Do you have an oral examination coming up this semester, but the thought of it makes you break out in a cold sweat? Have you grasped the material but aren’t sure how to present it effectively? Do you feel uneasy when lecturers ask you direct questions? A confident demeanour and proper preparation for the examination content can help you master the examination situation. If this description sounds familiar, you can join our course to exchange your experiences with the learning scouts and other students, and learn about both theoretical and practical methods for oral examinations.

• Metacognitive learning strategies (planning learning steps, monitoring learning progress, regulating learning steps)
• Organisational strategies
• Critical evaluation
• Dealing with effort

• various types of oral examination
• Exploring strengths and personal challenges
• Requirements in the examination situation
• Specific learning methods and strategies for exam preparation
• Individual and group exercises in presenting

Online course:
Online kick-off session: approx. 45 mins
Self-study phase: 2.5 to 3 hours
If you have not yet completed the“Learning Strategies”online course, this will take a further approx. 2 hours

Blended learning course:
Face-to-face session: approx. 2 hours
Self-study phase: 1 to 1.5 hours
Final online session: approx. 1.5 hours
If the online course“Learning Strategies”has not yet been completed, this will take a further two hours

Face-to-face workshop:
4 hours and tasks/exercises to be completed as self-study at home
Condition for attendance: prior completion of the course/workshop“Learning Strategies and How Can I Use Them for My University Studies (HS1003WS1)” lasting 2 hours.

Feeling overwhelmed by the semester's workload? Drowning in deadlines and unsure how to manage it all?

This workshop can help! "How to manage the semester successfully" teaches you valuable planning and organisation skills to get through the semester and avoid exam-time stress.

• Elaboration
• Organisation
• Time management
• Concentration
• Schedule planning
• Planning and Goal Setting

• Learning strategies (e.g. LIST, Brain-Friendly Learning)
• Time management (e.g. Pareto Principle)
• Setting objectives (e.g. SMART goals)
• Exam requirements and passing the exam

The workshop lasts 3 hours.

• Critical examination
• Bibliography

Online course:
Online kick-off session: approx. 45 mins
Self-study phase: 2.5 to 3 hours
If the“Learning Strategies”online course has not yet been completed, this will take a further approx. 2 hours

Blended learning course:
Face-to-face session: approx. 2 hours
Self-study phase: 1 to 1.5 hours
Final online session: approx. 1.5 hours
If the online course“Learning Strategies”has not yet been completed, this will take a further two hours

Face-to-face workshop:
4 hours and tasks/exercises to be completed as self-study at home
Condition for attendance: prior completion of the course/workshop“Learning Strategies and How Can I Use Them for My University Studies (HS1003WS1)” lasting 2 hours.

• Organisational strategies
• Attention
• Learning environment
• time management
• Learning students at the preparatory course

This workshop/course is a condition for attendance at other courses. For online or blended learning courses, the course can be taken alongside the other courses or is integrated into the e-learning platform. For face-to-face courses, the course must be completed before the course and can be replaced by an individual learning consultation for the promotion of self-study.

• Students can name and explain the 11 scales of learning strategies (LIST) developed by Wild & Schiefele.
• They can list the learning strategies they use most frequently and identify areas where there is potential for improvement. Based on this potential for improvement, students are able to decide which workshops would be most beneficial for them.
• Students who study different learning methods can select the ones that suit them best.

• Learning strategies
• Brain-friendly learning
• Learning experience
• Reflection on one’s own learning behaviour
• Various learning methods
• Study techniques

The online course lasts 2 hours.
The in-person workshop lasts 2 hours.

The semester has started and you’ve got a huge amount of work ahead of you. Not quite sure how to cope with the mountain of materials and deadlines? If you want to find out how good planning and organisation during the semester can save you stress during the exam period, then the online course ‘Organise rather than restructure – Plan your semester for success!’ is just the thing for you.

