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Relevant bibliographies by topics / Peer-group tutoring of students

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Academic literature on the topic 'Peer-group tutoring of students'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Peer-group tutoring of students"

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Zheng, Shao-Liang, and Michael G. Campbell. "Teaching space-group diagrams to chemistry students through a peer-tutoring approach." Acta Crystallographica Section E Crystallographic Communications 77, no. 9 (August 27, 2021): 864–66. http://dx.doi.org/10.1107/s2056989021008744.

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Peer tutoring is a teaching strategy that offers a creative way of getting students more involved and accountable for their own learning in college-level chemistry courses. The authors have found that the `Symmetry and Space Group Tutorial' [Jasinski & Foxman (2007). Symmetry and Space Group Tutorial, V1.55. http://people.brandeis.edu/~foxman1/teaching/indexpr.html] lends itself well to a peer-tutoring approach in a crystallography course for chemistry students. This in-class activity provides an opportunity for students to learn space-group diagrams, understand basic symmetry concepts, or

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Lake, D. A. "Peer tutoring improves student performance in an advanced physiology course." Advances in Physiology Education 276, no. 6 (June 1999): S86. http://dx.doi.org/10.1152/advances.1999.276.6.s86.

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Effectiveness of a peer tutoring system developed for an advanced physiology course was assessed in terms of academic performance and perceived value. Forty-five students took the course without the peer tutoring system, and sixty-nine students took the course with peer tutoring. Grades from both groups of students were compared with grades earned in an introductory physiology course. Tutored students were asked how much they valued the peer tutoring. There was a decline in grades received by the students in the advanced physiology course compared with their scores in the introductory physiolo

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Kuo, Yu-Chen, Ching-Bang Yao, and Zhe-Yu Wu. "Online Peer-Tutoring for Programming Languages Based on Programming Ability and Teaching Skill." Applied Sciences 12, no. 17 (August 25, 2022): 8513. http://dx.doi.org/10.3390/app12178513.

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Web-based cooperative learning could enhance students’ learning motivation; however, learning activities in this process are rather confusing because of the lack of structured learning strategies, resulting in unfavorable learning achievements. With the peer tutoring learning environment to encourage students’ mutual learning and development, an online peer-tutoring platform for programming languages with peer mentoring is established herein for one-to-one peer tutoring activities. With students with higher learning ability as tutors and those with lower learning ability as tutees, tutors can

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Olulowo, Taiwo Grace, Olugbenga A. Ige, and Ernest O. Ugwoke. "Using Peer Tutoring to Improve Students’ Academic Achievement in Financial Accounting Concepts." Education Research International 2020 (September 22, 2020): 1–10. http://dx.doi.org/10.1155/2020/8871235.

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This study investigated the effectiveness of the peer tutoring instructional strategy in improving students’ academic achievement in financial accounting concepts. A nonrandomized pretest-posttest control group quasi-experimental design with a 2 × 2 × 3 factorial matrix was adopted. The research sample comprised 137 purposively selected students from eight intact classes in secondary schools in Southern Nigeria. The experimental group adopted a peer tutoring instructional strategy, while the control group was exposed to the conventional lecture method. Teachers’ Instructional Guides on peer tu

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Ycong, Helmar G., Bayron S. Barredo, and Leo A. Mamolo. "Effects of Peer Tutoring to The Learning Outcomes in Exponential Expressions of Grade 8 Students." IndoMath: Indonesia Mathematics Education 4, no. 2 (August 23, 2021): 107. http://dx.doi.org/10.30738/indomath.v4i2.5.

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<p><em>Achieving the learning outcomes set for the classroom is the main goal of instruction. Todays’ teachers utilize various methods to achieve optimum learning for the students. This study investigated the effect of peer tutoring strategy on the students’ achievement in solving exponential expressions. It also determined the students’ persistent errors in solving given exponential expressions. This study employed a quasi-experimental design and two intact classes randomly assigned to an experimental and control group. A validated 10-item test (α=.75) was utilized as the main ins

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Ullah, Irfan, Rabia Tabassum, and Muhammad Kaleem. "Effects of Peer Tutoring on the Academic Achievement of Students in the Subject of Biology at Secondary Level." Education Sciences 8, no. 3 (August 3, 2018): 112. http://dx.doi.org/10.3390/educsci8030112.

