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

38 results found

Understanding different perspectives of postgraduate education in the international arena

Leonor Barroca

This project was set up to investigate the short term opportunities in international markets (focus on Portugal and Brazil) for the OU’s postgraduate offerings in ICT & Computing (with a focus on software engineering).

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Exploring global potential for WaSH distance education and training

Pam Furniss

The original aim of this project when it started in 2011 was to explore the potential for WASH distance education and training in a global market. WASH stands for water, sanitation and hygiene. At that time the final objective was to prepare a bid for funding.

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OpenWASH evaluation

Pam Furniss

OpenWASH is an international Open University programme that provides learning resources for the water, sanitation and hygiene (WASH) sector in Ethiopia. The initial project (2014-2016), in partnership with UNICEF and World Vision Ethiopia, produced five OpenWASH modules and a Trainers’ Handbook.

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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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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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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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Enabling Mathematics and Statistics Associate Lecturers to achieve their potential

Rachel Hilliam

In the School of Mathematics and Statistics Associate Lectures (ALs) work across a wide range of modules both at undergraduate and postgraduate level. This study was undertaken before the faculty of Mathematics, Computing and Technology (MCT) merged with the faculty of Science.

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Investigating the careers of Staff Tutors in STEM for Athena SWAN

Rachel Hilliam

Staff Tutors within the STEM Faculty form a large part of the academic workforce and are described as the glue between central academics and students, however the role is varied and complex.

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Measuring qualification effects of a new pedagogy which embeds learning and assessment activities within each student’s rich professional context of practice

Lucia Rapanotti

We report on the outcomes of an eSTEeM project focused on a pedagogical approach implemented in three post-graduate modules for a recently introduced Computing qualification (F66 MSc in Computing), where the students’ own professional context of practice, rather than fictitious case studies, is u

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