Access, Participation and Success

Helping IMD Q1 M&S students feel that they belong at the OU

Marianna Volpi

Members of communities whose aspirations have not traditionally included attending university may experience feelings of imposter syndrome, or a sense of being ‘out of place’ and not belonging to university when they commence their university career and indeed at points throughout their studies.

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Investigating the value of online ‘quiet’ tutorials for Level 1 Interdisciplinary Environment students

Alice Fraser-McDonald Maria Townsend

Autistic and neurodivergent students, as well as others with declared mental health issues, may find attending live online tutorials challenging (Hunter, no date).

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SiSE Mathematics Research Experience

James Tuite Dan Rust

This project is a pilot scheme and feasibility study for research projects with SiSE students similar to previous OU bursary schemes. The circumstances of SiSE students and difficulty of communication means that such students are discouraged from applying to such initiatives.

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Postcode Inequity: Closing the Awarding Gap for Stage 1 STEM Students residing in our most deprived UK postcodes

Louise MacBrayne Jennie Bellamy

Winner of the 10th Best Poster Competition at the 14th eSTEeM Annual Conference, 30th April – 1st May 2025.

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Evaluating an LGBTQ+ awarding gap and supporting our queer student community: An intersectional perspective (Phase 1)

Willow Neal Emmanuel Zuza

Being LGBTQ+ exposes people to various stigmas and inequalities; societal, cultural, and legal, which are exacerbated when intersecting with other marginalised identities, such as race, disability or socio-economic status.

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Evaluating the impact on attainment and retention of implementing TMA-specific assessment checklists in LHCS modules

Kate Fox Heather Fraser

Most students feel some level of anxiety when completing and submitting their tutor marked assignments (TMAs). In addition, there is an awarding gap between students with anxiety-related mental health issues or neurodiversity, compared to their peers across Higher Education.

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Evaluation of Digital Assets to support LHCS Students’ Sense of Belonging

Zoë Chapman Janette Wallace

Winner of the Most Engaging and Immersive Session on Day Two of the 14th eSTEeM Annual Conference, 30th April – 1st May 2025.

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A case study analysis of STEM decolonising activity within UK Higher Education Institutions

Zoe Tompkins

The Issues

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Creating a suite of resources to support students with Maths Anxiety

Sue Pawley Nicola McIntyre Gemma Warriner Becca Whitehead

Maths Anxiety can be described as “an emotion that blocks a person’s reasoning ability when confronted with a mathematical situation” [Spicer 2004], in an extreme form, “when confronted with a math problem, the sufferer has sweaty palms, is nauseous, has heart palpitations, and experiences paraly

Study of the potential for digital educational tools to provide more inclusive learning

Miriam Fernandez Geoffray Bonnin

This project focuses on the potential for digital educational tools to provide more inclusive learning. More precisely, we will study to what extent two types of interrelated learning analytics models could be exploited to promote inclusion.

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