DOCSLIB.ORG

Learning Environments in Contrast

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Learning Environments in Contrast University of Greifswald Department of Educational Science Dissertation to obtain the academic degree of the doctor philosophiae (Dr. phil.) at the Faculty of Arts and Humanities at the University of Greifswald Learning Environments in Contrast — How Adolescent Students Differ in their Self, Emotions, Motivation, and Learning Behavior in Teacher-Directed Learning and Student-Centered Learning Classes presented by Stefan Kulakow Defense: February 5, 2021 Dean: Prof. Dr. Margit Bussmann (University of Greifswald) Reviewers: Prof. Dr. Dr. Diana Raufelder (University of Greifswald) Prof. Dr. Ursula Kessels (Freie Universität Berlin) Prof. Dr. Kathrin Mahlau (University of Greifswald) i Cumulative Articles This dissertation was submitted as a cumulative work, which is based on the following publications: Kulakow, S. (2020). How autonomy mediates the relationship between self-efficacy and approaches to learning. The Journal of Educational Research, 113(1), 13-25. https://doi.org/10.1080/00220671.2019.1709402 Kulakow, S. (2020). Academic self-concept and achievement motivation among adolescent students in different learning environments – Does competence-support matter? Learning and Motivation, 70. https://doi.org/10.1016/j.lmot.2020.101632 Kulakow, S., & Raufelder, D. (2020). Enjoyment benefits adolescents’ self-determined motivation in student-centered learning. International Journal of Educational Research, 103. https://doi.org/10.1016/j.ijer.2020.101635 ii Contents Cumulative Articles ................................................................................................................ ii 1 General Introduction ....................................................................................... 1 2 Different Learning Environments in German Secondary Schools .............. 4 2.1 From TDL to SCL .............................................................................................. 4 2.2 Learning and Instruction with Competency Matrices ........................................ 7 3 Theoretical Background ................................................................................ 11 3.1 Motivation ........................................................................................................ 11 3.1.1 Self-determination theory ................................................................................ 12 3.1.2 Achievement motivation .................................................................................. 14 3.1.3 Stage-environment fit theory ........................................................................... 16 3.2 The Self ............................................................................................................ 17 3.2.1 Academic self-concept ..................................................................................... 18 3.2.2 Self-efficacy ..................................................................................................... 20 3.3 Achievement Emotions .................................................................................... 21 3.4 Approaches to Learning ................................................................................... 23 3.5 Summary .......................................................................................................... 24 4 Desideratum and Hypotheses ....................................................................... 24 5 General Design and Methodology of the Present Thesis ............................ 25 5.1 Participants and Procedure ............................................................................... 25 5.2 Statistical Analyses .......................................................................................... 27 5.3 References ........................................................................................................ 28 6 Study I: How Autonomy Mediates the Relationship between Self-Efficacy and Learning Strategies ................................................................................ 46 iii 6.1 Abstract ............................................................................................................ 46 6.2 Introduction ...................................................................................................... 47 6.2.1 Self-efficacy and learning strategies ................................................................ 48 6.2.2 Autonomy support as a potential mediator ...................................................... 