactic training areas strengthened. In this way, the contents are to be anchored in the long term as important components of the science teacher-training programme. One approach to this would be the implementation of the teaching-learning offer as a separate module in the required elective area. A pool of materials consisting of practical examples, methods, and opportunities for reflection serves as a basis for this and will be further expanded.

Here [pdf, 981 kb] de you can find the final project report (URZ login credentials required).

Latin for and in Philosophy (funding period: winter semester 2019/20) Show content
Project leaders: Prof. Dr Perkams and Tim Haubenreißer Project leaders: Prof. Dr Perkams and Tim Haubenreißer Image: Anne Günther (University of Jena)

A large and significant part of basic philosophical texts is in Latin. For a research-oriented study of philosophy, knowledge of this language is therefore indispensable in order to find meaningful access to these original texts, to examine the quality of the translations, to understand them as the product of hermeneutic processes, but also to be able to critically and analytically process texts in the first place. Although Latin teaching has the potential to teach philosophical topics and working methods in a targeted way and thus to create more popularity for itself, at the University of Jena and elsewhere, the focus is mainly on practising grammar and vocabulary without reference to the subject. In order to address this situation, a course- and competence-related Latin course will be taught from the summer semester 2019 to the winter semester 2019/20 in the seminar ‘Latin for Philosophers: Texts, Discussions, Perspectives’. The innovative project is also intended to serve as a platform for students to contribute their ideas and, in the medium term, aims to make a corresponding teaching offer permanent, which should be a model for other languages and degree programmes and an advantage for the University of Jena.

Here [pdf, 3 mb] de you can find the final project report (URZ login credentials required).

Physics Internship for Medical Students 2020 (funding period: winter semester 2019/20) Show content
Project leaders: Sabine Stück, apl. Prof. Frank Schmidl and apl. Prof. Katharina Schreyer Project leaders: Sabine Stück, apl. Prof. Frank Schmidl and apl. Prof. Katharina Schreyer Image: Anne Günther (University of Jena)

As part of the restructuring of medical studies ‘Masterplan Medizinstudium 2020’, preclinical training will also face increased demands that require a reorientation in teaching. Therefore, we are planning to transfer the physics practical course for medical students from a pure practical course to a new form of practical course consisting of a coordinated mixture of interactive co-seminars and subsequent independent experiments.
The novel combination of co-seminars, as a quasi-interactive lecture with combined practical exercises by the students, preceded by the actual practical course, is intended to ensure a more optimal training of all students in directly comparable areas identified as important for further medical studies. In addition to deepening and consolidating the subject-specific foundations for the subsequent teaching sections in the preclinical phase (especially physiology), the prerequisites for possible later clinical research are also to be created.

Here [pdf, 2 mb] de you can find the final project report (URZ login credentials required).

Blended Learning and Gamification for Bridging Courses in Business Information Systems (funding period: winter semester 2019/20) Show content
Project leader: Prof. Dr Ruhland and Frau Berger Project leader: Prof. Dr Ruhland and Frau Berger Image: Ruhland_Berger

Database systems are of central importance in the research and teaching field of business informatics. It has been known for years that the heterogeneity of the prior knowledge of the participants in the Master's programmes requires the delivery of bridging courses. A blended learning concept allows efficient use of the university's own personnel capacities and Internet offerings.  Expanding this with elements of gamification not only promises to keep interest high in general, but also makes those learning elements more exciting that are generally considered particularly dry, but are indispensable for in-depth academic discussion. Key competences are developed along the way.

Here [pdf, 457 kb] de you can find the final project report (URZ login credentials required).

Internationalization through Digitization: Virtual Cross-Border Business Games (funding period: winter semester 2018/19) Show content
Project leader: Prof. Dr Jürgen Bolten Project leader: Prof. Dr Jürgen Bolten Image: Anne Günther (University of Jena)

With the aim of linking internationalization and digitization, a virtual intercultural business game is to be developed within the framework of the project. In future, it can both be a fixed part of the supplementary subjects in the Bachelor’s programme Intercultural Business Communication and be used by other subjects of the Faculty of Humanities, the Faculty of Economics and the Faculty of Behavioural Sciences as well as the Language Centre.   The business game uses a virtual classroom, which in turn will be integrated into a Moodle platform. Both provide the basis for student teams from three international universities to interact together. The aim is to make it possible to experience challenges of intercultural action ‘live’ and to be able to reflect on corresponding challenges. The project work includes the creation of text- and video-based handouts for independent use by lecturers.

