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

119 results found

Welsh-medium tuition in Level 1 Mathematics/Addysgu Mathemateg Lefel 1 trwy gyfrwng y Gymraeg

Andrew Potter Delyth Tomos Chris Hughes

Welsh-medium education has attracted increased attention over the past 50 years. Much research has been conducted in secondary and higher education contexts, including the teaching and learning of mathematics in Welsh.

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Using knowledge from Associate Lecturers in a Bayesian model to predict the probability of students’ results

Fadlalla Elfadaly

Predicting the passing probabilities of an online module has always been an interest in higher education. It helps in planning, decision making, providing feedback to students and also in helping students work around any difficulties or milestones that are predicted to affect their results.

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Cultivating student led tutorials in STEM

Melanie Gregg Vivien Cleary

The objective of this small-scale study was to create a tutor free, active learning environment where students feel at ease to discuss and work on skill-based problems together.

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Improving student use of feedback on marked Tutor Marked Assignments (TMAs)

Carol Calvert Clare Morris

The correspondence tuition that tutors provide, via the TMAs, is a key part of our teaching and support to students and represents a major investment of time and effort by tutors.

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

Having taught on project modules at HNC, HND and final UG level (T452), I have observed that the most intense tutor engagement is when discussing possible topics.

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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 the IT/computing named degree have a compulsory project to complete at the end of their studies (TM470), yet for some this is a major challenge due to the independent nature of the research, with relatively little taught content in the module.

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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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