Projects

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.

This short scoping project aimed to assess the feasibility of and, ideally, shape a longer‐term programme of collaborative working between the Faculties of Science and MCT, and East China University of Science and Technology (ECUST) in Shanghai, China.

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.

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.

This eSTEeM project has investigated student perception about online practical science for two modules at level 1. Students were interviewed and completed online questionnaires before and after studying these modules. The interviews confirmed the anecdotal evidence that students felt mo

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).

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.

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.

The aim of this study was to obtain data on how students studied online modules and to use this to put in place amendments to the current presentation where this could be easily done or to subsequent presentations to enhance the students’ experience.

We describe findings from a study based upon a collaborative project carried out online as the end of module assessment activity of a multidisciplinary science module at the UK Open University.