LEARNING WHAT MATTERS MOST: EFFECTIVE EDUCATIONAL PRACTICES FOR UNDERGRADUATE STUDENTS

"In an ever-changing world of education, learning - to me as a student - remains my major task and my major challenge." (Student of Mittweida University of Applied Sciences, third semester) The complexities associated with teaching and learning for both lecturers and students, the influences of organizational structures and individual motivation, the interrelation between personality and academic success are aspects that have been extensively discussed by educational research. However, most studies focus on one aspect or the other but it seems rather challenging to develop comprehensive approaches. This might be scientifically unsatisfying on the one hand, but reflects realities on the other. Due to the diversity of higher education institutions, the diversity of student and faculty bodies as well as the diversity of learning and teaching techniques, there can only be suggestions that might improve certain aspects of higher education. The paper especially focuses on how students' needs and learning abilities change throughout the semesters and how such developments should be included into academic curricula. It challenges existing preconceptions and outlines practical teaching and supporting strategies of Mittweida University of Applied Sciences. The adaption and integration of undergraduate students into Higher Education and its significance for academic success has been manifold scientifically discussed (Gale & Parker 2012, Brahm & Gebhardt 2011, Davey & Marsh 2010). However, most studies focus on the first year of study (Apel et al. 2013, Asdonk et al. 2013, Bausch et al. 2014) as well as on looking at students' individual developments related to adaption and integration such as motivation, attitudes or engagement (Brahm & Jenert 2013, Trigwell et al. 2011). The inclusion of undergraduate students' organizational, emotional and academic needs into Higher Education structures has proven to be comparatively difficult. Successful academic development requires guidance, counselling and time. Beginning students demand clear communication of expectations, study contents as well as learning methods. Since 2013 the Department of Media at Mittweida University has been undertaking research that involves collecting data from beginning as well as advanced students of undergraduate study programmes. The research aims at presenting how educational practices have to be pursued in order to promote students' successful academic development. Research findings have shown that beginning students prefer teacher- centered approaches; advanced students are eventually favoring application-oriented teaching methods. Taking such empirical findings into consideration, the Media department of Mittweida University developed ELAT: Education, Learning, Appliance and Transfer in Media Studies. The paper discusses research results in relation to the literature and outlines possible actions for balancing individual expectations, needs and organizational realities in terms of one student's "major task and challenge" - successful learning.