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This article describes an unsupervised approach for automatic classification of scientific literature archived in digital libraries and repositories according to a standard library classification scheme. The method is based on identifying all the references cited in the document to be classified and, using the subject classification metadata of extracted references as catalogued in existing conventional libraries, inferring the most probable class for the document itself with the help of a weighting mechanism. We have demonstrated the application of the proposed method and assessed its performance by developing a prototype software system for automatic classification of scientific documents according to the Dewey Decimal Classification (DDC) scheme. A dataset of one thousand research articles, papers, and reports from a well-known scientific digital library, CiteSeer, were used to evaluate the classification performance of the system. Detailed results of this experiment are presented and discussed.

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An innovative, non-traditional tutoring programme based on collaborative and peer-support learning is described, and a reflection on two years of its implementation with specific subjects in electronic engineering and ICT-based courses at the University of Limerick is presented. The programme, known as Peer-Supported Learning Groups (PSLG), is an academic enrichment scheme, which has been developed by adapting the American SI model such that it meets the needs of students in Ireland and fits into the Irish third-level education system. The paper begins by giving a rationale for the introduction of the PSLG to the targeted subjects, followed by descriptions of the operational structure of the programme highlighting the difficulties encountered at the initial stages and the measures taken to alleviate these difficulties. Quantitative measures for evaluating the effect of the PSLG on students' performance, as well as analysis of feedback collected from the students and the leaders, are presented and discussed. The paper concludes by outlining issues for improving the current programme and associated further developments.Keywords collaborative learning; peer tutoring; student-centred learning; study skills developmentThe first year of college has always presented challenges to both students and institutions. For students, it is one of life's critical transitions. In fact, the most critical period for first-time students, which is most likely to affect their dropout, is during the first two semesters in college. There are many academic and social differences between high school and college: academic environment; grading; knowledge acquisition; support; stress and responsibility.1 Studies have shown that college students have less support from family, friends and teachers; higher stress due to more difficult academic work; increased responsibility for learning; and increased responsibility for making major life decisions. As a result, first-year college students often experience various problems that make them prone to withdraw. These problems include disorientation, mismatch from expectations, problems adjusting to selflearning and motivated study. For engineering and technology courses, the technical difficulty of the subjects adds to the above problems. Some students also find it difficult to integrate into their academic community or even make new friends. This results in lack of group work, communication and interaction between classmates on those difficult programmes, which otherwise would have helped all students. Effective models of retention stress the need for integrating students into the academic and social dimensions of the college community during the first weeks of their first year of college. 2University courses are the preparatory stage to a profession and should, therefore, encourage learning. This should be done with reference to the way in which pro-