49 6.2.3 Student-centered learning with competency matrices ..................................... 51 6.2.4 Current study and hypotheses .......................................................................... 52 6.3 Method ............................................................................................................. 53 6.3.1 Participants and procedures ............................................................................. 53 6.3.2 Measures .......................................................................................................... 55 6.3.3 Statistical analyses ........................................................................................... 56 6.4 Results .............................................................................................................. 58 6.4.1 Descriptive statistics and intercorrelations ...................................................... 58 6.4.2 Confirmatory factor analyses: Latent mean comparison ................................. 58 6.4.3 Multigroup multilevel modelling ..................................................................... 60 6.5 Discussion ........................................................................................................ 66 6.5.1 Practical implications ....................................................................................... 70 6.5.2 Strengths, limitations, and future directions .................................................... 71 6.6 References ........................................................................................................ 74 7 Study II: Academic Self-concept and Achievement Motivation among Adolescent Students in Different Learning Environments – Does Competence-Support Matter? ...................................................................... 88 7.1 Abstract ............................................................................................................ 88 7.2 Introduction ...................................................................................................... 89 7.2.1 Current study and hypotheses .......................................................................... 94 7.3 Method ............................................................................................................. 96 iv 7.3.1 Participants and procedures ............................................................................. 96 7.3.2 Measures .......................................................................................................... 97 7.3.3 Statistical analyses ........................................................................................... 99 7.4 Results ............................................................................................................ 101 7.4.1 Descriptive statistics and intercorrelations .................................................... 101 7.4.2 Latent mean comparison ................................................................................ 102 7.4.3 Multigroup structural equation modelling ..................................................... 104 7.5 Discussion ...................................................................................................... 111 7.5.1 Theoretical implications ................................................................................. 115 7.5.2 Practical implications ..................................................................................... 117 7.5.3 Strengths, limitations and future directions ................................................... 118 7.6 Appendix A .................................................................................................... 121 7.7 References ...................................................................................................... 123 8 Study III: Enjoyment Benefits Adolescents’ Self-Determined Motivation in Student-Centered Learning .................................................................... 134 8.1 Abstract .......................................................................................................... 134 8.2 Introduction .................................................................................................... 135 8.2.1 Enjoyment and self-determined motivation ................................................... 136 8.2.2 Reciprocity or unidirectionality ..................................................................... 137 8.2.3 Role of the learning environment .................................................................. 138 8.2.4 Student-centered learning with competence matrices versus teacher-directed learning .......................................................................................................... 139 8.2.5 Research aims ................................................................................................ 140 8.3 Method ........................................................................................................... 142 8.3.1 Participants and procedure ............................................................................