• Organisational strategies
• Metacognitive strategies (planning learning steps, monitoring learning progress, regulating learning steps)
• Attention
• Learning environment
• time management

• Time management techniques (including to-do lists, SMART goals, the ALPEN method)
• Time wasters
• Managing time during university studies
• Semester planning
• Study plans

• Studying in a preparatory course
• Attention
• Learning environment
• time management

Online course:
Online kick-off session: approx. 45 mins
Self-study phase: 2.5 to 3 hours
If the“Learning Strategies”online course has not yet been completed, this will take a further approx. 2 hours

Blended learning course:
Face-to-face session: approx. 2 hours
Self-study phase: 1 to 1.5 hours
Final online session: approx. 1.5 hours
If the online course“Learning Strategies”has not yet been completed, this will take a further two hours

Face-to-face workshop:
4 hours and tasks/exercises to be completed as self-study at home
Condition for attendance: prior completion of the course/workshop“Learning Strategies and How Can I Use Them for My University Studies (HS1003WS1)” lasting 2 hours.

Is the right motivation missing for you in this semester? Are you already suffering from procrastination and have you always wondered what makes for successful university studies?

In this course, you can face your inner demons. You’ll discover ways to get to know yourself better, take control and set a new course.

• Metacognitive strategies (planning learning steps, monitoring learning progress, regulating learning steps)
• Attention
• Effort
• time management

• Motivation and goal-setting
• Self-confidence and self-assurance
• Self-motivation and stress management
• Time and study management

Online course:
Online kick-off session: approx. 45 mins
Self-study phase: 2.5 to 3 hours
If the“Learning Strategies”online course has not yet been completed, this will take a further approx. 2 hours

Blended learning course:
Face-to-face session: approx. 2 hours
Self-study phase: 1 to 1.5 hours
Final online session: approx. 1.5 hours
If the online course“Learning Strategies”has not yet been completed, this will take a further two hours

Face-to-face workshop:
4 hours and tasks/exercises to be completed as self-study at home
Condition for attendance: prior completion of the course/workshop“Learning Strategies and How Can I Use Them for My University Studies (HS1003WS1)” lasting 2 hours.

• Metacognitive learning strategies (planning learning steps, monitoring learning progress, regulating learning steps)
• Organisational strategies
• Dealing with effort

• Dealing with exam stress
• Preparing for different exam formats
• Brain-friendly learning
• Examination requirements

Online course:
Online kick-off session: approx. 45 mins
Self-study phase: 2.5 to 3 hours
If the“Learning Strategies”online course has not yet been completed, this will take a further approx. 2 hours

Blended learning course:
Face-to-face session: approx. 2 hours
Self-study phase: 1 to 1.5 hours
Final online session: approx. 1.5 hours
If the online course“Learning Strategies”has not yet been completed, this will take a further two hours

Face-to-face workshop:
4 hours and tasks/exercises to be completed as self-study at home
Condition for attendance: prior completion of the course/workshop“Learning Strategies and How Can I Use Them for My University Studies (HS1003WS1)” lasting 2 hours.

The semester is already in full swing. Your timetable is packed, presentations are being prepared and group meetings are taking place. You’re slowly getting used to studying on the campus. Even though the examination period is still a long way off, you might be wondering when is the best time to start revising and how you can juggle all your examinations. If you’d like to find out more about what’s involved in planning for the exam period, how to manage your time during it, and how to make the most of your concentration whilst studying, then the ‘Exam Planning & Time Management’ course is just the thing for you.

• Metacognitive strategies (planning learning steps, monitoring learning progress, regulating learning steps)
• Organisational strategies
• Attention
• Learning environment
• time management

• Goal-setting, prioritisation and time management
• Creating study plans
• Organising the exam period
• Planning and optimising exam preparation
• Self-management and learning management

Online course:
Online kick-off session: approx. 45 mins
Self-study phase: 2.5 to 3 hours
If the“Learning Strategies”online course has not yet been completed, this will take a further approx. 2 hours

Blended learning course:
Face-to-face session: approx. 2 hours
Self-study phase: 1 to 1.5 hours
Final online session: approx. 1.5 hours
If the online course“Learning Strategies”has not yet been completed, this will take a further two hours

Face-to-face workshop:
4 hours and tasks/exercises to be completed through self-study at home
Condition for attendance: prior completion of the course/workshop“Learning Strategies and How Can I Use Them for My University Studies (HS1003WS1)” lasting 2 hours.