Duration: October 2018 to September 2019

Here [pdf, 772 kb] de you can find the final project report (URZ login credentials required).

Oncological Case Conferences in Student Teaching (funding period: winter semester 2018/19) Show content
Project leader: Prof. Dr Jutta Hübner Project leader: Prof. Dr Jutta Hübner Image: Anne Günther (University of Jena)

Based on the simulation of case conferences, medical students in the 9th subject-related semester will gain fundamental insights into the development of therapeutic strategies in multimodal therapies, the interaction of different disciplines and professional groups, and interdisciplinary and multiprofessional communication. The focus will be on understanding complex therapy processes, taking into account the therapy goal, communicating about this with the patient and supporting informed decision-making. In 6 seminars, 6 selected tumour types and different therapy situations (initial diagnosis to palliative situation) are discussed.

In the course of the semester, interim evaluations serve to adjust the concept if necessary. The results of the final evaluation and experiences are to be scientifically published and presented. The project should result in the creation of a sustainable concept for student teaching that can be transferred to other subjects.

Duration: October 2018 to December 2019

Here [pdf, 661 kb] de you can find the final project report (URZ login credentials required).

Integrative Argumentation Didactics (funding period: 2018/19) Show content
Project leaders: Jun. Prof. Dr David Löwenstein and Dr Peggy Hetmank-Breitenstein Project leaders: Jun. Prof. Dr David Löwenstein and Dr Peggy Hetmank-Breitenstein Image: Anne Günther (University of Jena)

Analysing and evaluating as well as developing arguments on one's own is not only a philosophical core competence, but also essential in other fields both inside and outside the university. The subject of philosophy has a special responsibility to promote the development of these competences. Yet an integrative didactics of philosophical argumentation, which aims to combine both analytical and logical as well as productive-creative argumentation skills, has remained a desideratum to this day. With our project, we want to systematically teach and further develop the teaching of formal logic, which is often completely disconnected from actual argumentation, and the didactics of writing, which is uninformed by logical argument analyses. Our aim is to provide training in persuasive argumentation in which logical acuity and successful text composition are intertwined.

Duration: October 2018 to September 2019

Here [pdf, 274 kb] de you can find the final project report (URZ login credentials required).

Discussion about Development in the Faculties

Communication Curriculum (funding period: summer semester 2019) Show content

Project leader: PD Dr Ulrich Wedding

 

The Masterplan 2020 envisages a reformation of medical studies. The aim is, among other things, to place greater emphasis on teaching communicative competence (doctor-patient, doctor-doctor, doctor-nurse, doctor-family members, ...). The coalition agreement of the current Federal Government shows clear commitment to the implementation of the Masterplan 2020. With the support of the Federal Ministry of Health (BMG), a longitudinal model curriculum on communication has been developed, whose implementation is the task of the faculties of medicine. A development dialogue is needed at the University’s Faculty of Medicine to implement this communication curriculum. This process will be initiated in a kick-off event with Professor Jana Jünger, head of the Institute for Medical and Pharmaceutical Examination Questions (IMPP). In addition, an actual survey of the teaching of communicative competence in medical studies is necessary. Teaching and testing communicative competence is the goal of the Faculty of Medicine in the coming years.

Closed-Door Conference on Ensuring Academic Success (funding period: winter semester 2019/20) Show content
Project leader: Prof. Dr Volker Jänich Project leader: Prof. Dr Volker Jänich Image: Anne Günther (University of Jena)

The University’s Faculty of Law will hold a one-day closed conference on the topic of ensuring academic success through a modernization of education in the areas of specialization at the Augustinerkloster Erfurt in early September 2019. Law faculties nationwide are complaining about a decline in the number of graduates. Hardly imaginable for many, there is a threat of a shortage of lawyers. A working group at state level, with the help of an expert opinion from the German Centre for Higher Education Research and Science Studies (DZHW), has been searching for the causes of students dropping out. It is striking that students only drop out very late in their studies (on average after 7 semesters, i.e. after the intermediate examination). At the planned closed conference, the Faculty of Law wants to look for ways to make the education in the areas of specialization, which takes place in the critical study phase, more attractive in order to reduce the dropout rate.

Here [pdf, 2 mb] de you can find the final project report (URZ login credentials required).