Load more

Recommended publications
  • From Understanding to Sustainable Use of Peatlands: the WETSCAPES Approach
    Article From Understanding to Sustainable Use of Peatlands: The WETSCAPES Approach Gerald Jurasinski 1 , Sate Ahmad 2 , Alba Anadon-Rosell 3 , Jacqueline Berendt 4, Florian Beyer 5 , Ralf Bill 5 , Gesche Blume-Werry 6 , John Couwenberg 7, Anke Günther 1, Hans Joosten 7 , Franziska Koebsch 1, Daniel Köhn 1, Nils Koldrack 5, Jürgen Kreyling 6, Peter Leinweber 8, Bernd Lennartz 2 , Haojie Liu 2 , Dierk Michaelis 7, Almut Mrotzek 7, Wakene Negassa 8 , Sandra Schenk 5, Franziska Schmacka 4, Sarah Schwieger 6 , Marko Smiljani´c 3, Franziska Tanneberger 7, Laurenz Teuber 6, Tim Urich 9, Haitao Wang 9 , Micha Weil 9 , Martin Wilmking 3 , Dominik Zak 10 and Nicole Wrage-Mönnig 4,* 1 Landscape Ecology and Site Evaluation, Faculty of Agricultural and Environmental Sciences, University of Rostock, J.-v.-Liebig-Weg 6, 18051 Rostock, Germany; [email protected] (G.J.); [email protected] (A.G.); [email protected] (F.K.); [email protected] (D.K.) 2 Soil Physics, Faculty of Agricultural and Environmental Sciences, University of Rostock, J.-v.-Liebig-Weg 6, 18051 Rostock, Germany; [email protected] (S.A.); [email protected] (B.L.); [email protected] (H.L.) 3 Landscape Ecology and Ecosystem Dynamics, Institute of Botany and Landscape Ecology, University of Greifswald, partner in the Greifswald Mire Centre, Soldmannstr. 15, 17487 Greifswald, Germany; [email protected] (A.A.-R.); [email protected] (M.S.); [email protected] (M.W.) 4 Grassland
    [Show full text]
  • MEMBERSHIP DIRECTORY Australia University of Guelph International Psychoanalytic U
    MEMBERSHIP DIRECTORY Australia University of Guelph International Psychoanalytic U. Berlin University College Cork Curtin University University of LethbridGe Justus Liebig University Giessen University College Dublin La Trobe University University of Ottawa Karlsruhe Institute of TechnoloGy University of Ulster Monash University University of Toronto Katholische Universität Eichstätt- Italy National Tertiary Education Union* University of Victoria Ingolstadt SAR Italy Section University of Canberra Vancouver Island University Leibniz Universität Hannover European University Institute University of Melbourne Western University Mannheim University of Applied International School for Advanced University of New South Wales York University Sciences Studies (SISSA) University of the Sunshine Coast Chile Max Planck Society* International Telematic University Austria University of Chile Paderborn University (UNINETTUNO) Ruhr University Bochum Magna Charta Observatory Alpen-Adria-Universität Klagenfurt Czech Republic RWTH Aachen University Sapienza University of Rome MCI Management Center Innsbruck- Charles University in Prague Technische Universität Berlin Scuola IMT Alti Studi Lucca The Entrepreneurial School Palacký University Olomouc University of Graz Technische Universität Darmstadt Scuola Normale Superiore Vienna University of Economics and Denmark Technische Universität Dresden Scuola Superiore di Sant’Anna Business SAR Denmark Section Technische Universität München Scuola Superiore di Catania University of Vienna Aalborg University TH
    [Show full text]
  • A History of German-Scandinavian Relations
    A History of German – Scandinavian Relations A History of German-Scandinavian Relations By Raimund Wolfert A History of German – Scandinavian Relations Raimund Wolfert 2 A History of German – Scandinavian Relations Table of contents 1. The Rise and Fall of the Hanseatic League.............................................................5 2. The Thirty Years’ War............................................................................................11 3. Prussia en route to becoming a Great Power........................................................15 4. After the Napoleonic Wars.....................................................................................18 5. The German Empire..............................................................................................23 6. The Interwar