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

53 results found

Career Development for STEM professionals

Clem Herman

The overall aim of this project was to develop a sustainable framework for supporting students into STEM employment, focusing on careers advice and professional development for those who are seeking to enter, return to or progress their careers in this sector.

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The use of peer assessment/review in distance teaching via the Moodle VLE

Peter Taylor

This project undertook an investigation of the use of peer assessment in distance teaching. After reviewing evidence from within and outside the institution a number of pilot studies were undertaken. The Workshop tool in the Moodle VLE (Virtual Learning Environment) was evaluated.

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ArguEd Argumentation Education

Paul Piwek

This project investigated the use of the argument mapping technique for helping Computing and Technology students with developing their argument analysis skills. The focus was on scaffolding of these skills through interactive computer-marked assessment.

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Transforming retention and progression in a new Level 1 course

Chris Dobbyn

This project was set up to evaluate the effectiveness of the models of assessment devised for the new Level 1 course, TU100: My Digital Life. Assessments and tutor guides based on novel models had been prepared by a small group of staff, including the investigators.

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Assessing 'alternative media' elements: is there a generic model?

Soraya Kouadri Mostéfaoui

Nowadays, new digital technologies provide educators with increasingly diverse opportunities for assessing students’ understanding through media other than conventional text – for example web pages, videos, posters, PowerPoint presentations, podcasts and graphics, all of which can be submitted el

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Evaluation of assessed collaborative wiki activity and comparison with similar collaborative online activities in other contexts

Janet Haresnape

This project centres around an online collaborative activity which was adapted from a face-to-face tutorial activity developed for students on S366 (Evolution).  In the activity, students each provided data, and suggestions about its interpretation, by contributing to a series of wiki pages.

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Online Presence for Learning and Employability: students' use of profiles in social networking environments

Karen Kear

The widespread use of social network sites means that ‘online presence’ is becoming increasingly important for social, educational and employment purposes. The most obvious examples of users’ online presence can be found in the personal profiles on sites such as Facebook and LinkedIn.

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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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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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