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

18 results found

Use of STACK to generate formative assessment for level 3 Pure mathematics

Hayley Ryder

Highly Commended at the 3rd eSTEeM Scholarship Projects of the Year Awards 2020 under the category - Innovative/Original Approach to Teaching.

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Student co-design of confidence-building formative assessment for Level 1 Computing & IT students

Paul Piwek Simon Savage

Winner of the 6th eSTEeM Scholarship Projects of the Year Award 2023.

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Challenges of assessment for a level 3 interdisciplinary module: an AL and student perspective

Jenny Duckworth Harriet Marshall

Student engagement and learning is strongly driven by assessment feedback. On the interdisciplinary module SDT306 (Environment: Responding to Change), tutors grade and provide feedback against learning outcomes (LOs) using a marking grid.

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Pair marking: Working together to improve our teaching

Nigel Gibson Kate Sim

This project aims to investigate using dynamically shared marking documents to support new tutors. In the process it will also provide this group some additional mentoring, and it allow experienced tutors to reflect on their own work and to share and develop good practice.

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An evaluation of the impact of changes to assessment practice in a second-year object-oriented Java programming module

Anton Dil Sharon Dawes

The level two module Object-oriented programming with Java (M250) was rewritten for 2021, informed by student feedback and changes to our Level 1 offerings.

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Changing times, changing pedagogies

Rachel Hilliam

The aim of the project was to investigate any lasting impact on how mathematical sciences courses are now taught following the rapid shift in teaching practices during the pandemic.

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How should formative assessments be assessed? A study of S217 online quizzes

Jonathan Nylk Andy Diament

The aim of this project is to evaluate the level of student engagement with the online quizzes on S217 Physics: from Classical to Quantum, comparing the current model of assessment with a formative thresholded assessment model which has been shown to have a marked positive impact on stud

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Engaging physics students with the key competencies for sustainability through reflective assessment tasks

Martin Braun

Recent news on wildfires, flooding and heatwaves illustrates the effect of climate change on humankind. Closely linked is the issue of sustainability, the wise use of resources now so that we and future generations can enjoy a reasonable standard of living.

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