It’s the same story every semester: the examinations are drawing closer, and it takes a while for the realisation to sink in that you need to start revising. Before the ‘
’ panic sets in, come along to the workshop. You can find the date in the calendar.

There, your study scouts have put together a course on optimal preparation for examinations for you. With the help of this course, you’ll get through the difficult run-up to examinations with ease.

• Goal setting
• time management
• Brain-friendly learning
• Examination requirements
• Exam schedule planning
• Exam preparation

Online course:
Online kick-off session: approx. 45 mins
Self-study phase: 2.5 to 3 hours
If the“Learning Strategies”online course has not yet been completed, this will take a further approx. 2 hours

Blended learning course:
Face-to-face session: approx. 2 hours
Self-study phase: 1 to 1.5 hours
Final online session: approx. 1.5 hours
If the online course“Learning Strategies”has not yet been completed, this will take a further two hours

Face-to-face workshop:
4 hours and tasks/practices to be completed as self-study at home
Condition for attendance: prior completion of the course/workshop“Learning Strategies and How Can I Use Them for My University Studies (HS1003WS1)” lasting 2 hours.

We all have the same 24 hours, yet some people seem to get so much more done. What’s their secret? The answer lies in effective time management. This workshop will reveal the hidden power of time and equip you with practical tools to maximise your efficiency. Get ready to transform your relationship with time and unlock your full potential!

• Time Management
• Planning and Goal Setting
• Prioritising tasks
• Concentration
• Schedule planning
• Self-monitoring

• Set your SMART goal
• How to set priorities? (e.g. the Eisenhower Matrix, the Pareto Principle, identifying time-wasters)
• Set deadlines
• Overcome procrastination
• Understanding your motivation
• Learn to say NO
• Dealing with stress wisely
• Take regular breaks

The workshop lasts 3 hours.

• Learning strategies
• Brain-friendly learning
• Learning experience
• Reflection on one’s own learning behaviour
• Various learning methods
• Learning plans
• Learning in study groups
• Study techniques
• Semester planning
• Time and study management

On the one hand, it focuses on teaching speed-reading techniques, which are put into practice immediately through practical exercises to help participants assess and improve their own reading speed. On the other hand, it aims to encourage participants to reflect on their own reading skills in order to support and further develop their comprehension of academic texts. Through practical examples of reading techniques tailored to university studies, the aim is to make dealing with academic texts easier and to improve one’s ability to do so. One objective of the workshop is to teach participants how to use reading techniques selectively, so that they can subsequently use them effectively and productively in their own university studies.

• Text analysis

• Reading difficulties and causes
• Reading techniques for text comprehension
• Stages of reading
• Reading notes

• Reading speed

• The three pillars of speed reading
• Reading habits and barriers
• Reading techniques to improve reading speed
• Expanding your field of vision

In-person workshop:
4 hours of tasks and practices

Your reading list keeps growing, but your paper isn’t. Does that sound familiar? Academic reading isn’t the same as reading for pleasure, and not every text deserves the same amount of attention. In this workshop, you’ll learn practical strategies for surveying and closely reading academic literature, helping you to prioritise your reading, work more efficiently and make better use of your time.

• Learning Windows
• Text Orientation (Keyword Search; Paragraph Reading)
• Deep Reading (Creative Reading, SQ4R Method)

By the end of this workshop, participants will be able to ...

• ... distinguish between academic reading and leisure reading, and explain why different reading purposes require different reading strategies
• ... identify common reading goals in academic contexts and select appropriate reading strategies to match those goals
• ... apply two skimming strategies to gain an overview of an academic text
• ... apply at least two in-depth reading strategies to analyse and engage with academic texts in greater depth

• Participants use strategies for orientation and skimming.
• Participants use strategies for reproductive and productive reading.
• Participants identify the purpose of reading and the text type.

