Room C – MONDAY 16:45-17:45
Amir Massoud Hashemi*
Faculty of Mathematics and Natural Sciences University of Bergen
*Department of Computer and Mathematical sciences Faculty of Engineering and Business Administration Bergen University College
Amir Massoud Hashemi is Assistant Professor at Faculty of Engineering University College Bergen. He majored in applied mathematics in 1995 at the University of Bergen, and has since taught mathematics and statistics at the various engineering specializations at the University of Bergen. Hashemi has also been affiliated with the Department of Mathematics at the University of Bergen until 2013, and has been a guest lecturer at the Universidad Politécnica de Valencia since 2001.
The feeling of success is very important in the very first session for students . It is essential that course program leads student to develop good study habits. Here it is reflected briefly on these changes and generally the importance of the role of the lecturer and teacher assistants on students’ motivation and desire to attend teaching activities and learn effectively.
Higher education institutions face challenges in keeping first-year students active, engaged and motivated. The importance of planning the course program for first year subjects to cover students’ needs both academically and socially is discussed here. This work focuses on the importance of lecturers’ roles in dealing with first-year students and their academic needs. This study is a result of my experiences, as subject coordinator and lecturer, obtained from 2005 to 2013 teaching mathematics for science students at University of Bergen. Lecturer and faculty administration collaboratively have attempted to improve the educational and social activities in the first mathematics course for first-year science students at the University of Bergen.
New research reveals one in every fourth student at the University of Bergen withdraw their course during the first year . Amongst Mathematics, Science and Technology Studies (MST) mathematics can be a contributing factor for withdrawing in their studies .
A recent article on this study presents effects of modifying of teaching programs on students’ performance and engaging and motivating less active and weak candidates . The main focus in such changes has been to engage students to study systematically and to improve students’ motivation to learn mathematics. Final exam results and students’ satisfaction reflected in the course evaluation feedback has also been an indicator for coordination, innovation and management of teaching, Students’ attendance in teaching activities(classes, seminars and groups) has been important in these changes.
 NTB (2014, 26. mars). Hver fjerde UiB-student dropper ut innen ett år. Dagens Næringsliv. Hentet fra http://www.dn.no/talent/2014/03/26/hver-fjerde-uibstudent-dropper-ut-innen-ett-ar
 Universitets- og høgskolerådet. (2014, 11. juni). Inspirasjonsseminar om pedagogisk utvikling i matematikk og teknologi. Hentet fra http://www.uhr.no/documents/Program_inspirasjonsseminar__pedagogisk_utvikling_matematikk_HiST_NTNU_utsendt.pdf
 Hashemi, Amir. (2015). Utvikling og forbedring av undervisningsopplegget for matematikkemnet i første semester for realfagsstudenter ved Universitetet i Bergen. Teach less, Learn More, The Norwegian Association of Higher Educations.
 Sæthre, H. Å. (2014). Å tilrettelegge for at studentene skal lykkes: En verktøykasse for utdanningsledere, studieadministrasjon, studenttillitsvalgte. Bergen: @haas1-forlag.