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

68 results found

Evaluating STEM/FBL APP Virtual Internship Scheme

Diane Butler Andrew Potter Catherine Comfort Kristen Reid

Winner of the 7th eSTEeM Scholarship Projects of the Year Award 2024.

to

Evaluating the use of an Inclusive Curriculum Tool in STEM modules

Diane Butler Andrew Potter

This project evaluated the application of the Open University (OU) Inclusive Curriculum Tool (ICT), version 4, within a selection of Science, Technology, Engineering, and Mathematics (STEM) modules.

to

Is the cost of home experiments a potential barrier to learning? Experiences from two level one science modules

Louise MacBrayne Zoë Chapman

Practical work in the form of home experiments has always formed an integral part of the science curriculum, in particular at level one. The move, however, from printed materials to online delivery has been accompanied by a change in the way students are supported in home experiments.

to

Investigation of widening participation and success in postgraduate technology and computing

Donald Edwards Mark Slaymaker

This project seeks to understand our current performance against EDI, widening participation and success (WPS) targets on postgraduate qualifications run by the schools of C&C and E&I, collectively Postgraduate Technology and Computing (PTC).

to

Academic conduct referrals and students from underrepresented groups

Jill Shaw Rehana Awan Jim Gillen Mark Slaymaker Katharine Jewitt

The project will investigate patterns in the demographics and referral data, and student perceptions for Level 1 students who are referred to the Academic Conduct (AC) Office within C&C. Several research projects (e.g.

to

Sharing tutorial slides before online events: an evaluation of current practice and perceived benefits and barriers

Jenny Duckworth Jennie Bellamy Harriet Marshall

Access to slides in advance of online tutorials is thought to benefit many learners.

to

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

to

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.

to

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.

to

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