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

141 results found

Exploring the impact of virtual reality on engagement and accessibility of tutorials for students studying S296

Sarah Daniell Lorraine Waters Katja Rietdorf

With many students opting to defer part way through a presentation and fewer attending live tutorials in Adobe Connect (AC), this project proposes to pilot the introduction of a series of four short (20-30 minute) tutorials using the Mozilla Hubs Virtual Reality (VR) platform on S296, Cell an

to

Assessment and Feedback on Introduction of Group Work on M140

Ruth Neal Kellee Patterson

The aim of this project is to assess the impact on M140 of introducing group work, gain feedback from students and tutors and learn from this experience before rolling this out to all students.

to

Innovation in online student support

Cath Brown Sue Pawley

Due to the increasing popularity of the Data Science degree, MST224, Mathematical methods, student numbers have increased significantly. This has resulted in the employment of significant numbers of Associate Lecturers (ALs), and we would like to use the resultant increase

to

A personal tutor scheme to enhance student retention and improve success

Victoria Brown Cath Brown

Student retention and continuation are key drivers for this project.

to

Transforming learning and assessment through didactic games in virtual calculus classroom

Ivan Sudakow Andrey Umerski

Didactic games can be a valuable tool that, when coupled with traditional lectures, allows the student to become immersed in the subject, creating a kinetic and energetic environment that will not only help to learn but spark interest in mathematics.

to

Exploring timeliness, positivity and collection rates of TMA feedback

Colette Christiansen

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

to

Evaluating students’ experience of tuition in S217

Adam Freeman Anne-Katrin Klehe

Great effort and time is spent by Associate Lecturers (ALs) on delivering tutorials. Uptake of tutorials in all modules is low. This investigation will concentrate on the experience of students on S217, a second level physics module.

to

Investigate the integration of vendor certifications within Computing modules

Amaninder Singh

Within many OU Computing modules and microcredentials, vendor certification content is partially integrated, or the modules are created solely based on the vendor qualifications (e.g., Cisco, Amazon Web Services (AWS), Education & Development Group (OpenEDG), EC-Council, Microsoft etc).

to

Supporting the student’s learning journey through the transition of mathematics and statistics from level 2 to level 3

Alison Bromley Rachel Hilliam Gareth Williams Gaynor Arrowsmith Alex Siddons Sue Pawley

Mathematics and Statistics are linear subjects where success at higher levels depends on firm foundations, it is likened to a carpenter who is only capable of making a beautiful piece of furniture once they understand how a hammer and nail work.

to

An investigation into the progression of OU STEM students from taught courses to postgraduate research

Alice Fraser-McDonald

In the conventional HE sector, there is often an established pathway for the progression of undergraduate and taught postgraduate students to postgraduate research within the same institution.

to