Period...............................................................................................29 7. The Aftermath of War............................................................................................33 First version 12/2006 2 A History of German – Scandinavian Relations This essay contemplates the history of German-Scandinavian relations from the Hanseatic period through to the present day, focussing upon the Berlin- Brandenburg region and the northeastern part of Germany that lies to the south of the Baltic Sea. A geographic area whose topography has been shaped by the great Scandinavian glacier of the Vistula ice age from 20000 BC to 13 000 BC will thus be reflected upon. According to the linguistic usage of the term
    [Show full text]
  • Temporal Trends and Contemporary Use of Insulin Pump Therapy And
    2050 Diabetes Care Volume 42, November 2019 Louisa van den Boom,1 Beate Karges,2 Temporal Trends and Marie Auzanneau,3,4 Birgit Rami-Merhar,5 Eggert Lilienthal,6 Simone von Sengbusch,7 Contemporary Use of Insulin Nicolin Datz,8 Carmen Schroder,¨ 9 Thomas Kapellen,10 Markus Laimer,11 Pump Therapy and Glucose Sebastian M. Schmid,4,12 Heiko Muller,¨ 13 Monitoring Among Children, Johannes Wolf,14 and Reinhard W. Holl3,4 Adolescents, and Adults With Type 1 Diabetes Between 1995 and 2017 1Division of Pediatric Diabetes, Clementine Chil- dren’s Hospital, Frankfurt, Germany CLIN CARE/EDUCATION/NUTRITION/PSYCHOSOCIAL – Diabetes Care 2019;42:2050 2056 | https://doi.org/10.2337/dc19-0345 2Division of Endocrinology and Diabetes, Medical Faculty, RWTH Aachen University, Aachen, Germany 3Institute of Epidemiology and Medical Biometry, ZIBMT, University of Ulm, Ulm, Germany 4German Center for Diabetes Research (DZD), Neuherberg, Germany 5Department of Pediatric and Adolescent Med- icine, Medical University of Vienna, Vienna, Austria 6Department of Pediatrics, St. Josef-Hospital, Ruhr-University Bochum, Bochum, Germany 7Department of Pediatrics and Adolescent Med- icine, Division of Pediatric Endocrinology and OBJECTIVE Diabetes, University of Lubeck,¨ Lubeck,¨ Germany 8 To investigate temporal trends and contemporary use of insulin pump therapy Diabetes Center for Children and Adolescents, Children’s Hospital Auf Der Bult, Hannover, and glucose monitoring in type 1 diabetes. Germany 9Department of Pediatrics, Division of Endocri- RESEARCH DESIGN AND METHODS nology and Diabetes, University of Greifswald, In a population-based study, we analyzed the use of insulin pump therapy, Greifswald, Germany 10 continuous glucose monitoring (CGM), and self-monitoring of blood glucose (SMBG) Department of Women and Child Health, Hos- fi pital for Children and Adolescents, University of from 1995 to 2017 in patients with type 1 diabetes identi ed from the Diabetes Leipzig, Leipzig, Germany Prospective Follow-up (DPV) database in Germany and Austria.
    [Show full text]
  • Annual Report 2016
    ANNUAL REPORT 2016 May 2017 1. Introduction The Greifswald Mire Centre (GMC) is a cooperation between the University of Greifswald, Michael Succow Foundation, and the Institute of Sustainable Development of Landscapes of the Earth (DUENE e.V.). The GMC was founded in early 2015, based on a Memorandum of Understanding. This annual report summarises the development of GMC during its third year of existence: It chronologically lists mile stones of the year, outlines the current structure and gives an impression of selected external assessments of the GMC. 2. Research and Science Hot of the press I: new book about productive use of wet peatlands 19/04/2016 The GMC scientists Dr. Wendelin Wichtmann, Christian Schröder and Prof. Hans Joosten edited the book “Paludiculture – productive use of wet peatlands”. On 288 pages this book, which is released by Schweizerbart Science Publishers, provides extensive information on wet peatland utilisation (paludiculture) with respect to policy making, management, practice and science. It explains the principles of wise peatland utilisation and encourages the worldwide implementation of paludiculture as the only possible form of sustainable utilisation of organic soils. The book can now be ordered at Schweizerbart Publishers. 2 Hot of the press II: „Peatland Restoration and Ecosystem Services“ 27/06/2016 „Peatland Restoration and Ecosys- tem Services: Science, Policy, and Practice“ is the title of the first, up-to-date and comprehensive book on peatland restoration and ecosystem ser- vices. For the 493-page English-language book, Cambridge University Press claims to have brought together world-class experts to look at the issue from an environmental, social and eco- nomic perspective.
