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

256 results found

Evaluating the increase in student wellbeing brought about by informal online sessions and computer generated worked examples on a level 3 pure maths module

Hayley Ryder Tacey O'Neil

Issue: student well-being and anxiety. Accessibility of tutorial type resources.

Many students experiencing problems with abstract mathematics either already experience maths anxiety or develop it. They can also lack self-efficacy and mathematical resilience.

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Effective support for reflective writing: learning from improvers

Cathy Smith Charlotte Lighter

This report focusses on an in‐depth study of 12 students identified as ‘improvers’ in Mathematics Education modules.

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Barriers and enablers to higher education: the experiences of disabled students from minority cultural backgrounds

Chris Corcoran

The aim of this project was to look at processes and experiences that were either a barrier to students to joining the University or an enabler– another way of looking at this is what helped and what stopped students registering and joining their course.

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Challenges of assessment for a level 3 interdisciplinary module: an AL and student perspective

Jenny Duckworth Harriet Marshall

Student engagement and learning is strongly driven by assessment feedback. On the interdisciplinary module SDT306 (Environment: Responding to Change), tutors grade and provide feedback against learning outcomes (LOs) using a marking grid.

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Decolonising Computing: A Resource for Educators

Mustafa Ali

Decolonising the curriculum (DTC) is a university-wide initiative within the broader decolonising the university (DTU) project overseen by the EDI Dean with mandate from the VC. The current focus of DTC work in the STEM faculty is on Level 1 modules in all schools.

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Cultivating student led tutorials in STEM

Melanie Gregg Vivien Cleary

The objective of this small-scale study was to create a tutor free, active learning environment where students feel at ease to discuss and work on skill-based problems together.

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Improving student use of feedback on marked Tutor Marked Assignments (TMAs)

Carol Calvert Clare Morris

The correspondence tuition that tutors provide, via the TMAs, is a key part of our teaching and support to students and represents a major investment of time and effort by tutors.

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Associate Lecturer Disability Champion scheme at the Open University (E&I-STEM)

Elouise Huxor Theodora Philcox Lisa Bowers

The Disability Champion project was a pilot programme to support ALs in their teaching of students in design with disability flags given that the proportion of students within this group has been steadily rising over recent years.

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Investigating how to enhance the idea generation process by students for their T452 project

Having taught on project modules at HNC, HND and final UG level (T452), I have observed that the most intense tutor engagement is when discussing possible topics.

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Typical Support Seeking Behaviour of STEM Students, their Outcomes and Successes

Paul Collier Fiona Aiken

The importance of personal, non-academic support of students especially in a distance learning environment is well documented in the literature.

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