• Reading difficulties
• Reading context and text type
• Reading stages
• First aid: Orientation and skimming
• Reproductive, productive and discursive reading strategies
• Work and structuring aids
• Text-based projects and writing strategies

9 sessions (45 mins each)

The workshop focuses on ethnographic fieldwork. To begin with, the development of ethnography will be explored to provide a context. In addition to accessing the field, the construction of the field will be discussed. The workshop focuses on data collection using the method of participant observation. It will explore the fleeting nature of (sensory) perceptions and how subjectivity influences the research process. Particular attention will therefore be paid to the role(s) of the researcher(s), their positionality and their relationships within the field. Another aspect is the documentation of observations through field notes and the drafting of reports. The workshop offers an insight into ethnographic research and provides a safe space to discuss data from one’s own research project.

• An outline of the development of ethnographic research in social and cultural anthropology and sociology;
• Access to the field and establishing the field;
• The workshop focuses on data collection and the method of participant observation – the fleeting nature of (sensory) perceptions
• Subjectivity, positionality and the role(s) of the researchers;
• Documenting observations through field notes
• Compiling observation logs.

The workshop provides a safe space to gain an insight into ethnographic research and offers the opportunity to discuss data from your own research project.

The participants …

• are familiar with key stages in the historical development of ethnography as a research approach and understand that it has disciplinary variations;
• are able to identify differences between sociological and ethnological ethnography;
• are familiar with strategies for gaining access to the field (Are there gatekeepers?);
• are able to participate in and observe fieldwork ‘with all their senses’;
• are able to write field notes and (short) observation logs;
• recognise the importance of reflecting on their role(s) and their positionality in the field.

• Mohr, S., & Vetter, A. (2014). Körpererfahrung in der Feldforschung. In C. Bischoff, K. Oehme-Jüngling, & W. Leimgruber (Hrsg.), Methoden der Kulturanthropologie (S. 101–116). Haupt.
• Breidenstein, G., Hirschauer, S., Kalthoff, H., & Nieswand, B. (2013). Ethnografie: Die Praxis der Feldforschung. UVK Verlagsgesellschaft.

• The importance of the research question for academic work;
• explain the difference between a research topic and a research question;
• understand the difference between qualitative and quantitative research questions;
• assess a research question in terms of its quality;
• develop a precise and academic research question from a general topic;
• Revise and justify their research question on the basis of defined criteria.

Work on their own research question is underway.

The participants …

• are able to explain the significance of a research question for the academic research process.
• can distinguish between a research topic, a problem statement and a research question.
• can independently develop a precise and academically viable research question from a general topic.
• critically reflect on research questions, revise them in a targeted manner and justify the modifications.

Stecker, C., & Tausendpfund, M. (2022). Forschungsthema und Forschungsfrage. In M. Tausendpfund (Hrsg.), Forschungsstrategien in den Sozialwissenschaften (S. 105–124). Springer VS. doi.org/10.1007/978-3-658-36972-9_5

Would you like to present the results of a research project as an academic poster? This workshop covers the basics of creating academic posters using Microsoft PowerPoint. It will demonstrate how complex content from empirical research can be distilled to its essentials and presented in an overview that is clear and visually effective. As well as structuring content through the design of a clear layout, attendance at the workshop focuses on the effective use of graphics, tables and diagrams. By creating your own poster, you’ll be able to put the steps related to practice into effect, from the initial concept right through to the finished poster.

• Requirements and quality criteria for academic posters;
• Setting up a poster format in Microsoft PowerPoint (e.g. DIN A0/A1);
• Working with grid lines and layout templates;
• Designing text areas, headings and information hierarchies;
• Visualising academic content: incorporating graphics, tables and diagrams into the poster;
• Selection of colours, fonts and design elements;
• Tips for the presentation of academic posters.

By the end of the workshop, participants will be able to

• set up a poster layout in Microsoft PowerPoint;
• use layout and design elements in PowerPoint to create a poster with an overview and good organisation;
• choose and structure content from empirical research specifically for a poster;
• integrate graphics, tables and diagrams professionally into a poster;
• improve the readability and visual impact of a poster by applying appropriate design principles.

