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

63 results found

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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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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S111 Students’ Perceptions of University Communications

Maria Velasco Victoria Pearson Linda Moore

An outcome of our previous work investigating the reasons behind passive withdrawals on a Stage 1 introductory science module identified that some students receive large numbers of diverse email communications from across the University. This project investigates whether these communications

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Identifying tailored delivery routes for ALs to guide the use of Generative AI as a study support tool

Emma Steele Carol Calvert Alison Bromley

Issue to address

There is enormous potential for students to use GenAI as a support tool in their learning. Responsible and appropriate use of GenAI can positively impact student engagement and employability. 

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