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

Innovation in online student support

Cath Brown Sue Pawley

Due to the increasing popularity of the Data Science degree, MST224, Mathematical methods, student numbers have increased significantly. This has resulted in the employment of significant numbers of Associate Lecturers (ALs), and we would like to use the resultant increase

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A personal tutor scheme to enhance student retention and improve success

Victoria Brown Cath Brown

Student retention and continuation are key drivers for this project.

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An evaluation of the use and impact of Network Mapping to support the transition to university of Engineering and Design & Innovation students from the 20% most deprived areas in the UK

Andrea Patel Chris Corcoran

The overall project aim was to demonstrate the use of Support Network Mapping as a student-centred approach to support transition to university for undergraduate Engineering and undergraduate Design and Innovation students who reside in areas of the UK associated with higher level of socioeconomi

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Improving accessibility, inclusion, and engagement in synchronous online learning events

Jo Buxton

The research intends to assess how a framework (MACE) can help tutors make online tutorials more accessible and inclusive.

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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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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

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

Zoe Tompkins

The Issues

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Transforming learning and assessment through didactic games in virtual calculus classroom

Ivan Sudakow Andrey Umerski

Didactic games can be a valuable tool that, when coupled with traditional lectures, allows the student to become immersed in the subject, creating a kinetic and energetic environment that will not only help to learn but spark interest in mathematics.

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Exploring timeliness, positivity and collection rates of TMA feedback

Colette Christiansen

The correspondence tuition that tutors provide, via the Tutor Marked Assignments (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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Evaluating students’ experience of tuition in S217

Adam Freeman Anne-Katrin Klehe

Great effort and time is spent by Associate Lecturers (ALs) on delivering tutorials. Uptake of tutorials in all modules is low. This investigation will concentrate on the experience of students on S217, a second level physics module.

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