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Transforming automated inspection & non-destructive testing: world-leading Open Access research on robotics, sensors & ultrasonics

Strathprints makes available scholarly Open Access content by researchers within the Centre for Ultrasonic Engineering, based within Electronic & Electrical Engineering.

Research at CUE brings together next generation robotics with sensing technology to enable inspection of high value components, such as aerospace components, at the point of manufacture. Non-destructive testing techniques using ultrasound and other sensors can then be deployed to assess components for structural faults or damage and thereby ensure they are built correctly and more efficiently. Research at CUE is to be stimulated by the construction of a new £2.5 million state-of-the-art Robotically-Enabled Sensing (RES) hub within the Department of Electronic & Electrical Engineering (EEE).

Explore the Open Access research by EEE, or explore all of Strathclyde's Open Access research...

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Jump to: 2020 | 2019 | 2018 | 2017 | 2016 | 2013 | 2012 | 2011 | 2010 | 2007 | 2006 | 2002 | 2001

Number of items: 20.

2020

McQuade, Robert and Ventura-Medina, Esther and Wiggins, Sally and Anderson, Tony (2020) Examining self-managed problem-based learning interactions in engineering education. European Journal of Engineering Education, 45 (2). pp. 232-248. ISSN 0304-3797

2019

Mabley, Seren and Ventura-Medina, Esther and Anderson, Anthony (2019) 'I'm lost' - a qualitative analysis of student teams' strategies during their first experience in problem-based learning. European Journal of Engineering Education. pp. 1-20. ISSN 0304-3797

McQuade, Robert Michael and Ventura-Medina, Esther and Wiggins, Sally and Hendry, Gillian and Anderson, Anthony; Bridges, Susan and Imafuku, Rintaro, eds. (2019) Students' strategies for managing social loafers in PBL : interactional means of dealing with unequal participation in group work. In: Interactional Research into Problem-Based Learning. Purdue University Press, West Lafayette, Indiana. (In Press)

2018

McQuade, Robert and Wiggins, Sally and Ventura-Medina, Esther and Anderson, Tony (2018) Knowledge disagreement formulations in problem-based learning tutorials : balancing pedagogical demands with 'saving face'. Classroom Discourse, 9 (3). pp. 227-243. ISSN 1946-3022

Mabley, S. and Ventura-Medina, E. and Anderson, T.; (2018) The student as facilitator - A qualitative exploration of monitoring strategies used by 'dominant' team members in PBL groups. In: 46th SEFI Annual Conference 2018. European Society for Engineering Education, Brussels, pp. 278-285. ISBN 9782873520168

McQuade, RM and Ventura-Medina, E and Wiggins, S and Anderson, T (2018) The role of institutional power in tutorless problem-based learning : students’ interactional strategies for self-managing conflict in teamwork. In: 46th SEFI Annual Conference, 2018-09-17 - 2018-09-21, Technical University of Denmark.

2017

McQuade, Robert Michael and Ventura-Medina, Esther and Wiggins, Sarah and Anderson, Anthony (2017) Elucidating dysfunctional occurrences in student-led group work : 'doing disagreement well'. In: Qualitative Methods in Psychology Section Biennial Conference 2017, 2017-07-05 - 2017-07-07, Wales.

2016

Hendry, Gillian and Wiggins, Sally and Anderson, Tony (2016) The discursive construction of group cohesion in problem-based learning tutorials. Psychology Learning and Teaching, 15 (2). pp. 180-194. ISSN 1475-7257

2013

Hendry, Gillian and Wiggins, Sally and Anderson, Tony (2013) Constructing knowledge through talk : unpacking the dynamics of group interaction in problem-based learning. In: HEA STEM annual conference, 2013-04-17 - 2013-04-19.

Anderson, Tony and Wiggins, Sally (2013) Criticizing the critic : comments on Jahoda's (2012) critique of Discursive Social Psychology. Journal for the Theory of Social Behaviour.

Anderson, Tony and Johnston, Bill and McDonald, Alexandra (2013) Patterns of learning in a sample of adult returners to higher education. Journal of Further and Higher Education, 38 (4). pp. 536-552. ISSN 0309-877X

2012

Johnston, Bill and Anderson, Tony and McDonald, Alexandra (2012) Improving pre-entry access to university : towards a model of transformative alignment. Adult learner : the journal of adult and community education in Ireland. pp. 82-95. ISSN 0790-8040

2011

Davies, John B. and Anderson, A. and Little, Dawn (2011) Social cognition and the so-called conjunction fallacy. Current Psychology, 30 (3). pp. 245-257. ISSN 1046-1310

Anderson, Anthony (2011) From fear to flow : personality and information interaction. [Review]

2010

Kelly, D. and Baxter, James and Anderson, Anthony (2010) Engaging first-year students through online collaborative assessments. Journal of Computer Assisted Learning, 26 (6). pp. 535-548. ISSN 0266-4909

2007

Anderson, Anthony and Sanford, Alison and Thomson, Avril and Ion, William (2007) Computer-supported and face-to-face collaboration on design tasks. Discourse Processes, 43 (3). pp. 201-228. ISSN 0163-853X

2006

Boyle, E. and Anderson, A. (2006) Validity and utility of McLean's attitudes to achievement questionnaire. Scottish Educational Review, 38 (1). pp. 37-53. ISSN 0141-9072

2002

Anderson, A. and Soden, R.; Nata, R., ed. (2002) The role of peer interaction in enhancing students' argumentative reasoning skills. In: Progress in education. Nova Science, pp. 81-108. ISBN 1590334299

2001

Howe, Christine and Anderson, A. and Soden, R. and Halliday, J. and Low, J. (2001) Peer interaction and the learning of critical thinking skills in further education students. Instructional Science, 29 (1). pp. 1-32. ISSN 0020-4277

Anderson, A. and Soden, R. and Hunter, S.C. (2001) Evidence evaluation and use in undergraduates' everyday reasoning. Scottish Educational Review, 33 (1). pp. 59-71. ISSN 0141-9072

This list was generated on Mon Apr 6 17:23:47 2020 BST.