Face-to-face workshop: 4 hours of input and practice classes

The workshop offers an introductory presentation related to practice regarding Grounded Theory as developed by Kathy Charmaz. It demonstrates how a subject-specific theory can emerge from empirical data. To begin with, the fundamental principles of this research approach, the key steps in the iterative research process and theoretical sampling for the targeted selection of relevant cases will be discussed. The workshop thus conveys the logic of Grounded Theory as an iterative process involving data collection, analysis, reflection and theory formation. Particular emphasis is placed on coding and writing analytical memos as steps in theory development. The workshop offers a safe space in which all questions that arise or are on participants’ minds can be asked. Participants have the opportunity to familiarise themselves with the topic or to work on their own research project.

• an introductory introduction to Grounded Theory related to practice according to Kathy Charmaz (2025);
• fundamental principles of the research approach;
• key steps in the iterative research process;
• theoretical sampling for the targeted selection of relevant cases;
• Focus on initial and focused coding and the writing of analytical memos as steps in theory development;

The workshop provides a safe space in which all questions that arise or are on participants’ minds can be asked. Participants have the opportunity to familiarise themselves with the topic or to work on their own research project.

The participants …

• are familiar with various approaches to the grounded theory methodology and are aware of the differences between them;
• can distinguish constructivist grounded theory from other variants;
• are familiar with the principles of constructivist grounded theory;
• understand theoretical sampling as a method of case selection;
• are able to carry out initial and focused coding independently and are familiar with theoretical coding;
• are able to further develop codes by writing memos;
• are able to formulate questions (hypotheses) during the analysis process.

Charmaz, K. (2024). Constructing grounded theory (3rd ed.). SAGE.

The workshop offers an introduction related to practice in qualitative content analysis according to Udo Kuckartz (2024), in which textual material (transcripts, observation logs, etc.) is analysed systematically and in accordance with established rules. The specialisation is on the formation of categorisation systems. The workshop addresses the difference between deductive and inductive categorisation, as well as the step-by-step development of main and sub-categories. In addition, the further steps in the analysis process – from the selection of material to quality criteria – are outlined. The workshop provides a safe space to present and discuss participants’ own research projects.

• a related to practice introduction to qualitative content analysis according to Udo Kuckartz (2024);
• Examination of the rule-based and systematic analysis of textual material (transcripts, observation logs, etc.);
• The specialisation is on the formation of categorisation systems;
• This includes the distinction between deductive and inductive category formation, as well as the step-by-step development of main and sub-categories;
• In addition, the further steps in the analysis process – from the selection of material through to quality criteria – are outlined;
• The workshop offers a safe space to present and discuss your own research projects.

The participants …

• know which types of text are suitable for qualitative content analysis;
• can distinguish Udo Kuckartz’s approach from other variants;
• are familiar with the basic concepts of qualitative content analysis;
• are able to create a categorisation system (forming deductive and inductive categories, choosing anchor examples, formulating coding rules, and determining main and sub-categories).

Kuckartz, U., & Rädiker, S. (2024). Qualitative Inhaltsanalyse: Methoden, Praxis, Umsetzung mit Software und künstlicher Intelligenz (6. Aufl.). Beltz Juventa.      

The workshop focuses on the presentation of qualitative research findings as produced knowledge and provides strategies for developing a clear and academically convincing presentation of results from coded and interpreted data. The focus is on different forms of presenting findings in coding, interpretative or reconstructive research approaches, the thoughtful use of quotations from the data, and the integration of interpretation and argumentation. Furthermore, the workshop addresses the quality criteria of qualitative research and their significance for the written presentation of findings. The workshop provides a space to contribute one’s own research questions and experiences from the writing and analysis process, and

• The workshop focuses on the presentation of qualitative research findings as produced knowledge;
• teaching strategies for successfully presenting findings in a way that is comprehensible and academically convincing, based on coded and interpreted data;
• The focus is, on the one hand, on the written documentation of coding, interpretative or reconstructive research approaches;
• On the other hand, it addresses the reflective use of quotations from the data material and the interplay between interpretation and argumentation;

The workshop provides a space to contribute and discuss your own research questions and experiences from the writing and analysis process.