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The present study is aimed at analyzing the effects of peer tutoring on the academic achievement of students in the subject of biology at secondary level. The objectives of the study were: (1) To find out the effects of peer tutoring on the academic achievement of students in the subject of biology; and (2) To examine the effects of peer tutoring with respect to knowledge, comprehension and application levels in cognitive domain of Bloom Taxonomy. All 433,405 male students at secondary level of 10th grade of Khyber Pakhtunkhwa were the population of the study. Forty students were taken as the

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Fong, Lin Siew. "Facilitating Group Analysis of Two Case Studies Utilising Peer Tutoring: Comparison of Tasks and Outcomes." Journal of Educational Issues 2, no. 2 (August 29, 2016): 90. http://dx.doi.org/10.5296/jei.v2i2.9811.

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<p>Peer-tutoring sessions of two groups of advanced diploma in financial accounting students with mixed proficiency were analysed thoroughly in this study. Numerous studies in peer tutoring have produced favourable results to both tutors and tutees due to the scaffolding process which promotes effective learning. However, there is a lack of studies conducted using case study as a group task in peer tutoring. Therefore, in this study, the analysis of this type of task in the course of peer tutoring is given much prominence. Video recordings of the peer-tutoring sessions were made and info

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Khomsyatun, Siti Hazar. "Application of The Peer Tutor Method to Improve Mathematical Communication Skills in Class X Students." Mathline : Jurnal Matematika dan Pendidikan Matematika 8, no. 4 (November 29, 2023): 1539–58. http://dx.doi.org/10.31943/mathline.v8i4.384.

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This study aims to determine students' mathematical communication abilities through peer tutoring methods. The research method used is experimental research with a research design that is one group pretest-posttest. The population and sample of this study were class X MIPA students of SMAN 1 Lelea with a total of 20 students. The technique used in determining the sample is by using non-probability sampling technique. The instruments used in this study were test sheets for mathematical communication skills and student response questionnaires. The results showed that learning mathematics using p

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M., Marieswari, and Prema N. "Effectiveness of Peer Tutoring in Learning English among Tutors and Tutees of Class VIII Students in Kancheepuram DT." English Language Teaching 9, no. 11 (September 27, 2016): 1. http://dx.doi.org/10.5539/elt.v9n11p1.

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<p>The peer who teaches to their mates is peer tutoring. It is a common instructional strategy used in classrooms. The aim of this study is know whether there is any improvement in achievement marks of tutors and tutees after the process of peer tutoring. Class VIII students were selected as sample for the present experimental study. The design of this experimental study was a two group parallel design such as one control and one experimental group with pre-test and post-test. Tutors of experimental group were trained to act as tutor for this research purpose. Pre-test and post-test mark

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Singh, Rajaputra Umamaheswara. "A Case Study on the Impact of Peer Tutoring in the Education of Freshmen Engineering." Journal of Engineering Education Transformations 36, S2 (January 1, 2023): 441–45. http://dx.doi.org/10.16920/jeet/2023/v36is2/23067.

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In an online or offline classroom, it might be difficult to ensure student engagement and learning during and after the COVID-19 epidemic. The learning of global engineers, need to engage effective teaching and learning practices in higher education is required. The best way to learn is to teach. Learning by teaching others is extremely effective method. To enhance the learning of engineering students, a pilot study is aims to exam in the effectiveness of the freshmen engineering students’ engagement in learning using peer tutoring. In addition, considered the performance of tutees (slow learn

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Dissertations / Theses on the topic "Peer-group tutoring of students"

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Fudge, Irene. "Peer tutoring programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36121.pdf.

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Cheung, Chun-chun. "A comparison of the effects of two approaches : classwide peer tutoring & classwide peer tutoring without reinforcement on the spelling performance in integrated science /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17597973.

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Cheung, Ming-kam Thomas. "Peer tutoring with hearing impaired special school pupils." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627607.

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Lee, Wing-ho Rico. "Classwide peer tutoring student perception and effectiveness /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963420.

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Breslin, James D. "SOCIAL LEARNING IN THE CO-CURRICULUM: EXPLORING GROUP PEER TUTORING IN COLLEGE." UKnowledge, 2014. http://uknowledge.uky.edu/epe_etds/23.

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In a time of upheaval in American higher education, student retention continues to be a chief concern on most campuses. Peer tutoring, like other peer-based programming, is asked to serve multiple functions as a low-cost, high-impact model. This study explored the cultures of these semi-structured, co-curricular, academic-social spaces and sought to understand what happens in a group peer tutoring context that impacts students. Data was generated with students on two campuses during the spring 2014 semester using a two-phase qualitative approach. Data generating activities included observation

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Chen, Elaine. "Mildly mentally handicapped peers as tutors in a social skills program for autistic children." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626019.

