eSTEeM

Centre for Scholarship and Innovation

Conference delegates working in groups

Projects

eSTEeM is providing a mechanism for professional development through practice-based scholarship within a mentored community. Much of our work is organised on a project basis with project management aimed at the delivery of new educational outcomes and scholarship outputs. 

eSTEeM supports a rolling portfolio of approx. 80 active scholarship projects under a number of themes which include:

  • Access, Participation and Success
  • Innovative assessment
  • Online/onscreen STEM practice
  • Supporting students
  • Technologies for STEM learning

To learn more about our projects, please click on the project titles or use the search feature below by entering keywords. To search by the name of a project leader, please use the 'Filter by Project Leader' tab on the right-hand side of this page.

Search results

65 results found

Gamification to increase participation in maths practice quizzes in Level 1 Engineering modules

Silvia Varagnolo Zahra Golrokhi

The aim of this project is to improve students’ engagement with maths exercise through the gamification of existing practice quizzes. The specific context is T192 (the first module in the Engineering Qualification) which already features weekly maths practice quizzes.

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Exploring student’s self-efficacy in response to modular events during introductory level science modules

Sam Johnson

Self-efficacy is an individual’s belief that they can successfully complete a particular task. Self-efficacy has been shown to be strongly predictive of performance and retention. Current studies are largely cross-sectional and do not explore how self-efficacy changes throughout a module.

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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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Understanding the impact of ongoing support for students returning to study after reaching Restricted status

Elizabeth Shakespeare Anthony Short

Student retention and continuation are key drivers for this project. They are also key focus areas for the University.

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Identifying and supporting skills development needs for undergraduate science students transitioning between stages 1, 2 and 3 in Environmental Science

Fiona Aiken Iris Verhagen Chris Hutton

With ever increasing focus on the need to support progression in our diverse student body, we are seeking to identify the most important skills gaps that present challenges to students on environmental and Earth science modules in EEES as they move from stage 1 to stage 2 and from stage 2 to stag

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Facilitating and evaluating the use of virtual reality tutorials within the school of Life, Health and Chemical Sciences

Lucy Anderson Janette Wallace Sarah Daniell Trevor Collins

Winner – Most Engaging and Immersive Session, Day One – 14th eSTEeM Annual Conference 2025.

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Do students benefit from having continuity in their module tutors between level 1 and level 2 on Q71, Health Sciences?

Sarah Daniell Fiona Moorman Katie Acutt

Students currently have little continuity of contact with their allocated tutors on the different modules throughout their qualification. Currently student retention on Q71 Health Sciences is concerning.

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Exploring life competences and green skills for 21st century designers

Emma Dewberry Vera Hale

This project aligns with current developments in the Open University to explore the relationship between Sustainability goals, curriculum design and opportunities for progressing employability outcomes.

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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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Artificial Intelligence (AI) - does student knowledge and perceptions of its use as a learning support tool align with academic staff approaches to embedding AI activities and tools in the curriculum?

Servel Miller Jenny Duckworth

As highlighted by the recent Global Student AI Survey, over 84% of university students are using Large Language Model (LLM) Artificial Intelligence (AI) for their study on a regular basis (Digital Education Council, 2024).

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