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

37 results found

Improving success and satisfaction of credit transfer students entering L3 modules in Science

Eleanor Crabb Jane Loughlin

Credit transfer students are often regarded as having the potential to succeed in distance learning.

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Can an asynchronous student conference in Open Studio develop students’ critical evaluation skills?

Catherine Halliwell Jenny Duckworth

The level 3 module Evaluating Contemporary Science (S350), helps students learn, develop and apply important key skills such as evaluation of current science research and communication of these findings to different audiences, along with professional skills such as time-management, giving constru

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Are virtual visits an effective way of engaging learners?

David Conway Christine Gardner Janet Hughes

​Winner of the 5th Best Poster Competition at the 9th eSTEeM Annual Conference, 29-30 April 2020.

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How one module can serve multiple qualifications through tailored implementation of presentation

Carol Calvert Rachel Hilliam

Students taking qualifications mainly in science, economics and data sciences are now the majority of the students on a second-year undergraduate statistics course.

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Support for Students. Teaching for Tutors. An Investigation into Ideas on Encouraging Students to Engage

Cathryn Peoples

According to the social constructivist model of learning, social opportunities are considered to be important in an educational experience for their positive influence. The principle is that the learning can be reinforced through the interaction with others.

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Welsh-medium tuition in Level 1 Mathematics/Addysgu Mathemateg Lefel 1 trwy gyfrwng y Gymraeg

Andrew Potter Delyth Tomos Chris Hughes

Welsh-medium education has attracted increased attention over the past 50 years. Much research has been conducted in secondary and higher education contexts, including the teaching and learning of mathematics in Welsh.

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Using knowledge from Associate Lecturers in a Bayesian model to predict the probability of students’ results

Fadlalla Elfadaly

Predicting the passing probabilities of an online module has always been an interest in higher education. It helps in planning, decision making, providing feedback to students and also in helping students work around any difficulties or milestones that are predicted to affect their results.

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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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Engineering residential school or home experiments? A comparison from the perspective of both the student and the tutor

Alec Goodyear Iestyn Jowers Jan Kowal Carol Morris David Sharp

Residential schools are essential for accreditation of our engineering qualifications by Professional Engineering Institutions and they have had to be temporarily replaced by a set of practical engineering activities due to the Covid-19 pandemic.

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Creating a community of support through social activities

Sue Pawley Cath Brown

A number of STEM students find their modules academically demanding; success for such students requires the development of resilience and a growth mindset, as discussed in Johnston-Wilder and Lee (2010.

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