The participants …

• are aware that, in the course of the qualitative research process, new knowledge arising from different contexts is generated;
• are able to present findings from qualitative analysis – citing qualitative interviews and observation logs; creating diagrams;
• recognise the quality of qualitative presentations of findings

Stegkemper, J. M., Grunau, T., Rupp, C., & Huchler, M. (2018). Die Verschriftlichung qualitativer Forschung zwischen Verschleierung und Selbstdarstellung: Überlegungen zu einem Grundproblem qualitativer Sozialforschung. doi.org/10.25656/01:15954

You’ve settled on the topic and research question for your thesis and you’re raring to go. But hang on – there’s one more thing: you’re supposed to write an exposé / synopsis / research proposal. Why, exactly? And, more importantly, how?

In this workshop, you’ll learn what purpose an exposé serves, how it’s structured, and what formal and content-related requirements it must meet. By the end of the workshop, you’ll know what makes for a compelling exposé and will have the basics you need to develop your own exposé in a structured way.

• The purpose and aim of an exposé / synopsis / research proposal
• Formal requirements
• Typical structure
• Content elements of an exposé / synopsis / research proposal

By the end of the workshop, participants will be able to …

• ... explain the function of an exposé / synopsis / research proposal in the context of an academic thesis
• ... describe the structure of an exposé / synopsis / research proposal, as well as the formal and content-related requirements for it
• ... use the rules and requirements they have learnt to the creation of their own synopsis structure

You’ve written the very last letter of your coursework. Finally finished! Time to hand it in – or is it? In this workshop, we’ll look at the steps involved in the so-called final editing of your academic work, practise strategies together for revising the content, language and format of your work, and draw up a checklist of the most important steps.

• Content revision
• Linguistic revision
• Formal revision

You’ve written the last sentence of your paper. Finally finished! Time to submit—or is it? In this workshop, we’ll look at the steps involved in the final revision stage of academic writing. Together, we’ll practise strategies for revising content, language and formatting, and draw up a checklist for the final submission process.

• Content revision
• Language revision
• Formal revision

By the end of the workshop, participants will be able to …

• … identify and distinguish the key dimensions of final text revision (content, language and formal aspects)
• … identify and apply suitable strategies for systematically revising texts at each level
• … create and use a structured checklist for revising and submitting academic papers

Your first academic paper is coming up – and you’re not quite sure what you’re supposed to do? No problem. In this workshop, we’ll explore why academic papers are written in the first place, what their typical structure looks like, and which key processes are involved in producing them, step by step.

• Characteristics of academic writing
• Stages of the academic writing process
• Key steps in academic writing projects

By the end of the workshop, participants will be able to …

• … explain the purpose and basic requirements of academic writing assignments.
• … describe the typical structure of an academic term paper.
• … explain the main stages of the academic writing process and its iterative nature.
• … identify the first steps towards completing their own academic paper.

Are you supposed to be working on your paper right now—but find yourself procrastinating instead? Do you feel completely stuck and unable to make any progress? Then this workshop is for you. Together, we’ll explore the causes of writer’s block and – most importantly – practical strategies to overcome them so you can get back into a productive writing flow.

• Causes of Writer’s Block
• Creative strategies for overcoming writer’s block
• Support resources for more persistent difficulties

By the end of the workshop, participants will be able to …

• … recognise and describe possible causes of writer’s block
• … explain strategies for overcoming writer’s block
• … apply at least one strategy to overcome writer’s block
• … identify support services and resources for more persistent writing difficulties

Is your first academic coursework coming up and you’ve no idea what you’re actually supposed to do? No problem. Together, we’ll look at why we write coursework in the first place, what parts it typically comprises, and what processes are involved in writing it.

