Ben Nel, David Wahlqvist, Juan Sanchez, Si Chen The Impact of Course Experience Questionnaire Student Feedback on Teaching at LTH
Johan Axelsson, Martina Maggio, Maria Mondejar, Romina Spalazzese, Zan Wu Perspectives on Motivation in PhD Education and Supervision
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
Igor Yu Galaev, Rajni Hatti-Kaul, Per-Olof Larsson, Marie Wahlgren Examination: Labwork/Projects in Focus
Daniel P Brink, Sandy Chan, Christian Nelson, Maja Sidstedt, Johannes Svensson The Development of Pedagogical Skills in PhD Candidates Through Supervision of Master Projects
Dragana Arlov, Thierry Baasch, Gabriele Brüll, Hanna Lindbom Impact of guidelines on the stress level and expectations between doctoral students and supervisors
Hammad Abdullah, Ivar Björnsson, Lorenzo Grassi, Neashan Mathavan, Kamshat Tussupova Contemplations of student perspectives towards online based learning environments
Isabell Mitrovic, Jimena Ortiz Sempértegui, Julius Klemens Lorek, Maja Sondell, Medya Hatun Tanis Supervision of research projects during Ph.D. education: challenges and reflections
Daniel Hård, Erik Jacobsson, Behshid Khodaei, Larissa Juliana Sirtuli, Assad Mohammad Tahir Project-Based Learning in Higher Education: Challenges and Opportunities
O. Alexanderson, C. Dahlhammar, G. Somesfalean, L. Wang, N. Wellander Graduate Student Emancipation: - an Investigation on Authorship and Paper Writing
Bitte Rydeman Development and Evaluation of the course “Design of Everyday Cognitive Support”, targeting feedback and peer learning.
Lingdong Jiang, Javier Linares-Pasten, Yusak Budo Susilo, Manish Singh, Anders Boman Approaching teacher self-assessment practice
Giana Carli Lorenzini, Christina Sakellariou Teaching students of multidisciplinary backgrounds: How to offer equal and fair opportunities for learning
Himani Garg, Narmin Hushmandi, Ramesh Saagi, Emma Tegling Doctoral students’ expectations from supervisors when co-authoring papers
Unn Dahlen, Maïté Louisy, Steffen Malkowsky, Zachary Miers, Iman Vakili Utilization and Implementation of Classroom response systems
Carlos Jorques, Roger Larsson, Misagh Mottaghi, André Olson, John Olsson Toolbox of Teaching and Learning Methods in Distance Labs: A Systematic Literature Review
Felix Agner, Alexander Dürr, Marcus Greiff, Heera Menon, Guoda Tian Successful Emergency Remote Teaching and a Case Study at Lund University
Katja Eftring, Torgny Roxå Students in CEQ-meetings: insights into how students prepare for the core part of the CEQ-process
Seyed Amir Naghibi, Mohamed Ismail, Xuesong Cai Supervisor-Ph.D. Student Relationship: Expectations, Challenges, and Possible Solutions
Gabriele Brüll, Monika Eisenmann, Tam Nguyen, Måns Zamore Providing Solutions to Exercises in Math Courses at LTH: Pros and Cons
Martin Josefsson, Calle Preger, Matilda Ronnfors, Feilicia Seemann, Marcus Tornberg Pedagogical training for undergraduate teaching assistants
Silvia Arias, Andreea Marcu, Clemencio Nhantumbo, Estevado Pondja, Johan Rahm Navigating the relationship between the supervisor and the PhD student
Agneta Wierzbicka, Joakim Pagels, Christina Isaxon, Henrik Pålsson Exploring methods for increased student interaction in lectures
Henrik Bladh, Harald Kirsebom, Andreas Lenshof, Maria E. Messing, Åke Thidell Supervisor roles A qualitative and quantitative study of supervisors’ and students’ perception of supervisor roles in PhD supervision