eSTEeM

Centre for Scholarship and Innovation

Conference delegates working in groups

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

106 results found

Engineering residential school or home experiments? A comparison from the perspective of both the student and the tutor

Alec Goodyear Iestyn Jowers Jan Kowal Carol Morris David Sharp

Residential schools are essential for accreditation of our engineering qualifications by Professional Engineering Institutions and they have had to be temporarily replaced by a set of practical engineering activities due to the Covid-19 pandemic.

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Online peer mentoring at scale: Benefits and impacts from a student buddy perspective

Julie Robson Chris Hutton

The benefits of peer mentoring for students studying in Higher Education are well established and have been demonstrated in online, blended and hybrid settings. Best practice in establishing financially sustainable schemes in online settings at a large scale is under researched.

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Embedding research into teaching: practices, motivations and impacts

Sarah Davies

Academics are often interested in using their own research in their teaching – this can be a valuable way of sharing their passion for their subject, connecting students with cutting edge research knowledge, and enabling students to experience authentic science practices.

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Early Start for TM470 project students

Christine Gardner

Students on IT/computing degrees at the Open University (OU) complete a compulsory project at the end of their studies (TM470), yet some students face challenges completing the project due to difficulties with independent work. The prompt for this study was students’ poor performance on TM47

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Creating a community of support through social activities

Sue Pawley Cath Brown

A number of STEM students find their modules academically demanding; success for such students requires the development of resilience and a growth mindset, as discussed in Johnston-Wilder and Lee (2010.

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Investigating how to enhance the idea generation process by students for their T452 project

Martin Braun

At the Open University in the UK, final year engineering undergraduates are required to suggest a topic for their project.

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Investigating students perception of some of the key learning activities in T272

Foroogh Hosseinzadeh Anne-Marie Gallen Helen Lockett Rafael Hidalgo Maxim Lamirande

The purpose of this research is to engage with Stage 2 engineering students, studying T272 Core Engineering B module, about different modes of online activities and how effective these are in engaging, informing, and reinforcing their learning.

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Understanding the postgraduate research student experience in a culture of collaborative leadership

Ann Grand

How leaders choose to lead inevitably has impacts on those who follow them. From the beginning of AstrobiologyOU, its directors have aspired to lead the group collaboratively.

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Writing retreats for level 1 students

Victoria Nicholas Paul Collier

Students frequently cite time pressure as a challenge to successful study.

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Understanding Passive Withdrawals on S111

Victoria Pearson Linda Moore Maria Velasco

In every presentation of S111, there has been a percentage of students who remain registered until the end of the module but have had limited or even no engagement with the module content and assessment.  In some cases, they may have never logged on to the VLE at all despite attempts from AL

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