THE EXPERIENCE OF MENTORING FIRST-YEAR TECHNICAL UNIVERSITY STUDENTS

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60162694%3AG43__%2F24%3A00560609" target="_blank" >RIV/60162694:G43__/24:00560609 - isvavai.cz</a>

Result on the web

<a href="https://doi.org/10.21125/inted.2023.1795" target="_blank" >https://doi.org/10.21125/inted.2023.1795</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/inted.2023.1795" target="_blank" >10.21125/inted.2023.1795</a>

Result language

angličtina

Original language name

THE EXPERIENCE OF MENTORING FIRST-YEAR TECHNICAL UNIVERSITY STUDENTS

Original language description

The contribution is devoted to the experiences gained during eight years of intensive mentoring ofstudents in their first year of a technical university. For more than two decades, the authors of the article have been intensively dedicated to helping weaker and the weakest university students with the transition from secondary school to higher education. The transition from high school to university is difficult for many students, especially because of the different teaching style. This problem is exacerbated for students whose secondary school results were not at a very high level or were weak. For students of technical universities, mathematics is one of the core subjects, the successful mastery of which is a necessary prerequisite for mastering specialized subjects, which are mostly included in higher years of study. The authors focus on the description of the situation at the Faculty of Military technology at the University of Defence in Brno, the Czech Republic, and its development over the years. They also discuss the experiences gained in tutoring students and the findings from supervised mathematics mentoring of technical military students. Their experiences are very interesting and unique in many respects, because it is the only university of this type in the Czech Republic and, above all, the specifics of a military university allow for "ordered" teaching, which ordinary universities cannot. Students whose results do not reach the required standard must attend extra 90-minute tutoring sessions once or twice a week, where they mainly focus on supplementing their knowledge from high school. Students are tested at regular monthly intervals, so teachers and school management have a clear overview of the state of students' knowledge. The purpose of regular testing is to give the students feedback on the level of their knowledge, or lack thereof, so that they do not live in the false belief that their knowledge is satisfactory. The article also contains examples of students' mistakes, their ignorance, and reflects on changing teaching procedures so that the learning objectives are met while making the teaching more attractive to students. The aim of the paper is mainly to share the acquired experience and exchange experience with colleagues – university teachers – from other countries.

Czech name

—

Czech description

—

Type

D - Article in proceedings

CEP classification

—

OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

—

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2023

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Article name in the collection

INTED2023 Proceedings 17th International Technology, Education and Development Conference

ISBN

978-84-09-49026-4

ISSN

2340-1079

e-ISSN

—

Number of pages

8

Pages from-to

6686-6693

Publisher name

IATED

Place of publication

Valencia, Spain

Event location

Valencia, Spain

Event date

Mar 6, 2023

Type of event by nationality

WRD - Celosvětová akce

UT code for WoS article

—