Student Initiatives and Student Initiatives PLUS

project leader Elisa Topa

Image: Elisa Topa

Students have the opportunity to participate in a compact course on the topics of nature education, experiential education and education for sustainable development as part of this seminar. The project is primarily aimed at students with educational subjects. The first part of the project, a two-day weekend seminar at the Helenenstein shelter, is conducted by an educational consultant from the Naturschutzjugend Thüringen. In this location, theoretical content can be directly tested in practice. In the second part, the participants come together for another seminar day, during which a student-led think tank takes place for the exchange and further development of their own project ideas based on the content taught.

project leader Madeleine Kündgen

Image: Madeleine Kündgen

Interdisciplinary exchange is becoming more important, but there are barely any opportunities to learn or promote interdisciplinary thinking. For this reason, the Paper Club was founded.
The concept is that the meetings are led by constantly changing moderators who announce a paper in advance. The meeting itself does not serve to practise presentation skills, but is intended to facilitate interdisciplinary discussions. For this purpose, the moderator briefly summarises the paper and leads into a discussion with cleverly posed questions.
Interdisciplinary exchange is promoted through the participation of students from a wide range of universities and disciplines. The participants are also supported by a gender representative to ensure that science communication is as inclusive as possible.

If you are interested, please send me an email: paper-club@mail.de

Herepdf, 4 mb · de you can find the final project report (URZ login credentials required).

Project leaders: Anne-Kathrin Ballhaus and Louise Fahrenkamp

Image: Anne-Kathrin Ballhaus und Louise Fahrenkamp

In the three-day online conference on the topic of "Diversity-sensitive sexual education in biology teaching and didactics", current perspectives are discussed and basics are conveyed. Sexual education in biology lessons is both content ("sex education") and a permanent cross-subject and cross-institutional task in the work with young people. Diversity sensitivity, i.e. the recognition and appreciation of diversity (including gender, sexual orientation, language), is a central competence for biology teachers in order to support the educational and identity development processes of adolescents in the best possible way and to do justice to the inclusive educational claim.

Anchored in biology didactics, the conference was explicitly inter- and transdisciplinary. There were workshops on content and spaces were opened up to network and develop ideas together. In order to bring theory and practice together, students and trainees, their trainers of all phases and professionals of all disciplines of child and youth work and education were cordially invited.

Here [PDF, 13 MB] DEpdf, 13 mb · de you can find the final project report (URZ login credentials required).

Project leaders: Ahmad Shana'ah and Micha Banz

Image: Ahmad Shana'ah und Micha Banz

Students of human medicine as well as students of the Molecular Medicine have come together in this student initiative to form an interdisciplinary journal club.
Articles from scientific journals as well as data from their own research projects were presented in the course of one semester, on several dates. The events were dynamically adapted to the pandemic situation and were held partly digitally and partly in person in a seminar room at the university. The student initiative was framed by a kick-off event for which we were able to win junior professor Adrian Press as a lecturer and a last seminar, in which a professional voice and speech coach gave us the final impulse for self-optimization in terms of expressiveness and articulation.
Because of a self-designed, digital feedback sheet, we were able to quantify the development of technical and practical presentation skills of all participants and to evaluate them at the end.

Here [PDF, 293 KB] DEpdf, 293 kb · de you can find the final project report (URZ login credentials required).

Project leaders: Christina Sygulla and Alexandra Peupelmann

Image: Christina Sygulla und Alexandra Peupelmann

Mistakes are part of lifelong learning. However, how these mistakes are dealt with
influences the learning experience and future approach. The goal of the "Error Culture" project was to establish a working group of student volunteers. The
Recruitment was to take place through virtual information sessions, combined with a accompanying onboarding on the topic. After successful onboarding, the working group is to offer interdisciplinary workshops on the topic of "Error Culture - Dealing with Errors" to interested students in the coming semesters. The workshops have
aim: to reflect on the individual handling of mistakes and to offer a platform for the exchange of these experiences in order to show the learning experiences made to the students and to "disempower" this taboo topic of making mistakes and failing. For more information on the student initiative: https://www.fehlerkultur.uni-jena.de DE de.

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

Project leaders: Zichun Huang, Leonie Rotsche, Sahibe Muslumzade and Jana Dix

Image: Zichun Huang

The project "Internship website for DaF/DaZ students" will help Bachelor and Master students of German Studies Abroad (DaF/DaZ) for easier search for internship opportunities. We have decided to create a Moodle room for possible worldwide internship institutes in order to avoid hours of research in the vastness of the
of the internet. Students will find a overview of different types and locations of internships in this room, divided into continents and countries. Once you have decided on an institution, click on it and you will receive concrete information (e.g. general conditions of the internship, location, website) about the internship as well as information about the contact person as quickly and directly as possible.
Furthermore one finds general information about funding opportunities and a FAQ section, which answers all your questions about an internship.