    [Show full text]
  • Beyond the Sea* * Reviewing the Manifold Dimensions of Water As Barrier and Bridge
    Beyond the Sea* * Reviewing the manifold dimensions of water as barrier and bridge Saturday, 22 September 2012 General Information We are happy to welcome you to our conference SESSION 5: POLITICAL IMAGINATION OF THE SEA „Beyond the sea – Reviewing the manifold dimensions of 9.00 – 1 0.30 water as barrier and bridge”. The conference is Chair: Alexander Drost (University of Greifswald) organized by doctoral students from the universities of Discussant: tba Lund, Tartu and Greifswald and is kindly supported by the International Research Training Group “Baltic Marta Grzechnik (University of Greifswald/ Borderlands” and the German Research Foundation. University of Gdansk): From Moat to Connecting Link – the Image of the Baltic Sea in Sweden in the Twentieth Century Vsevolod Samakhvalov (University of Cambridge): The Conference venue Holy Grail and the Promised Land: Black Sea as a Alfried Krupp Wissenschaftskolleg Greifswald Source of the Russian Exceptionality in the Soviet and Martin-Luther-Straße 1 4 Post-Soviet Discourse D-1 7489 Greifswald Dan Tamir (University of Zurich): Mare Nostrum, Ha- Jam Ha-Gadol: The Centrality of the Mediterranean in Revisionist Zionist Thought and its Political Benefits Thursday, 20 September 2012 Today Contact IRTG 1 540 Baltic Borderlands SESSION 6: WEALTH, DANGER, MYSTERY – WATER Department of History IN ART AND LITERATURE University of Greifswald 11 .00 – 1 2.30 Rubenowstr. 2 Chair: Olga Sasunkevich (University of Greifswald) D-1 7487 Greifswald Discussant: Alexander Wöll (University of Greifswald) [email protected] Boris Dunsch (University of Marburg): “Why do we violate strange seas and sacred waters?” Readings of the Sea in Greek and Roman Poetry Bildnachweis: Katharina Scherer (pixelio.de) Alexander Filyushkin (St.
    [Show full text]
  • Selling Ethnicity Program
    Thursday, November 7 9:15 – 9:45 Registration / Breakfast Buffet Neues Seminargebäude (NSG), Rooms S 202 / S 203 (2. on map) 10:00 – 10:30 Welcome Addresses 10:30 – 11:45 Keynote Lecture Marilyn Halter (Boston University): Mainstreaming Multiethnic America: Commerce and Culture in the New Millennium 12:00 – 13:30 Lunch 13:30 – 15:00 PANEL I: Commodified Ethnic Identity in Music Markus Heide (Humboldt University Berlin): Narcocorridos: Ethnic Tradition, Local Knowledge, and Commercialization Robert K. Collins (San Francisco State University): Commoditized Culture as Ethnicity Maintenance: An Exhibited Case Study of Garifuna Survival in 21st Century Los Angeles 15:00 – 15:30 Coffee Break 15:30 – 17:00 PANEL II: Representation and Forms of Capital Gabriele Pisarz-Ramirez (Leipzig University): Multiraciality and ‘Racial Capital’: The Commodification of Mixed Racial Identity Frank Usbeck (Technical University Dresden): Selling the Warrior Image: (Self) Representations of Nativeness in Military and Law Enforcement 17:45 – 18:15 Walking tour through Leipzig 18:15 – 19:45 Dinner Restaurant Mio (3. on map) 20:00 Reading of the Picador Guest Professor for Literature Jennine Capó Crucet KAFIC , black box (4. on map) Friday, November 8 8:30 – 9:00 Breakfast Buffet Neues Seminargebäude (NSG), Rooms S 202 / S 203 (2. on map) 9:00 – 10:30 PANEL III: Aesthetics in Representations of Asians/Asian Americans Jeffrey Santa Ana (Stony Brook University): The Yellow Peril Aesthetic: Managing Global Capital through Fear in Visual Representations of Asians Maria
    [Show full text]
  • ANNALS of ANATOMY Anatomischer Anzeiger
    ANNALS OF ANATOMY Anatomischer Anzeiger AUTHOR INFORMATION PACK TABLE OF CONTENTS XXX . • Description p.1 • Audience p.1 • Impact Factor p.1 • Abstracting and Indexing p.2 • Editorial Board p.2 • Guide for Authors p.4 ISSN: 0940-9602 DESCRIPTION . Annals of Anatomy publish peer reviewed original articles as well as brief review articles. The journal is open to original papers covering a link between anatomy and areas such as •molecular biology, •cell biology •reproductive biology •immunobiology •developmental biology, neurobiology •embryology as well as •neuroanatomy •neuroimmunology •clinical anatomy •comparative anatomy •modern imaging techniques •evolution, and especially