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

143 results found

Identifying and supporting skills development needs for undergraduate science students transitioning between stages 1, 2 and 3 in Environmental Science

Fiona Aiken Iris Verhagen Chris Hutton

With ever increasing focus on the need to support progression in our diverse student body, we are seeking to identify the most important skills gaps that present challenges to students on environmental and Earth science modules in EEES as they move from stage 1 to stage 2 and from stage 2 to stag

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Facilitating and evaluating the use of virtual reality tutorials within the school of Life, Health and Chemical Sciences

Lucy Anderson Janette Wallace Sarah Daniell Trevor Collins

Winner – Most Engaging and Immersive Session, Day One – 14th eSTEeM Annual Conference 2025.

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Do students benefit from having continuity in their module tutors between level 1 and level 2 on Q71, Health Sciences?

Sarah Daniell Fiona Moorman Katie Acutt

Students currently have little continuity of contact with their allocated tutors on the different modules throughout their qualification. Currently student retention on Q71 Health Sciences is concerning.

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Artificial Intelligence (AI) - does student knowledge and perceptions of its use as a learning support tool align with academic staff approaches to embedding AI activities and tools in the curriculum?

Servel Miller Jenny Duckworth

As highlighted by the recent Global Student AI Survey, over 84% of university students are using Large Language Model (LLM) Artificial Intelligence (AI) for their study on a regular basis (Digital Education Council, 2024).

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S111 Students’ Perceptions of University Communications

Maria Velasco Victoria Pearson Linda Moore

An outcome of our previous work investigating the reasons behind passive withdrawals on a Stage 1 introductory science module identified that some students receive large numbers of diverse email communications from across the University. This project investigates whether these communications

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Identifying tailored delivery routes for ALs to guide the use of Generative AI as a study support tool

Emma Steele Carol Calvert Alison Bromley

Issue to address

There is enormous potential for students to use GenAI as a support tool in their learning. Responsible and appropriate use of GenAI can positively impact student engagement and employability. 

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Creating a visual learning journey in S209: an accessible overview of key milestones in an undergraduate science module helping students to see links and stay motivated

Arabelle Bentley Iris Verhagen

The aim of this project is to design and implement a detailed visual, interactive map of the learning pathway in S209 (Earth Science) that students will be able to access for the duration of the module.  Not only will this map provide an accessible overview of the module content, it will als

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Overcoming the Barriers to Success in T452: Enabling Students (OBSTACLES)

Gareth Neighbour Andrea Patel

The Engineering degree’s capstone module, The Engineering Project (T452), is core to achieving compliance with UK-SPEC, achieving accreditation with the professional institutions, and as such shares many features with project modules elsewhere.  However, in the distance learning context, stu

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Students as partners to incorporate learning preferences and inclusivity into curriculum design and improve learning outcomes

Ruth Neal Ellen Marshall

This project aims to evaluate how current instructional methods on two statistics modules M140 (Introducing Statistics) and M248 (Analysing data) meet the learning needs and preferences of a diverse student population.

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AIDED: II (The AI Design Ed project #2)

Catherine Scott AnnMarie McKenna

This project looks to investigate the practicalities and implications of using GenAI as a participant in a creative problem-solving session, specifically as a member of a brainstorming team responding to a defined problem statement.

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