Here [PDF, 794 KB] DEpdf, 794 kb · de you can find the final project report (URZ login credentials required).

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] depdf, 3 mb · de you can find the final project report (URZ login credentials required).

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 as well as 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 summer semester of 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. The workshop was led by professional drama and storytelling pedagogue Maria Carmela Marinelli, who also placed a focus on teaching methods of multilingual storytelling. With this impulse to promote multilingualism, the workshop offered further points of contact with a broad spectrum of central topics in the DaF/Z degree programme.

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

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] DEpdf, 4 mb · de you can find the final project report (URZ login credentials required).

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).

Herepdf, 16 mb · de you can find the final project report (URZ login credentials required).

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.

Herepdf, 769 kb · de you can find the final project report (URZ login credentials required).

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.

Herepdf, 22 mb · de you can find the final project report (URZ login credentials required).

project team (l. to r.): Adrian Minnich, Katharina Wölfl, Willi Kröning and Julia Fischer

Image: Ben Marske

The dropout rates in the physics degree programme and the teaching degree programme are extremely high, especially in the first semester (approx. 30-40%). Most dropouts have difficulties finding their way in their new "university" environment. This is due to the greatly changed requirements: The complexity and scope of the material increases enormously, while at the same time a high level of personal responsibility is required.
This project aims to improve preparation for the exams. The requirements and demands of exams, which have changed significantly since school, initially present many students with problems, as a different way of learning is required.
The exam preparation weekend ensures better exam preparation. Students spend a weekend working intensively on the lecture material from the first semester using tasks they have developed themselves, with tutors always on hand to answer questions. At the end, participants can also write a mock exam under exam-like conditions.

Project leader: Niklas Menge

Image: privat

In order to support first-semester students in the Department of Mathematics in mastering the transition from school to university mathematics, the FSR Mathematics has been organising the exam preparation weekend (KlaVoWo for short) since 2016, where tutors from higher semesters support first-semester students in preparing for their exams. This involves practising and consolidating important learning strategies and subject-specific skills using cards developed in recent years for the subject of mathematics. Where possible, this is done in groups. In addition, students are offered a learning development discussion during the weekend in which they are supported in reflecting on their own learning status. Materials to support the organisation of their own learning are also introduced and used throughout the weekend. At the end of the weekend, students can also write a mock exam under the most realistic conditions possible and receive feedback from the tutors.
As there was also a great deal of interest among students of other subjects, who also have to take similar modules to maths students, students of IT and physics also took part.

Herepdf, 452 kb · de you can find the final project report (URZ login credentials required).

project leader: Tjorben Matthes, Willi Kröning and Katharina Wölfl

Image: Ben Marske

For six years now, the PAF student council has been organising an exam preparation weekend (KlaVoWo) for students in their first semester, which is supported by the ALe and the Faculty of Physics and Astronomy as well as the Helmholtz Institute. During this time, a comprehensive pool of exercises, associated solutions and materials for tutorials was built up. According to previous participants, this preparatory weekend was a great help when starting their studies.
During the coronavirus pandemic, the KlaVoWo was offered completely online in 2021 and as two separate events in 2022, partly online and for a smaller group in person. This year, we have returned to a purely face-to-face format. The weekend took place from 27 to 29 January 2023 at the Bad Sulza Youth Hostel. During these three days, the students learned in an optimal setting: together with their fellow students, they were able to work on difficult tasks and support each other. If necessary, tutors helped them and worked out solutions together. At the end of the weekend, they were able to test their acquired knowledge in mock exams and visualise the exam situation.

Herepdf, 3 mb · de you can find the final project report (URZ login credentials required).

Project leader: Niklas Menge

Image: privat

In order to support first-semester students in the Department of Mathematics in mastering the transition from school to university mathematics, the FSR Mathematics has been organising the exam preparation weekend (KlaVoWo for short) since 2016. Tutors from higher semesters support first-semester students in preparing for exams. Important learning strategies and subject-specific skills are practised and consolidated using maps developed in recent years for the subject of mathematics. In addition, the students are offered a learning development discussion during the weekend, in which they are supported in reflecting on their own learning status. At the end of the weekend, a mock exam can also be written under the most realistic conditions possible, for which the students receive feedback from the tutors.
Because there was also a great deal of interest among students of other subjects, who have to take similar modules to students of maths students, students of computer science and physics also took part.