• Key features of academic research
• Stages of the academic writing process
• Steps in academic writing projects

After the workshop, participants will be able to …

• ... make a statement about the purpose and requirements of academic works
• ... describe the structure of academic coursework
• ... describe the key stages involved in writing academic coursework and its iterative nature
• ... devise their own steps for writing their own coursework

You know what a term paper or thesis is supposed to include – but you still don’t know where to start, how to keep going, or how you’re supposed to get it all done on time? In this workshop, we’ll look at how to plan academic writing projects realistically and what needs to be taken into account along the way, so that your next paper or thesis feels much more manageable.

• Models of the academic writing process
• Principles of realistic project planning
• Planning writing projects with and without fixed deadlines
• Writing logs (process documentation)

By the end of the workshop, participants will be able to …

• … describe the typical steps involved in academic writing projects.
• … explain the principles of realistic project planning.
• … develop a structured and realistic work plan for their own writing projects.
• … identify and categorise useful forms of support during the writing process.

Many science and engineering study programmes include at least one lab practical during the course of university studies. To help you prepare for these lab practicals as effectively as possible, we at Lernscouts are offering a workshop. In this workshop, we will give you some tips on how to prepare for and follow up on the lab practicals, as well as on how to write your lab report.

In this course, we introduce the ‘LabWrite’ model. It was developed by North Carolina State University and adapted to the German higher education context by Bielefeld University. This model helps students to better understand the structure of laboratory reports and, as a result, to write better ones.

• LabWrite
• Laboratory preparation, laboratory procedure, laboratory follow-up
• Checklists for writing laboratory reports

The workshop/online course lasts between 3 and 4 hours.

Well, should you actually be writing your coursework right now, but are you procrastinating instead? Do you feel completely stuck and just can’t seem to make any progress? Then why not come along to the workshop and let’s procrastinate in a productive way: together, we’ll get to the root of your writer’s block. Above all, though, we’ll look at how you can achieve a resolution so that you’ll soon be back in the flow.

• Causes of writer’s block
• Creative methods for overcoming writer’s block
• Assistance for addressing underlying causes

After the workshop, participants will be able to …

• ... use a strategy to identify the cause of their writer’s block
• ... explain strategies for overcoming writer’s block
• ... confidently use at least one strategy for overcoming writer’s block
• ... name assistance services they can use if their writer’s block has deeper underlying causes

What should your next term paper or thesis actually be about? Not quite sure yourself? Then let’s sort it out together. Admittedly, we won’t be handing you a ready-made research question on a plate in this workshop either. Instead, we’ll explore what actually constitutes a research question – as opposed to a topic – and what criteria a really good research question must meet – as well as the strategy you can use to develop one. By the end, you’ll not only be able to develop a suitable research question yourself, but also assess whether your idea ‘cuts the mustard’.

• Topic vs. research question
• Requirements for research questions
• Criteria for assessing good and bad research questions
• Strategies for developing a research question

After the workshop, participants will be able to …

• ... identify the differences between topics and research questions
• ... identify the requirements for academic research questions
• ... identify and use strategies that help to narrow down topics
• ... formulate their own research questions, taking into account standard requirements

Are you a squirrel? Or more of a gold digger? Or are you actually one of those who enjoy puzzles? What – you don’t know yet? Then it’s high time you got to know the different writing styles. Whilst some people start by gathering as many ideas and as much information as possible, others dive straight into writing. In other words: the better you understand your preferred way of working, the easier it will be to find suitable strategies to support you in your writing – even when things aren’t flowing naturally.

• Types or patterns of writing
• Writing strategies

On completion of the workshop, students will be able to …

• ... identify different writing styles and their typical approaches
• ... reflect on their own approach to writing
• ... choose appropriate writing strategies to support their own writing process

Thanks to modern technology, we all have one: our very own front office. But what can I actually delegate, and what remains a ‘job for the boss’?!

In this workshop, we’ll explore the possibilities AI offers for academic research and where the boundaries of acceptable use lie. A key element of this is the question of what a reflective approach to AI might look like, whilst ensuring that independence and academic integrity are maintained.

