How can teachers at LTH best support engineering students to improve the quality of master thesis writing?

Abstract

This report focuses on the support in writing and communication that is offered engineering students during their master thesis course. We are emphasizing the teacher’s perspective on how to perceive struggles and supports for engineering who are developing their academic writing and ‘writing in the discipline’. This matter is investigated through a literature overview and interviews with professionals at LTH. The report suggests that language, lack of motivation and interest as well as lacking recognition for the value of writing are struggles that engineering students face in their master thesis writing. While LTH is already offering writing support, arranged by Studieverkstaden and the library, this support is attended by only a few students. Thus, we propose to continue to develop and market this existing support system. Although bigger changes are also needed for this support to be utilized to its full potential, such as changing the academic culture to value writing as an important part of engineering education and research. For this, increased support for teachers in how to assess and provide feedback of writing is needed, as well as integrating writing and communication throughout the entire engineering education (from year 1-5).