Herepdf, 236 kb · de you can find the final project report (URZ login credentials required).

project leader: Dorothea Schmitt and team

Image: CampusCouch

We offered thematic workshops in addition to our listening offer for students to expand our student initiative, the CampusCouch. These will expand the courses offered to all students of the Faculty of Social and Behavioural Sciences with practical and application-oriented programmes. In terms of content, the workshops focussed on therapeutic approaches that are not at the forefront of students' studies. A psychodynamic dialogue session, a course on mindfulness-based stress reduction (MBSR) and a systemic workshop were offered. We invited experts from the field to provide professional guidance.

Herepdf, 3 mb · de you can find the final project report (URZ login credentials required).

Project leaders: Katharina Wölfl, Tjorben Matthes und Adrian Minnich

Image: Michael Dimler

For five years now, the Student Council of the PAF (Faculty of Physics and Astronomy) has been organised an exam preparation weekend (KlaVoWo) for students in their first semester, sponsored by the ALe and the Faculty of Physics and Astronomy. During this time, a comprehensive pool of exercises and their solutions was collocated, as well as materials for tutorials. According to previous participants, this exam preparation weekend is a great help in getting started with their studies.
The KlaVoWo was conducted online for the first time in 2021 but with mixed feedback. A compromise solution was tried out for the KlaVoWo this year, so one was held in presence and one online. The funding of the ALe was used to conduct the face-to-face part, this will be dealt with primarily in the following.
The weekend took place from 28.01.-30.01.2022 in the Bad Sulza youth hostel under appropriated hygiene conditions. During these three days, the students learned in an optimal environment: together with their fellow students. They were encouraged to solve difficult tasks and support each other. If necessary, tutors helped them and worked out solutions together. At the end of the weekend, they were able to test their acquired knowledge in mock exams and get to know the exam situation.

Herepdf, 28 mb · de you can find the final project report (URZ login credentials required).

Project leader: Niklas Menge

Image: privat

In order to support first-semester students in the Department of Mathematics in mastering the transition from school to university mathematics, the FSR Mathematics has been organising the exam preparation weekend (KlaVoWo for short) since 2016, during which tutors from higher semesters support first-semester students in preparing for exams. Using maps developed in recent years for the subject of mathematics, important learning strategies and subject-specific competences. If possible, this is done in groups. In addition, one of the tutors offered a lecture in which he explained how effective and long-term learning works. In addition, the students are offered a learning development discussion during the weekend, in which they are supported in reflecting on their own learning status. At the end of the weekend, students can also write a mock exam under the most realistic conditions possible, for which they receive feedback from the tutors. Because interest was also very high among students of other subjects who also have to take mathematics, we allowed other students to participate this year for the first time.
Due to the pandemic situation at the beginning of 2022, it was necessary to conduct the KlaVoWo online. The basic procedure of the weekend remained the same, the participants worked together online in groups.

Herepdf, 190 kb · de you can find the final project report (URZ login credentials required).

Project leaders: Johanna Poggemann and her team

Image: Johanna Poggemann

We learn in our studies that people should not be limited to their nationality, that
culture is constructed and that changing perspectives is central to intercultural competence. What we would like to see is a space for self-reflection to understand what discrimination has to do with each individual. It also raises the question of how we should concretely discuss around controversial topics, especially when we teachers, create lessons and language courses with students. It takes professional competence to answer the question: Where does tolerance begin, where does it end?
We want to approach this question through lectures, discussions and above all a workshop. For this purpose, we have invited speakers from science and practice, who will deal with the following questions: How does discrimination work? What does it have to do with me? Where am I affected, where am I caught up in discriminatory structures? How can I take a stand when human rights are violated? On what do we argue in such conflicts? And how can I, as a German teacher for foreign and second language, or as a future teacher at schools, address certain values such as equality and diversity in society in a linguistically sensitive way and in doing so balance between cultural sensitivity and the defense of human rights or the Basic Law?
The series of events was organized by the Student Council DaF/DaZ and IWK with the support of the Institute for German as a Foreign and Second Language and Intercultural Studies. The majority of the seminar sessions were open to students and teachers of all faculties as well as to interested external parties. In this way, we facilitated a valuable exchange of different teaching/learning experiences as well as ways of dealing with discrimination and diversity.

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

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, a presence exam preparation weekend was planned from 28 January to 30 January 2021. During these three days, the participating first-semester students were offered an optimal learning environment: in digital group workrooms, they could 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 were abled to test their knowledge and prepare for the exam situation.

The ALe sponsorship enables us to charge only a very small contribution towards expenses, so that participation does not depend on the financial means of the students.

Here [PDF, 10 MB] DEpdf, 10 mb · de you can find the final project report (URZ login credentials required).