Mostafa Abdollahpur, Hesam Halvei, Megan Havers, Elin Oscarsson, Alva Zalar How can teachers at LTH best support engineering students to improve the quality of master thesis writing?
Nikolina Barchan, Johanna Hjalte, Nina Muratovska, Elin Ossiansson, Ingrid Ramm What is a good master thesis supervisor; and how can we become one?
M Eisenmann, S Escobar Steinvall, E Jönsson, D Madsen, A.-L Viotti The art of giving feedback and the ability of apprehending feedback: a time (r)evolution.
Radhalina Aulin, Karin Jönsson Inspiring academic honesty at higher education – the role of the teacher
Joana Campos, Lisa Rämisch, Mariona Battestini Vives, Peyman Olad, Sabrina Maria Gericke Feedback loop influence on teaching and motivation
Carola Joelsson, Cristina Teixeira, Maria Luisa Verteramo, Claudia Zielke, Baozhong Zhang How to Formulate a Constructive, Positive Feedback in PhD Education
Himani Garg, Narmin Hushmandi, Ramesh Saagi, Emma Tegling Doctoral students’ expectations from supervisors when co-authoring papers
Ben Nel, David Wahlqvist, Juan Sanchez, Si Chen The Impact of Course Experience Questionnaire Student Feedback on Teaching at LTH
Julia Adlercreutz, Sheida Amiri Rigi, Amir Torkiharchegani, Anupam Saha Nuances of Effective Peer Assessment in Higher Education
Virginia Boix, Josefin Lindström, Jennifer Löfgreen, Hampus Månefjord, Malin Pettersson, Jenny von Platten The LU PhD Writing Lab: Helping PhD students build effective and sustainable writing habits, one writing snack at a time
Daniel Hård, Erik Jacobsson, Behshid Khodaei, Larissa Juliana Sirtuli, Assad Mohammad Tahir Project-Based Learning in Higher Education: Challenges and Opportunities
Renkui Guo, Clara Heil, Veronika Widengren, Camille Volle, Clarisse Kagoyire The Impact of Teacher Behavior on Student Motivation Through the Lens of the Self-Determination Theory
Erik Gärtner, Adha Hrusto, Leonard Papenmeier, Idriss Riouak, Christian Rosdahl Streamlining of Assessment and Feedback on Programming Assignments
Giana Carli Lorenzini, Christina Sakellariou Teaching students of multidisciplinary backgrounds: How to offer equal and fair opportunities for learning
O. Alexanderson, C. Dahlhammar, G. Somesfalean, L. Wang, N. Wellander Graduate Student Emancipation: - an Investigation on Authorship and Paper Writing
Margherita Lisco, Enrico Ronchi Teaching software to engineering students with pre-recorded video material
Caroline Hallin, Elizabeth Bjarnason, Henrik Svarrer Larsen , Pablo Villanueva Perez, Quoc Dat Pham, Ricardo Bernardo The Role of Research Seminars in Ph.D. Supervision at LTH
Akram Abdul Hamid, Basel Al-Rudainy, Mikael Lantz, Gregor Rudolph-Schöpping AI IN DOCTORAL SUPERVISION – THREAT OR OPPORTUNITY
Ingemar Bengtsson, Joacim Lundberg, Joakim Wernberg Interdisciplinary supervision: Neither, nor, or both?
Eva Frühwald, Olof Kolte, Arben Mullai, Joakim Nordqvist, Magnus Persson Combining assessment elements into a holistisc assessment concept
Joakim Haraldsson A first glance at the coordination between the courses given by Environmental and Energy Systems Studies
Eimantas Gladkauskas, Ashley Hall, Triet Luong, Muhammad Suleman Bridging the gap: Addressing the Deciency of Soft Skills among Engineering Students through Integrated Training
