Johannes Edvardsson, Christina Isaxon, Jenny Larfeldt, Francisco J. Márquez Fernández, Pelle Ohlsson The practical value of the individual study plan (ISP) for PhD students and supervisors: or The individual study plan - a useful planning tool or an administrative burden?
Alexander Bondarik, Rohit Chandra, Marius Cismasu, Giacomo Como, Marcio Monteiro Workplace Learning in Higher Education
Eva Frühwald, Olof Kolte, Arben Mullai, Joakim Nordqvist, Magnus Persson Combining assessment elements into a holistisc assessment concept
Alexandra Nikoleris, Ted Kronvall A lecture taught is not a lesson learnt: The changing role of lecturing in higher education
Giana Carli Lorenzini, Jens Portinson Hylander, Lucie Zvolska, Yuliya Omelekhina Feedback: learning it as a skill and method: an interview study with PhD students
Marie Leonce Murebwayire, Grace Mukunzi, Nischal Chaulagain, Pablo E. Prado Summative Assessment in Higher Education: Case Study of Nepal
Felix Agner, Alexander Dürr, Marcus Greiff, Heera Menon, Guoda Tian Successful Emergency Remote Teaching and a Case Study at Lund University
Kimberly Nicholas, Emily Baird, Christian Brackman, Barry Ness, Simon Niedenthal, Anna Torstensson, Sofia Waldemarson Student preparedness in Ph.D. education - an assessment of supervisor and student perceptions of fulfilling Swedish third-cycle learning outcomes
Ralf Denzer, Lars Rippe, Andreas Ehn, Ramiro Pillco Zola, Fabio Garofalo LTH study plan: Is there room for improvement?
Luis Romero, Mukul Mahanti, Valentina Siino, Farisse J. Chirindja, Alfredo Gonzalez-Perez Problem-based learning: perception, suitability and implementation in a Swedish academic environment.
Simon Christensen, Oskar Boström, Asmita Jash, Hossein Jeddi, Nitin Valsange Motivation among students: How to increase both extrinsic and intrinsic motivation in teaching situations
Daniel P Brink, Sandy Chan, Christian Nelson, Maja Sidstedt, Johannes Svensson The Development of Pedagogical Skills in PhD Candidates Through Supervision of Master Projects
Noel Arteche, Alba Gurpegui, Kashyap Haresamudram, Dumitra Iancu, Ayesha Jena Doctoral Students as Teaching Assistants: A LTH Survey Study
Julia Adlercreutz, Sheida Amiri Rigi, Amir Torkiharchegani, Anupam Saha Nuances of Effective Peer Assessment in Higher Education
Fahed Abou Nada, Christian Grussler, Usman Mazhar Mirza, Hossein Sina, Luyu Wang Communication between Educational and Industrial Enterprises: Industrial PhD Students, the Missing Link
Amir bin Aziz, Åsa Bengtsson, Jan Lahl, Sara Mikaelsson, Philip Oppermann Encouraging Students to Take a Deep Approach to Learning during Lab Exercises
Agneta Wierzbicka, Joakim Pagels, Christina Isaxon, Henrik Pålsson Exploring methods for increased student interaction in lectures
Mojtaba Mahdavi, Stefan Andric, Hanieh Aliakbari Abar, Masoud Nouripayam, Sergio Rico A Checklist to Promote Deep Approach to Learning in Lab Exercise Design in Engineering Discipline
Jens Alm, Kirsty Dunnett, Nelly Garcia-Gonzalez, Wei Qiu It will happen, but how to handle it? Supervising interrupted PhD studies focused on the individual study plan (ISP)
Lina Frennesson, Phudoma Lama, Frans Libertson, Tina Martin, Fanny Wahlström The challenge of assigning groups
Kirsti Adham, Hasan Hosseini, Mehran Naseri Rad, Antti Ranni, Pradheebha Surendiran Role of Course Evaluation Questionnaire at LTH
Eimantas Gladkauskas, Ashley Hall, Triet Luong, Muhammad Suleman Bridging the gap: Addressing the Deciency of Soft Skills among Engineering Students through Integrated Training
Kajsa Fridh, Marcus Nyström, Jimmy Olsson, Stefan Sardqvist, Magnus Ögren How to Accomplish High-quality Doctoral Education by Outsourcing the Supervision to the Students
Andreas Kirscht, Marie Vandewalle, Marwa Dabaieh, Serge Nzoke Baman, Zsuzsanna Toth-Szabo How to improve Deep apporach learning in lectures - An application on first year university lectures in the Mathematics subjet
Emil Erdtman, Yohanes Armediaz, Eugène Petelin Challenges of Group Feedback: Balancing between Individual and Collective Levels
Joana Campos, Lisa Rämisch, Mariona Battestini Vives, Peyman Olad, Sabrina Maria Gericke Feedback loop influence on teaching and motivation
Henrik Enquist, Hengameh Navirian, Katrin Klünder, Christoph Knappe, Marko Swoboda Balancing aims of designing a 4th year physics laboratory exercise
Julie Maria Falk, Ali Al Sam, Marizwan Manan, Alvar Palm, Yoav Friedman A Course Assessment Using SOLO and Bloom's Taxonomies in Light of the Constructive Alignment Methodology: A case study
Ben Nel, David Wahlqvist, Juan Sanchez, Si Chen The Impact of Course Experience Questionnaire Student Feedback on Teaching at LTH
Malin Pettersson, Carl-William Palmqvist Constructively involving industry and society resources in inquiry-based engineering courses
Thi Kim Cuong Le, Meena Raveesh, Magnus Svensson, Robin Wollesen de Jonge, Simon Wozny Teaching assistants’ feedback pathways at higher education
Magnus Oskarsson, Carl Olsson Image Analysis and Computer Vision: An in-depth review of two assignment-based courses