JeMid—Jena Didactics in Medicine (funding period: winter semester 2018/19) Show content
Project leader: Claudia Ehlers Project leader: Claudia Ehlers Image: Anne Günther (University of Jena)

The Faculty of Medicine would like to develop the teaching offers in the field of medical didactics according to the guidelines of the Medical Didactics Network of Germany. For this, it is necessary to reach a consensus within the faculty. All teachers should be well prepared for their teaching - this includes basic university and medical didactics training. The main focus of the training programme should be on post-doctoral training. In addition, further courses in medical didactics should be offered, e.g. for new teachers at the Jena University Hospital, training in special teaching/examination formats, but also more advanced qualifications (Medical Didactic Qualifications MQ1/MQ2). Cooperation with the Service Centre for Higher Education Didactics (LehreLernen) will be further intensified.

In order to plan a consented ‘JeMid’, the Faculty of Medicine would like to enter into dialogue with its lecturers and involve external speakers. A planning meeting for a one-day workshop is being prepared. A concept presentation in the Commission for Teaching and Studies as well as adoption in the faculty council is being sought.

Duration: October 2018 to September 2019

Here [pdf, 144 kb] de you can find the final project report (URZ login credentials required).

Student Initiatives

Internship Website for German as a Foreign Language – German as a Second Language Students (funding period: summer semester 2021) Show content
Project leaders: Zichun Huang, Leonie Rotsche, Sahibe Muslumzade and Jana Dix Project leaders: Zichun Huang, Leonie Rotsche, Sahibe Muslumzade and Jana Dix Image: Zichun Huang

The project ‘Internship Website for German as a Foreign Language – German as a Foreign Language – German as a Second Language Students’ offers Bachelor’s and Master's students of the study programmes a way to find internship opportunities more easily. In order to avoid hours of research in the vastness of the internet, we have decided to create a website with possible internship institutes around the world. On this website, students can find a list of different types and locations of internships. Once students have decided on an institution, they click on it and will receive concrete information (e.g. general conditions of the internship, location, website) about the internship, information about the internship location as well as information about the contact person, which makes it possible to get in touch as quickly and directly as possible.

Divided in Unity—30 Years after Reunification. A Series of Events (funding period: winter semester 2020/21 to summer semester 2021) Show content
Project leaders: Lisa Gersdorf and her team Project leaders: Lisa Gersdorf and her team Image: Max Gräßner

Thirty years after the German-German reunification, we feel it within society in general, but also at the University in particular: we are not yet ‘unified Germans’. Many still feel like Ossi or Wessi and condemn the other as Jammerossi or Besserwessi. This feeling of ‘us’ and the ‘others’ is still an East-West German problem today, which the next generation also feels exposed to. Through our series of events, we aimed to raise awareness of the mental division. Within these events, people from different generations who study, teach or work at the university, from the old and new federal states, were able to come together and exchange their own experience, values and wishes. Through listening to and discussing with one another, trust and understanding are to grow, allowing for sympathy for the ‘other’.

Here [pdf, 3 mb] de you can find the final project report (URZ login credentials required).

Learning Foreign Languages with Methods from Drama and Narrative Pedagogy (funding period: winter semester 2020/21) Show content
Project leaders: Alexandra Treder and Sora Meyberg Project leaders: Alexandra Treder and Sora Meyberg Image: José Adolfo Carril Paniagua

By using methods from drama and narrative pedagogy in foreign language teaching, communicative ability to act, intercultural competence and holistic and creative learning processes can be promoted. In the study programme German as a Foreign and Second Language, the didactic-methodical concepts of drama and narrative pedagogy have so far only been dealt with theoretically. On two dates in the sommer semester 2021, students were given the opportunity to practically apply games and methods from drama and narrative pedagogy and to reflect on their possible applications in the teaching context. Professional drama and storytelling pedagogue Maria Carmela Marinelli, who also focused on teaching methods of multilingual storytelling, led the workshop. With this impulse to promote multilingualism, the workshop offered further points of contact with a broad spectrum of central topics in the study programme.

Here [pdf, 24 mb] de you can find the final project report (URZ login credentials required).

Countering Discrimination—Shaping Diversity—Series of Events by and for Students and Interested Parties (funding period: winter semester 2020/21) Show content
Project leaders: Alexandra Treder and her team Project leaders: Alexandra Treder and her team Image: Privat

The online conference was aimed at students and lecturers in educational study programmes as well as interested parties. We understand discrimination as something that affects everyone. Prospective German as a Foreign Language / German as a Second Language teachers do not only teach German, but also talk about social, political and historical issues with the participants, e.g. in the context of integration courses. Therefore, we are looking for answers to the question of how to talk to each other about controversial issues—both privately and in professional, i.e. in our case teaching-learning contexts—while remaining appreciative and culturally sensitive and at the same time representing one's position.  In workshops, lectures and discussion rounds with speakers from academia and practice, possibilities for answering this question were presented and strategies developed together with the participants on how to deal with discrimination and diversity in order to enable peaceful coexistence in a diverse society.