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Langor, Gemma. "Peer tutoring, what are its benefits to the tutor? : tutors' perceptions of a peer tutoring experience in nursing education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ55517.pdf.

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Ng, Yuk-fai Margaret. "The effectiveness of peer-tutoring on same-age & cross-age tutors in an English paired-reading project in a Hong Kong secondary technical school." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595708.

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Villareal, Donna M. "A systematic replication to determine the academic effects of peer tutoring for the tutor." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1122549884.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xix, 271 p.; also includes graphics. Includes bibliographical references (p. 217-226). Available online via OhioLINK's ETD Center

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Cheung, Ming-kam Thomas, and 張明錦. "Peer tutoring with hearing impaired special school pupils." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627607.

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Books on the topic "Peer-group tutoring of students"

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Boubion, Octavio. Model pre-college compensatory programs: Peer tutoring in Upward Bound. Washington, D.C: National Council of Educational Opportunity Associations, 1987.

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Newton, Fred B. Students helping students: A guide for peer educators on college campuses. 2nd ed. San Francisco: Jossey-Bass, 2010.

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Culp, Suzanne. Reading plus: A peer tutoring program for elementary schools. Toronto: Guidance Centre, University of Toronto, 1996.

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Topping, Keith J. The peer tutoring handbook: Promoting co-operative learning. London: Croom Helm, 1988.

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Kehayan, V. Alex. Partners for change (peer leader's guide): A peer helping guide for training and prevention. Rolling Hills Estates, Calif: Jalmar Press, 1995.

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Foster, Elizabeth S. Tutoring, learning by helping : a student handbook for training peer and cross-age tutors. Minneapolis, Minn: Educational Media Corp., 1992.

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Slavin, Robert E. Using student team learning: The Johns Hopkins Team Learning Project. 4th ed. Baltimore, Md: The Johns Hopkins Team Learning Project, Center for Research on Elementary and Middle Schools, Johns Hopkins University, 1994.

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Whitman, Neal. Peer teaching: To teach is to learn twice. College Station, Tex: Association for the Study of Higher Education, 1988.

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Griffiths, Sandra. Enhancing student learning through peer tutoring in higher education. Coleraine: University of Ulster, 1995.

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Scandella, Ornella. Tutorship e apprendimento: Nuove competenze dei docenti nella scuola che cambia. Scandicci, Firenze: Nuova Italia, 1995.

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Book chapters on the topic "Peer-group tutoring of students"

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Mansour, Ebrahim, Sultan Alzyoud, Ruba Abuzaid, and Hashem Alshurafat. "Accounting Students Perspectives of Peer Tutoring." In Explore Business, Technology Opportunities and Challenges ‎After the Covid-19 Pandemic, 308–17. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08954-1_28.

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Rosier, Soren. "PeerTeach: Teaching Learners to Do Learner-Centered Teaching." In The Power of Peer Learning, 239–63. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_11.

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AbstractOne-on-one tutoring is the most effective teaching arrangement. Most schools and families, however, cannot afford to provide each child with a tutor. Peer tutoring in classrooms, a more feasible and scalable learning arrangement, increases learning for both tutors and tutees, but peer tutors’ efficacy is often limited by their didactic and disempowering approaches. Two interventions with distinctly different designs were developed to test the viability of online, scalable training to foster students’ adoption of learner-centered teaching methods. To compare the efficacy of these intervention approaches, two randomized control experiments were conducted with 198 middle school math students. Both trainings increased the frequency that tutors employed learner-centered strategies, evident in clickstream data from virtual scenarios and in tutee reflections following real-life tutoring. Shifts in tutoring behaviors significantly boosted tutee learning at every level of tutor content mastery. This suggests that training students to use learner-centered tutoring strategies can greatly improve the efficacy for peer tutoring in classrooms, and that technological solutions can scale this type of training.

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Badea, Gabriel, and Elvira Popescu. "Supporting Students by Integrating an Open Learner Model in a Peer Assessment Platform." In Intelligent Tutoring Systems, 105–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49663-0_14.

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Howley, Iris, David Adamson, Gregory Dyke, Elijah Mayfield, Jack Beuth, and Carolyn Penstein Rosé. "Group Composition and Intelligent Dialogue Tutors for Impacting Students’ Academic Self-efficacy." In Intelligent Tutoring Systems, 551–56. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30950-2_71.

