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

203 results found

Activities to improve the engagement of international students in online teaching

Simon Collinson Catherine Halliwell

Online teaching enables students to study from all around the globe to produce a diverse student cohort. As UK universities expand online provision and target international students key questions arise:

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E-Ambassadors and E-Portfolios: Exploring innovative methods to embed employability in practice based STEM distance learning

Nigel Mason Clem Herman

This project investigated the use of online technologies for the delivery of careers and employability advice to distance learning STEM students with the aim of informing the future development of careers and employability provision.

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Thresholded assessment: does it work?

Sally Jordan

Many Science Faculty modules have moved from their previous summative continuous assessment to formative but thresholded continuous assessment. The aim of the project was to evaluate this Faculty-wide change in practice.

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SDK125 Student Intentions and Retention Study

Basiro Davey

SDK125 (Introducing health sciences) registrations have increased from <400 students in 2007 to a combined total of >2,000 in dual presentations in 2012/13, but in the last two years, retention has inexplicably fallen from previous sustained levels around the Science average rate.

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Understanding the challenges of learning to program at level 2

Chris Douce

Learning to program is a skill that some students struggle with.  TT284, Web Technologies, requires students to write code using a number of different programming languages: Javascript, PHP and Google AppInventor. Many students who take TT284 would have completed TU10

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The use of smart phones to enhance teaching in environmental engineering and environmental science modules

Suresh Nesaratnam Shahram Taherzadeh

This study considered the availability of smart phone environmental apps that could be used in the teaching of environmental engineering and environmental science. Several apps in the field of noise, water and air were found to be freely available on the Internet.

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Gathering student perception about online/distance practical science at level 1

Victoria Nicholas

This eSTEeM project has investigated student perception about online practical science for two modules at level 1. Students were interviewed and completed online questionnaires before and after studying these modules. The interviews confirmed the anecdotal evidence that students felt mo

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Enhancing Systems Thinking in Practice at the Workplace

Martin Reynolds

The eSTEeM project was an 18-month systemic inquiry beginning January 2014 initiated by a core team of 5 academics associated with the production and presentation of the postgraduate programme in Systems Thinking in Practice (STiP).

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An investigation into the use of Artificial Neural Networks to predict student failure, and the efficacy of sustainable additional support for those students

John Woodthorpe

The project analysed Virtual Learning Enviornment (VLE) data with Artificial Neural Networks (ANNs), in order to identify patterns of behaviour that correlate with the likelihood of a student failing the End of Module Assessment (EMA).

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How students’ use of language relates to learning, retention and performance in assessment on TU100

John Woodthorpe Jim Donohue

This project built on previous work between MCT and WELS (formally FELS) on language use and student attainment at level 1, including in the production of TU100.

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