Recognizing that students come to university variously prepared, the Department of Mathematics has established for over 10 years, a unique program in Belgium to facilitate high school-university transition. It takes the students at their level and help them to achieve the required level of university education. It includes the following aspects.
- The first six weeks are largely spent on the course “Elementary Mathematics” that reviews the mathematics of high school. The aim is twofold: firstly it ensures a common basis to all students and, secondly, it helps them, using material already seen, to change their learning strategies to meet the requirements of rigor, precision, and quality of argumentation which are required in university courses. This course has strengthened coaching: 4 to 6 assistants or student-assistants circulate among the audience providing individualized feedback and advice. To permit an quick feedback on the students' efforts —and therefore the possibility to adjust them—a test is held every Monday morning. The course ends with an dispensational examination (which does not prejudice the opportunity to present this course in the exam session).
- From November, every Monday morning is devoted entirely to optional remediation sessions. These are given by a professor specialized in pedagody. They consist of an individualized support for the students' difficulties. They may take the form of further explanations on a specific topic, help with the development of intuition or the mastery of the technical language, synthesis of the course in collaboration with students, preparation to the examinations,...
- After the January exams, students who wish to may have a personal appointment with professor specialized in pedagody analyse their first semester and develop a strategy for further progress in the second.
- Sessions to help with note taking and time management are also organized by the Center for Information, Counseling and Guidance.
It should be emphasized that all previous activities are integrated into the course schedule and that clearly contributes to their success.
This strengthened support of sophomore students was reported on page 23 of the first issue of the magazine “Élément” (in French).