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

Gamification to increase participation in maths practice quizzes in Level 1 Engineering modules

Silvia Varagnolo Zahra Golrokhi

The aim of this project is to improve students’ engagement with maths exercise through the gamification of existing practice quizzes. The specific context is T192 (the first module in the Engineering Qualification) which already features weekly maths practice quizzes.

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Students’ emotion regulation when learning online

Jake Hilliard

The purpose of this project is to explore students’ emotion regulation practices while studying online. Specifically, this study will investigate how and why students manage their own emotions, as well as examine whether they try to influence their peers' emotions in these learning settings.

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Exploring student’s self-efficacy in response to modular events during introductory level science modules

Sam Johnson

Self-efficacy is an individual’s belief that they can successfully complete a particular task. Self-efficacy has been shown to be strongly predictive of performance and retention. Current studies are largely cross-sectional and do not explore how self-efficacy changes throughout a module.

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The AI Design Ed project

AnnMarie McKenna Catherine Scott

The aim of the project is to explore student views and identify appropriate and accessible applications for generative image AI tools for co-ideation in design education.

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Understanding the impact of ongoing support for students returning to study after reaching Restricted status

Elizabeth Shakespeare Anthony Short

Student retention and continuation are key drivers for this project. They are also key focus areas for the University.

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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

This proposal seeks to improve student engagement and skills development (specifically, collaboration and communication skills) through the introduction and evaluation of web-based virtual reality (VR) tutorials within the School of Life, Health and Chemical Sciences (LHCS).

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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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