Here [pdf, 4 mb] de you can find the final project report (URZ login credentials required).

Automation of Programming Exercises (funding period: summer semester 2020) Show content

Project leader: Roman Wanusch

Programming exercises at the University of Jena are largely submitted and corrected manually. This is associated with a turnaround time of one week and a high correction effort. Increasing the feedback frequency (from one week to one minute) and partially automatizing the correction would not only increase efficiency but also support more differentiated, individual learning.
A large number of courses and technologies that realize such automated programming exercises are already available on the internet; however, there is uncertainty about their fit, flexibility and long-term controllability.
This project will examine a Moodle-based technology (CodeRunner) as an example and evaluate it in a concrete course with about 40 students. In the long term, this project should contribute to establishing such a technology at the Faculty or even at the University of Jena.

Support in the Introductory Phase of Studies (funding period: winter semester 2019/20) Show content
Project leaders: Tjorben Matthes, Katharina Wölfl and Georg Schwartz Project leaders: Tjorben Matthes, Katharina Wölfl and Georg Schwartz Image: Tjorben Matthes

Finding one’s way around studies and everyday life at university is one of the first major challenges of starting one’s studies. In many cases, this succeeds, but the faculty usually loses a noticeable proportion of students, especially female and male students in teacher training programmes.
In order to reduce dropout rates and retain students in the long term, a large-scale support programme for new students is presented here.
Beginning with the introductory days, the first-year students are supervised in small groups by student and professor mentors, who are available as contact persons both for subject-related questions and as private reference persons.
In addition, as was the case last year, an exam preparation weekend for first-semester students will be offered at the end of the next winter semester (24 to 26 January 2020).

Here [pdf, 16 mb] de you can find the final project report (URZ login credentials required).

Lecture series ‘Footnotes in Psychology’ (funding period: winter semester 2019/20) Show content
Project leaders: Lea Stegmann and her team Project leaders: Lea Stegmann and her team Image: Lea Stegmann

In the winter semester 2019/2020, peripheral areas of psychology will come into focus on six different dates, for example environmental psychology or culture- and migration-sensitive psychotherapy. Despite the topicality and socio-political relevance of these topics, they are rarely mentioned in the course of psychology studies. In the lecture series ‘Footnotes in Psychology’, these topics will be examined and intensively discussed. The aim is to impart knowledge, arouse curiosity and stimulate a critical examination of the topics through informative and interactive evenings. Academics and professionals from the field organize the events and offer an insight into research and practice with a lecture, a workshop or a panel discussion. Emphasizing the interdisciplinary character of the topics, the events are aimed at students of all disciplines.

Here [pdf, 769 kb] de you can find the final project report (URZ login credentials required).

Refugee Law Clinic Jena – clinical legal education (funding period: winter semester 2019/20) Show content

Students of the University of Jena founded the Refugee Law Clinic JLC Jena in 2016. We offer an open consultation hour for refugees several times a week. In addition, we organize an annual training programme in asylum and residence law. Fellow students who have successfully participated in this can then join us as counsellors after a period of observation. In accordance with the idea of clinical-legal education, we want to give our students the opportunity to complement their theoretical studies with practical work. At the same time, we want to contribute to effective access to (human) rights and support people in an often particularly precarious situation through a low-threshold offer. We are in close contact with fully qualified lawyers who specialize in migration law and provide us with expert advice.

Here [pdf, 2 mb] de you can find the final project report (URZ login credentials required).

Implementation of in-class on-line quizzes (funding period: winter semester 2018/19) Show content

Project leaders: Aleksandr Kazakov and Anna Zherdeva (M.Sc. Economics students)

The project referred to scientifically proven study strategies improving learning processes such as spaced retrieval, interleaved practice, generative learning and self-assessment.

The project tended to the implementation of these strategies into the in-class learning process: In selected courses, students involvement is to be enhanced by performing a short quiz at the beginning of each lecture. The questions target on recapitulating the content of previous lectures as well as building bridges towards subsequent subjects and areas of application. The quizzes will be implemented by using online quiz services such as Moodle. The results will provide regular feedback on the learning progress.

