Eva Frühwald, Olof Kolte, Arben Mullai, Joakim Nordqvist, Magnus Persson Combining assessment elements into a holistisc assessment concept
Gabriele Constanza, Samuel Estenlund, Markus Hellenbrand, Farnaz Moradi, Yang Xu Towards More Formative Assessment in Higher Education
Daniel Nilsson, Eva Ransmark, Sofia Klint, Tova Hermodsson How to design group projects to enable individual assessment
Alexandra Nikoleris, Ted Kronvall A lecture taught is not a lesson learnt: The changing role of lecturing in higher education
Giana Carli Lorenzini, Christina Sakellariou Teaching students of multidisciplinary backgrounds: How to offer equal and fair opportunities for learning
Ali Alhelfi, Lei Wang, Sudhanshu S. Pawar, Valeria Wallace, Zahra Ghorbani-Thari Assessing Learning in Higher Education
Alexander Bondarik, Rohit Chandra, Marius Cismasu, Giacomo Como, Marcio Monteiro Workplace Learning in Higher Education
Johan Axelsson, Martina Maggio, Maria Mondejar, Romina Spalazzese, Zan Wu Perspectives on Motivation in PhD Education and Supervision
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
Henrik Askfelt, Louise Bildsten, Hana Hultn, Sally Issa, Alex Spetz Challenges of constructive alignment in engineering higher education
Jan Marynus Arie Klink, Asger Meldgaard Frank, Carlos Jair Muñoz, Etka Yapar, DaQu Zhang Tearing down that wall: Active student participation in an international academic environment
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
Sara Gottschalk, Daniel Hellström Exploring the impact of peer tutoring on student learning: How do students perceive the use of peer-tutoring in learning science literature?
Nikolina Barchan, Johanna Hjalte, Nina Muratovska, Elin Ossiansson, Ingrid Ramm What is a good master thesis supervisor; and how can we become one?
Arthur Rohaert, Linda Stjernholm, Laetitia Tanqueray, Marlis Wullenkord, Pei-Yu Wu Lecturing International Master's Students at LTH: An insight into lecturers' views and strategies on heterogeneous groups of students
Agneta Wierzbicka, Joakim Pagels, Christina Isaxon, Henrik Pålsson Exploring methods for increased student interaction in lectures
Igor Yu Galaev, Rajni Hatti-Kaul, Per-Olof Larsson, Marie Wahlgren Examination: Labwork/Projects in Focus
Per-Olof Hedvall, Pimkamol Mattsson Developing a Norm Critical Gaze – Teaching Norm Creativity in Design and Architecture Programmes
Daniel Åkesson, Johan Cramer, Carlos Martinez, Sigmund Olafsen, Wureguli Reheman Promoting deep learning in lectures
Teresa Arana Aristi, Konstantin Malysh, Stefan Nyström, Florian Schott, Sahar Zamanian Assessment approaches for high-stake environments
Per Ola Börjesson, Ali Hamidian, Eligijus Kubilinskas, Ulrike Richter, Kim Weyns, Per Ödling Free-riding in Group Work - Mechanisms and Countermeasures
Julia Adlercreutz, Sheida Amiri Rigi, Amir Torkiharchegani, Anupam Saha Nuances of Effective Peer Assessment in Higher Education
Kristina Allder, Zahra Ghaffari, Gion Koch Svedberg, Magnus Krampell Individual examination in project courses: How to relate student performance to learning objectives?