also •agingMoreover, manuscripts dealing with all forms of anatomical teaching and new forms of curricula will be considered for publication. Priority will be given to experimental studies; merely descriptive studies will only be published if the Editors consider that they are of functional significance.For more than a century the Annals of Anatomy have been one of the most famous and widespread journals on morphology. The journal is the official journal of the Anatomische Gesellschaft (Anatomical Society). AUDIENCE . Anatomists, cell biologists, neuroanatomists, embryologists, immune biologists, neuroimmunologists, histologists, histochemists, clinical anatomists, neurologists, radiologists, pathologists, zoologists, surgeons, radiologists, animal anatomists IMPACT FACTOR . 2020: 2.698 © Clarivate Analytics Journal Citation Reports 2021 AUTHOR INFORMATION PACK 1
    [Show full text]
  • Curriculum Vitae
    ANDREAS LÖSCHEL CURRICULUM VITAE PERSONAL DATA Date/Place of Birth: 7. September 1971, Rothenburg ob der Tauber Nationality: German Marital status: married w Claudia Löschel, children: Tilman (1999), Benno (2001), Ida (2004), Martha (2009) Address: Luisenstr. 31, 68723 Schwetzingen, Tel.: ++49 176 ‐ 183 00202, [email protected] CURRENT POSITIONS from 9/2021 Professor of Environmental/Resource Economics and Sustainability, Ruhr‐Universität Bochum 10/21 – 9/22 Senior Fellow at the Alfried Krupp Institute of Advanced Studies (IAS), Greifswald 7/14‐8/21 Professor of Economics (W3), esp. Energy & Resource Economics and Director of the Centre of Applied Economic Research Münster (CAWM), University of Münster since 2011 Chairman of the German Government’s Expert Commission to Monitor the Energy Transition since 2017 Head of the Virtual Institut Smart Energy North Rhine‐Westphalia RESEARCH INTERESTS AND ACADEMIC IMPACT Energy economics and policy, climate change economics, international environmental agreements, behavioural economics, computable general equilibrium modelling Google Scholar: 7255 citations, h‐Index = 41 (26.6.2021) Scopus: 2380 Zitationen, h‐Index = 27, 99 Papiere (26.6.2021) 80 articles in (Social) Sciences Citation Index Jounals, e.g., Canadian Journal of Economics, Ecological Economics, Economica, Economics Letters, Energy Economics, Environmental and Resource Economics, Environmental Research Letters, European Economic Review, Journal of Environmental Economics and Management, Journal of Economic Dynamics and Control, Journal
    [Show full text]
  • HAMBURG // 8.-10. MAY // 2017 with Best Thanks to Our Sponsors From
    EMHFC 9th EUROPEAN MEETING ON HUMAN FEAR CONDITIONING HAMBURG // 8.-10. MAY // 2017 With best thanks to our sponsors from ii Moin, It is a pleasure to welcome you at the EMHFC 2017 in Jesteburg, south of Hamburg. We are excited about the schedule this year, which includes six different sessions spanning across different topics and methods on fear conditioning in humans. Moreover, we accommodate about 50 poster presentations, in two sessions providing the opportunity to dive deep into data and discussions. For the first time, a teaser for some of these posters will be offered in a short Poster-Blitz, allowing presenters to share their excitement for their study with the general audience. As poster contributions from young researchers represent a key aspect of this meeting two posters prizes will be awarded. This year, we are able to host two exceptional keynotes from Jennifer Britton and Stephen Maren. These keynotes reflect the translational span that can be reached in the field of fear conditioning, from basic science in rodents to applied developmental research in humans. As a novel format, you are invited to actively participate at the plenary discussions on day 3, which offer the opportunity to debate on current challenges in the field with the field. We hope that this meeting will again foster open and constructive discussions across labs and thereby follow the initial spirit of the European Meeting on Human Fear Conditioning. The organisation committee Christian B¨uchel Jan HaaEer Tina Lonsdorf Mareike Menz Moin (pronounced ["mOin]), is a Low German and Plattd¨u¨utsch greeting from Northern Germany, meaning hello and in some places goodbye.
