"richtig einsteigen."

“richtig einsteigen.” consisted of seven sub-projects, each of which contained individual measures to establish sustainably effective concepts and structures for better study conditions and high-quality teaching:

• Literal competencies: Project staff in the faculties develop and implement concepts for writing-intensive teaching in the first academic year and support students in acquiring literal competences through materials, advice and events. In particular, specific writing exercises in courses deepen subject-related content and test scientific working methods right from the start.
• Mathematical competencies: Project members within the faculties help to build up the students' mathematical competencies with preparatory courses, courses during the semester, and introductory seminars. They are supported by coordinators of the sub-project who are based at the Institute for Didactics of Mathematics (IDM).
• Data competencies: “Data literacy education" is to be anchored as a teaching and learning objective across faculties at Bielefeld University. During their studies, students should acquire basic skills in handling data that they need for their studies and a digital working environment.

• Counselling and orientation: Academic counsellors within the faculties allow us to provide an extended counselling service for first-year students. In their subject areas, these counsellors are committed to providing professional, low-threshold counselling. Both students and prospective students should have the best possible preconditions for planning their studies well and making good decisions.

• Peer Learning: The programme develops and pilots cooperative learning forms to support and strengthen joint learning and working amongst students. Workshops for writing, learning and presenting as well as learning and working groups for students, the learning space “Lernort.plus!” in the library and qualification measures for student tutors are only part of Peer Learning’s wide range.
• Study success monitoring: A new database for student and examination data enables specific analyses of qualitative and quantitative information. These deliver insights into which places confront students with hindrances and what are the reasons for this.
• Professionalization of university teaching: Improved procedures for introducing personnel with teaching duties to the art of teaching combined with an extension of courses to improve teaching qualifications should strengthen the potential professionalization of teachers and establish a culture of reflection on teaching and teaching quality at the university.

At the focus of the programme was the introductory phase, in which the foundations for a successful course of study are laid. In 2012, Bielefeld University formulated the following challenges that the programme was to meet during its term:

• Specially students who have already exceeded the standard period of study indicate initial orientation problems.
• Students find it difficult to evaluate teaching content according to its relevance for academic success and further professional careers.
• Increasingly, it can be stated that students have problems with mathematical or literal basic competences. These cause difficulties already at the beginning of the academic education.
• Students find it difficult to transfer their digital knowledge to the context of the university.
• To date, there is no systematic, target-group-specific qualification for teaching at universities. 

The second funding phase (2016/2017 - 2020) served to consolidate and embed tried and tested concepts in the regular teaching and structures of Bielefeld University in order to sustainably optimise the introductory phase. So far, the following changes have been achieved:

• Courses in the first academic year were revised and redesigned in order to anchor the promotion of literal and mathematical skills as an integral part of teaching. New counselling services support first-year students in planning their studies.

• The monitoring of study success has improved the data basis for interventions and their effects. University didactics and teaching evaluation provide new impulses for teaching and support teachers in improving their courses.

• Students are strongly involved in the programme, so that they can actively participate in the shaping of studies and teaching.

• „richtig einsteigen.“ makes a lasting contribution to the further development of studies and teaching by developing materials and concepts, building networks and initiating cultural change.

The Essential goal of the programme "richtig einsteigen." was the sustainable embedding in the faculties. By the end of the programme in December 2020, the teaching and learning concepts successfully tested by the MathKom and LitKom projects should be firmly established in the degree programmes, so that further implementation could take place within the framework of regular teaching.

The materials developed during the term of "richtig einsteigen." should be permanently available to the faculties. In the project "Counselling and Orientation" it will be agreed which successfully tested offers can be continued after the end of the programme and to what extent.