From Research to Writing: How Collaboration Strengthens Thesis Preparation
Start Date
3-17-2026 1:30 PM
End Date
3-17-2026 2:00 PM
Keywords
instruction, partnership, collaboration, co-teaching, thesis preparation
Description of Proposal
Graduate students have unique learning needs that often require simultaneous support from multiple service areas to be successful. From navigating scholarly sources to developing strong academic writing skills, students benefit most when guidance is provided at critical points through intentional collaboration and shared expertise.
In response to a faculty request for supplementary workshops for mechanical engineering students, the Teaching and Learning unit within the library partnered with the Writing and Academic Skills Centre to design timely instruction that aligns with students’ academic goals as they enter the thesis preparation stage. Rather than delivering separate sessions, we recognized this would be a rewarding opportunity to collaborate. Students would benefit from developing research and writing skills concurrently, as these processes are deeply intertwined and mutually reinforced, and we would have the opportunity to strengthen the partnership between the library and the Writing and Academic Skills Centre.
Together, we created a workshop that mirrors the skills students must draw upon while preparing their thesis: the research process and the writing process. By integrating our expertise and intentionally co-facilitating the session, students gain a holistic understanding of the many facets of being successful and empowered researchers. The workshop also introduces students to the broader network of academic and library research support available at McMaster University, reinforcing the importance of engaging with multiple services and building connections across campus.
This collaborative opportunity has allowed us to develop meaningful, targeted content that meets students where they are and addresses the challenges inherent in research-intensive projects. The blend of content, timeliness, and faculty support has given us space to strengthen our partnership and has made the session practical, relevant, and engaging for students. Ultimately, our work demonstrates that collaboration is not only beneficial but essential for supporting graduate student success and has allowed us to find new opportunities that strengthen our professional goals.
From Research to Writing: How Collaboration Strengthens Thesis Preparation
Graduate students have unique learning needs that often require simultaneous support from multiple service areas to be successful. From navigating scholarly sources to developing strong academic writing skills, students benefit most when guidance is provided at critical points through intentional collaboration and shared expertise.
In response to a faculty request for supplementary workshops for mechanical engineering students, the Teaching and Learning unit within the library partnered with the Writing and Academic Skills Centre to design timely instruction that aligns with students’ academic goals as they enter the thesis preparation stage. Rather than delivering separate sessions, we recognized this would be a rewarding opportunity to collaborate. Students would benefit from developing research and writing skills concurrently, as these processes are deeply intertwined and mutually reinforced, and we would have the opportunity to strengthen the partnership between the library and the Writing and Academic Skills Centre.
Together, we created a workshop that mirrors the skills students must draw upon while preparing their thesis: the research process and the writing process. By integrating our expertise and intentionally co-facilitating the session, students gain a holistic understanding of the many facets of being successful and empowered researchers. The workshop also introduces students to the broader network of academic and library research support available at McMaster University, reinforcing the importance of engaging with multiple services and building connections across campus.
This collaborative opportunity has allowed us to develop meaningful, targeted content that meets students where they are and addresses the challenges inherent in research-intensive projects. The blend of content, timeliness, and faculty support has given us space to strengthen our partnership and has made the session practical, relevant, and engaging for students. Ultimately, our work demonstrates that collaboration is not only beneficial but essential for supporting graduate student success and has allowed us to find new opportunities that strengthen our professional goals.
What takeaways will attendees learn from your session?
In this session, participants will recognize the value of intentional collaborative approaches to graduate student instruction, identify practical strategies for building partnerships across campus units, and apply lessons learned to their own institutional contexts. Participants will be able to share their own experiences of intentional collaboration.