The project corresponds with the aims of the Faculty’s working group ‘Neue Medien in der Lehre’ and was carried out in close consultation.

Funding period: October 2018 to September 2019

Here [pdf, 799 kb] de you can find the final project report (URZ login credentials required).

Exam preparation weekend (funding period: winter semester 2018/19) Show content
Project leaders: Tjorben Matthes, Katharina Wölfl and Georg Schwartz Project leaders: Tjorben Matthes, Katharina Wölfl and Georg Schwartz Image: Anna Katharina Wölfl

At the end of the winter semester (25 to 27 January 2019), the student council of the Faculty of Physics and Astronomy organizes an exam preparation weekend for first-year students. For this purpose, about 50 students and 10 tutors travel to Bad Sulza for three days to study for the upcoming exams. This project serves to accompany and support the first semester students.

The students from the first semester who participate are offered an optimal learning environment: group rooms to work in, a large pool of exam questions, fellow students studying for the same subjects, and finally tutors from higher semesters who are available to answer questions and give tutorials. In addition, short oral mid-term exams take place in between, through which students receive individual feedback on their learning progress. On the last day, students can write mock exams in the individual subjects to simulate the real exam situation.

Funding period: January 2019 to September 2019

Here [pdf, 22 mb] de you can find the final project report (URZ login credentials required).

Student Initiatives PLUS

Refugee Law Clinic Jena e.V. — legal and psychological supervision (funding period: summer semester 2021) Show content
Logo of Refugee Law Clinic Jena Logo of Refugee Law Clinic Jena Graphic: Refugee Law Clinic Jena

In line with the clinical-legal education approach, the Refugee Law Clinic Jena e.V. offers students of the Faculty of Law the opportunity to practically expand their theoretical law studies through voluntary legal counselling in asylum and residence law.
In order to ensure high quality legal counselling, legal and psychological supervision is to be implemented on a monthly basis, thus professionalizing the counselling activities of the Refugee Law Clinic Jena e.V.. Through the legal supervision, basic legal knowledge in the field, current case law as well as counselling cases are instructed, deepened and reflected upon. In the framework of the psychological supervision, the counsellors are trained to deal adequately with the psychologically stressful situation of those seeking advice as well as their role as voluntary counsellors. A total of six supervisions —four legal and two psychological—are planned.

Exam preparation weekend 2021 (funding period: January 2021) Show content
Project leaders: Georg Schwarz and his team Project leaders: Georg Schwarz and his team Image: Georg Schwartz

For the past three years, an exam preparation weekend has been held in cooperation with the student representative committee of the Faculty of Physics and Astronomy. It was financed with funds from the ALe and the faculty, as well as donations from professors and non-university institutes. During this period, a large pool of exam questions and solutions was created. Since previous participants called the exam preparation weekend a great help, this format of supervised learning is to continue.

For this purpose, another digital exam preparation weekend is planned from 29 January to 31 January 2021. During these three days, the participating first-semester students will be offered an optimal learning environment: in digital group workrooms, they can puzzle over difficult tasks together with their fellow students and, if necessary, call in tutors to work out approaches with them. In mock exams, they can test their knowledge and prepare for the exam situation.

Other projects

Ernst-Abbe-Sommerakademie (Ernst Abbe Summer Academy) Show content
Vorbereiteter Workshopraum Vorbereiteter Workshopraum Image: Bernd Teufel

Good teaching can be learned. Following this principle, 26 lecturers and tutors intensively familiarized themselves with the basics and fundamental questions of academic teaching within the framework of the Ernst Abbe Summer Academy for Higher Education Didactics. They were accompanied by four experienced higher education didactics experts from the Service Centre for Higher Education Didactics (LehreLernen). This project was funded by the Ernst-Abbe-Stiftung.

The aim was to enter into a concentrated work process together, far away from the daily work routine, and to bring back to Jena implementation strategies for teaching activities. This provided important impulses for the professionalization of teaching and thus for increasing the quality of teaching at Friedrich Schiller University of Jena. A special feature of the Ernst Abbe Summer Academy was its workshop character. The participants were able to work intensively in interdisciplinary groups on their questions and topics related to teaching and to apply the suggestions from the experts directly to their everyday teaching. The topics ranged from the basics of teaching and learning, to the targeted use of methods, to dealing with challenging situations in teaching, and to questions of testing and assessment.

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