By the end of the workshop, you’ll be better able to assess when and how AI can usefully support your academic writing, when it’s better to avoid using it – and why a conscious approach yields better results than an uncritical, blanket use.

• Academic integrity
• Types of AI
• The reflective use of AI in academic research

By the end of the workshop, participants will be able to …

• ... describe the fundamental possibilities and limitations of using AI in academic writing
• ... explain the criteria for the academic use of AI that is ethically sound.
• ... distinguish between examples of appropriate and inappropriate use of AI
• ... use rules and recommendations for their own use of AI in academic research

You know what goes into coursework and, in theory, you know what needs to be done, but you still don’t know where to start or how to carry on – and, above all, when you’re supposed to get it all done? Together, we’ll look at how to plan a successful academic project and what you need to bear in mind. That way, nothing will stand in the way of your next term paper or thesis.

• Models of the writing process
• Requirements for the (realistic) planning of academic research
• Planning academic work with and without a fixed deadline
• Logbook

After the workshop, participants will be able to ...

• ... describe typical steps involved in the process of producing academic writing projects
• ... explain the requirements for realistic planning of academic research
• ... draw up a realistic work plan for their own writing projects
• ... identify sources of support during the content development process

During your literature review, you’ve found a wealth of information relevant to answering your research question. But no matter how you twist and turn it when writing it up, it just doesn’t seem to come together. Does this sound familiar? If so, this workshop is for you: together, we’ll look at what ‘arguing a case’ actually means in academic research, which stylistic devices are relevant here, and how you can systematically develop and review the central thread of your own academic papers.

• Structure of academic argumentation and guiding the reader
• Grammatical and semantic aspects of argumentation
• Strategies for 1. examination and assessment of the central thread

After the workshop, participants will be able to ...

• ... describe what is actually meant by the much-cited ‘common thread’
• ... explain and apply the structure of an argument
• ... identify and apply linguistic rules to support arguments
• ... identify and use strategies for checking the central thread

In theory, you know exactly what to do: ideas taken from others must always be cited. In practice, however, it suddenly doesn’t seem quite so straightforward, so that you end up worrying that every reference you make might constitute plagiarism. Together, we’ll therefore take another close look at how (academic) sources are correctly incorporated into your own texts. When is a direct quotation appropriate, and when should you paraphrase – and how must both be correctly cited?

By the end of the workshop, you’ll know how to integrate other people’s ideas into your own texts in an academic way – and you’ll be able to face your fears of plagiarism with confidence.

• Academic integrity and plagiarism
• Direct Quotation and Paraphrasing
• Citation systems and references
• Incorporating academic literature into your own text

• Academic integrity and plagiarism
• Direct Quotation and Paraphrasing
• Citation systems and references
• Incorporating academic literature into your own text

A course on academic research, comprising 11 chapters in various formats.

Contents

• Chapter 1: Rules of good academic practice
• Chapter 2: (Non-)academic knowledge
• Chapter 3: From identifying a topic to formulating a research question
• Chapter 4: Literature review
• Chapter 5: Assessment of sources
• Chapter 6: Assessing research papers
• Chapter 7: Developing skills in academic research
• Chapter 8: Structure and the functions of the chapters
• Chapter 9: Citation
• Chapter 10: Plagiarism, Affidavit, Copyright
• Chapter 11: Formalities and academic writing style

Course formats

The online course is available in various formats.

1. Self-study course: this can be started at any time and completed at your own pace. You can enrol here using the enrolment code: SLF_WiA_SLK or register here and you will then receive an information letter with instructions on how to proceed.
2. Guided course led by a learning scout, lasting 10 weeks and involving a fixed group with whom you work together.
3. Guided course led by a learning scout, comprising 10 face-to-face sessions and a fixed group with whom you work.

The offers available in each semester can be viewed via Horstl.

If you are an instructor or member of staff at Fulda University of Applied Sciences or another higher education institution and are interested in using this course, please contact Debora Rieser and Ann-Christine Hadam at wia_sciwo(at)lists.hs-fulda.de.

Further information on the concept and the didactic design.