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

153 results found

Factors influencing female participation in Physical Science Postgraduate Research Programmes

Clare Reger Mark Bowden Anne-Marie Gallen

The aim of this project was to conduct a scoping study into why lower numbers of female graduates choose nuclear fusion Ph.D.s relative to other physical sciences. This is a particularly nuanced study as we are considering the nuclear fusion research pathway in comparison to other STEM routes.

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Disproved predictions of at-risk students: Some students fail despite doing well, others succeed despite predicted as at-risk

Martin Hlosta

Most of the research around the identification of at-risk students and the prediction of their performance using Machine Learning focuses on developing the most accurate model.

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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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Strategies to support students and tutors with online collaborative projects: an action research project

Shirley Evans Winston Graham Manish Malik

Development of group working skills is important both in terms of employability and as part of a collaborative learning approach but students may not always recognise the importance of it.

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How are students using extensions and what is the impact on success?

Catherine Halliwell Cath Brown

Winner of the 5th eSTEeM Scholarship Projects of the Year Award 2022.

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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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Online module forums: espoused, actual and improved

Barbara Jones

The main goal was to analyse what actually occurred in the T313 and T317 TMA and EMA forums and to make comparisons between them with a view to

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Personalised Student Support Plans: Examining the Effectiveness of Support Recommendations made by Students

Cathryn Peoples

The literature suggests that students want more from academic staff, from desiring to be treated with explicit respect [[i]] to being co-creators of their teaching and learning material [[ii]] [[iii]].

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Do OU students understand the Learning Outcomes on courses in general and in T176, T192, T193, T194 in particular?

Alan Yate

Anecdotal evidence from ALs tutoring on some Level 1 Engineering modules seems to show that students on Engineering modules do not fully engage with the Learning Outcomes (LOs).

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Learning behaviours and successful outcomes in STEM students

Elizabeth Ellis Alice Gallagher

Since 2016 the Learning Innovation team has been engaged in a series of research activities designed to gain a deeper understanding of the underlying study habits and learning behaviour of OU students, in order to inform the future development of pedagogy, systems, tools and platforms. Poten

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