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Byl, Emmeline, Keith J. Topping, Katrien Struyven, and Nadine Engels. "Peer Interaction Types for Social and Academic Integration and Institutional Attachment in First Year Undergraduates." In The Power of Peer Learning, 305–23. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_14.

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AbstractHigher education institutions are increasingly implementing peer tutoring and peer mentoring strategies to support newly enrolled students’ transition into university, aiming to reduce drop-out and improve persistence. However, it is rare that these are directly compared, and even rarer for effects on social and academic integration and institutional attachment to be explored, as in this study. In this quantitative and qualitative study, a total of 446 first-year university students of Psychology and Education Sciences in one university, recruited via a snowball technique which relied heavily on email and text messages, followed-up with invitations to a Facebook group, completed an online questionnaire. The questionnaire incorporated three instruments of known reliability: the Social Adjustment, Academic Adjustment and Institutional Attachment subscales of the Adaptation to College Questionnaire; the Commitment subscale of the Revised Academic Hardiness Scale; and the Commitment Attitude Scale. Results were analysed by independent t-tests. For the qualitative semi-structured interviews participants were 39 self-selected but stratified volunteers. Interviews focused on the three stages of Appreciative Inquiry: Discovery, Dream and Design. All interviews were audio-recorded and transcribed. A combined inductive-deductive content-analysis technique and a thematic analysis technique was then used via MAXQDA 11. Peer mentoring was the most effective means to enhance social integration. However, peer tutoring showed a significant effect on academic integration. Neither had much impact on institutional attachment. Participants particularly mentioned that activities such as speed dating and mentoring days were important, since they developed self-esteem, which encouraged them to further participate. The availability of peer support over the longer term was seen as important. Evidence-based action implications for educational practice, policy-making and future researchers were outlined, and the importance of listening to students when developing institutional policy is emphasized.

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Talbott, Elizabeth, Agata Trzaska, and Jaime L. Zurheide. "A Systematic Review of Peer Tutoring Interventions for Students with Disabilities." In The Wiley Handbook of Diversity in Special Education, 319–56. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781118768778.ch16.

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Kishbaugh, Tara L., Steve Cessna, Lori Leaman, and Daniel Showalter. "Seeking To Improve Retention through Teaching Strategies and Peer Tutoring." In Increasing Retention of Under-Represented Students in STEM through Affective and Cognitive Interventions, 109–30. Washington, DC: American Chemical Society, 2018. http://dx.doi.org/10.1021/bk-2018-1301.ch007.

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Tsuei, Mengping, and Hsiu-Wen Huang. "A Mobile Synchronous Peer-Tutoring System for Elementary Students’ Learning in Chinese Language Arts." In Lecture Notes in Computer Science, 253–62. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94505-7_20.

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García, Raquel M. Crespo, Abelardo Pardo, and Carlos Delgado Kloos. "Adaptive Peer Review Based on Student Profiles." In Intelligent Tutoring Systems, 781–83. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11774303_99.

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Bull, Susan. "‘Do It Yourself’ Student Models for Collaborative Student Modelling and Peer Interaction." In Intelligent Tutoring Systems, 176–85. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/3-540-68716-5_23.

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Conference papers on the topic "Peer-group tutoring of students"

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No-Gutiérrez, Paloma, Ma José Rodríguez-Conde, Valentina Zangrando, Antonio M. Seoane-Pardo, and Lorenzo Luatti. "Peer tutoring at school with migrant students." In the Second International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2669711.2669943.

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Baranova, Sanita, and Dita Nimante. "Student Mentoring in the Master Programme “Pedagogy”: the case of University of Latvia." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9382.

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There is a developing interest in mentoring and tutoring in the higher education in Latvia. Mentoring is looked at as a retention strategy to support students to remain and continue studies and as a tool to prevent students’ drop out from the university. Since academic year 2016/2017 several programmes of tutoring and mentoring in basic studies (bachelor level studies)have been developed and financially supported at the University of Latvia, but so far mentoring has not been used for Master level students. The Master program “Pedagogy” includes a theoretical course “Methods of Mentoring at the

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Sommers, Grace. "Students helping students: The benefits of peer tutoring in mathematics." In 2015 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2015. http://dx.doi.org/10.1109/isecon.2015.7119935.

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Moliner, Lidon, Francisco Alegre, and Gil Lorenzo. "HIGH-SCHOOL STUDENTS’ OPINIONS ON PEER TUTORING IN MATHEMATICS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0046.

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Al-Hassan, Suha. "PEER TUTORING AND IMPROVING READING SKILLS OF STUDENTS WITH READING DIFFICULTIES." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0217.