    [Show full text]
  • The Integrated Research Biobank of the University Medicine Greifswald
    23(1-2851$/2) Winter T, et al. The Integrated Research Biobank of the University %,25(6285&(6 Medicine Greifswald. Open Journal of Bioresources. 2020; 7: 2. DOI: https://doi.org/10.5334/ojb.64 BIORESOURCE PAPER The Integrated Research Biobank of the University Medicine Greifswald Theresa Winter1,2, Nele Friedrich1,2,3, Sophia Lamp1,2, Christian Schäfer2,3, Mario Schattschneider1,2, Stefan Bollmann1,2, Diana Brümmer1,2, Katja Riemann1,2, Astrid Petersmann1,2 and Matthias Nauck1,2,3 1 Integrated Research Biobank (IRB), University Medicine Greifswald, Greifswald, DE 2 Institute of Clinical Chemistry and Laboratory Medicine, University Medicine Greifswald, Greifswald, DE 3 DZHK (German Centre for Cardiovascular Research), Partner Site Greifswald, University Medicine Greifswald, Greifswald, DE Corresponding author: Theresa Winter ([email protected]) The Integrated Research Biobank (IRB) at the Institute of Clinical Chemistry and Laboratory Medicine (IKCL) is the central biobank resource of the University Medicine Greifswald (UMG) for all biological materials collected within the framework of clinical and experimental studies carried out by internal and external researchers. The IRB is a core unit of the UMG and focuses on collection, processing and stor- age of mainly liquid biomaterials, e.g. blood, urine, saliva or swaps in established workflows and thereby securing highest quality standards. Aliquots are usually stored at –80°C in one of the two fully automated LiCONiC biorepositories or, if necessary, in one of the –80°C freezers. Up to now, the IRB stores more than 1.1 million liquid aliquots and the collection grows continuously. Currently, the storage capacity of the IRB is limited to 3 million aliquots.
    [Show full text]
  • Universität Greifswald (Germany) Information for 2018 / 2019 Full
    Universität Greifswald (Germany) Information for 2018 / 2019 Full legal Name of Institution Universität Greifswald ERASMUS code of Institution / EUC D GREIFS01 / 28709 Head of Institution Prof. Dr. Johanna Eleonore Weber International Office Domstr. 8 Address 17487 GREIFSWALD GERMANY Telephone (including country and area + 49 3834 420 1116 codes) Email address [email protected] Head of International Office N.N. Nadine Voigt ERASMUS+ Institutional Coordinator + 49 3834 420 1115 │ [email protected] Dr. Carola Häntsch and Anke Weiß International Exchange Coordinators + 49 3834 420 1119 │ + 49 3834 420 1112 Staff/Students [email protected] Useful Links: Universität Greifswald http://www.uni-greifswald.de International Office http://www.uni-greifswald.de/international Incoming Exchange Students https://www.uni-greifswald.de/international/wege-nach- greifswald/erasmus-und-austausch/ Course catalogue https://his.uni- (available two months prior to greifswald.de/qisserver/rds?state=user&type=0&topitem=functions semester) Academic Year 2018 / 2019 Winter term: 1st October 2018 – 31st March 2019 Semester dates /period of Lectures: 15th October 2018 – 2nd February 2019 lectures Summer term: 1st April 2019 – 30th September 2019 Lectures: 1st April 2019 – 13th June 2019 Application deadlines for studies 31st May for the winter semester and accommodation 30th November for the summer semester Official Arrival Date To be announced online E-mail to [email protected] (ERASMUS+ Students) or Nomination [email protected] (International Partners) German language certificate B1 (B2 for students of Medicine) and Language of instruction English language certificate B2 (for students of English and American Studies) German language courses The University offers a variety of German courses (different levels) free of charge to exchange students.
    [Show full text]