In this paper, we extend our roundtable session from the 2019 Canadian Writing Centre Association Conference in Vancouver, which ignited dialogue about how writing centre practitioners and educational developers can help faculty review and strengthen their approaches to providing feedback on graduate student theses and dissertations. We discuss how we designed and delivered an instructional development workshop for faculty at our university to strengthen their approaches to supporting graduate student thesis and dissertation writers. In doing so, we aim to foster further dialogue about how writing centre professionals and educational developers can partner with faculty to enhance and develop their approaches to providing feedback on large-scale writing projects.

Los investigadores deben citar este trabajo de la siguiente manera:

• Mayberry, T., Gibbons, S., (2025), "Dissertation Pedagogy in Theory and Practice: Extending Our Roundtable", HSSCommons: (DOI: 10.31468/cjsdwr.797)

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1. Discourse and Writing/Rédactologie

Original publication: Mayberry, Tommy; Gibbons, Sarah. "Dissertation Pedagogy in Theory and Practice: Extending Our Roundtable." Discourse and Writing/Rédactologie, vol. 30, 2020, pp. 79-104. DOI: 10.31468/cjsdwr.797. This material has been re-published in an unmodified form on the Canadian HSS Commons with the permission of Discourse and Writing/Rédactologie. Copyright © the author(s). Work published in DW/R is licensed under the Creative Commons CC BY-SA license