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Shih, Shu Chuan, Hao Yu Tsai, and Mei Ling Chen. "THE EFFECT OF A ONE-ON-ONE DIALOGUE-BASED MATHEMATICAL INTELLIGENT TUTORING SYSTEM FOR LEARNING EQUIVALENT FRACTION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end077.

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The purposes of this study are to develop a one-on-one dialogue-based mathematical intelligent tutoring system (ITS) for learning equivalent fraction in the 4th grade math, and evaluate its learning effect. The system used the course content and dialogue script designed by the math teaching experts in advance, and a computer agent teacher asked questions based on the course script. After the student answered, the system was able to identify the error pattern and misconception according to the student's response, then provided each student with adaptive teaching guidance or feedback. Students c

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Cold, S. Jeff, and George D. Hickman. "Literature review and experience with whole classroom peer tutoring for IT students." In Procedding of the 8th ACM SIG-information conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1324302.1324315.

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Lamela, Sonia. "Effect of group tutoring on promoting students independent learning in Architecture Studio." In 2020 Sixth International Conference on e-Learning (econf). IEEE, 2020. http://dx.doi.org/10.1109/econf51404.2020.9385449.

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Ibrahim, Hazem, and Walid Ibrahim. "Gamification in Online Educational Systems." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11238.

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The usage of gamification in online educational systems has grown considerably over the last several decades. This has been in response to reports of low completion and retention rates in online educational systems such as MOOCs. The usage of gamification and the application of social and educational networking to online education systems has been found to increase student satisfaction with the system. However, it has been shown that as students become more familiar with the gamified educational system, the initial boost in motivation diminishes. Efforts made in order to increase the personali

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Tsuei, Mengping. "The G-Math Peer-Tutoring System for Supporting Effectively Remedial Instruction for Elementary Students." In 2009 Ninth IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2009. http://dx.doi.org/10.1109/icalt.2009.119.

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Reports on the topic "Peer-group tutoring of students"

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Dorna, Guadalupe, and Gastón Gertner. Argentina: Lessons Learned from a Remote Tutoring Pilot. Inter-American Development Bank, September 2023. http://dx.doi.org/10.18235/0005110.

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This document presents the results of a remote tutoring program implemented in Argentina (in the City of Buenos Aires and the Province of Mendoza). Tutoring sessions were delivered by public teacher college institutions, covering foundational mathematics content through a 20-minute weekly phone call for an 8-weeks period. The study focused on families with children enrolled in primary public schools aged 10 to 13 years old. We estimate null effects in academic performance in our intention to treat and treatment on the treated estimators from a randomized controlled trial among students in the

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Ahouansou, Wildfrid, Fadhel Medard Salifou-Bio, and Arnaud Dangvenon. Academic success of students and educational trajectories: Characteristics and needs for a digital learning environment at the University of Abomey-Calavi. Mary Lou Fulton Teachers College, February 2024. http://dx.doi.org/10.14507/mcf-eli.i15.

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The upsurge of COVID-19 proved the need to improve higher education capabilities to continue training even during class discontinuity. In UAC’s context, adopting e-learning is also a way to mitigate the significant number of students enrolled yearly (approximately 60.000) and provide quality education to all. Therefore, this research on students’ success and needs aims to identify the optimal learning conditions conducive to academic and professional success. Targeting two schools of UAC, we investigated the online learning environment, considering material and virtual environments, as well as

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Bynum, Nora, Georgina Cullman, Margret Domroese, Carol Fialkowski, and Eleanor J. Sterling. Student-Active Teaching Techniques. American Museum of Natural History, 2009. http://dx.doi.org/10.5531/cbc.ncep.0027.

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This module introduces a variety of methods for active teaching and learning, guided by research on learning models and styles. Studies show that active teaching and learning techniques engage students and help them to understand and apply what they learn. This module covers learning models to guide teachers in engaging their students and introduces a variety of methods for active teaching: interactive lectures, discussions, case studies, collaborative learning (group work and peer teaching), and classroom and field exercises.

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden

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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 8: Dissemination. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001255.

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Abstract:

In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, bui

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6

Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 1: Partnership Building. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001248.

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Abstract:

In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s Open Research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available. Thr

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7

Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 2: Generating Priorities and Ideas. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001249.

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Abstract:

In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s Open Research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available. Thr

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8

Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 6: Data Analysis. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001253.

Full text

Abstract:

In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, bui

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9

Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 7: Reporting. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001254.

Full text

Abstract:

In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, bui

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