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

273 results found

Exploring the extent of maths anxiety within the STEM Faculty at The Open University

Sue Pawley

Winner of the 6th Best Poster Competition at the 10th eSTEeM Annual Conference, 30 June -1 July 2021.

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Understanding the Black, Asian and Minority Ethnic attainment gap at the OU by means of quantitative and qualitative data analytics

Miriam Fernandez Martin Hlosta Tracie Farrell

Highly Commended at the 6th eSTEeM Scholarship Projects of the Year Awards 2023.

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Modern Container-based Learning Interface and Delivery Infrastructure (MCLIDI)

Mark Hall Soraya Kouadri Mostéfaoui

The Modern Containerised Learning Interface and Delivery Infrastructure project developed and deployed a modern online learning environment and the required delivery infrastructure.

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Understanding factors influencing BAME students’ achievements within Engineering and Innovation

Carol Morris Rachel Slater

Students from BAME groups appear to perform less well than their white counterparts across all modules in E&I.

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Evaluating the increase in student wellbeing brought about by informal online sessions and computer generated worked examples on a level 3 pure maths module

Hayley Ryder Tacey O'Neil

Issue: student well-being and anxiety. Accessibility of tutorial type resources.

Many students experiencing problems with abstract mathematics either already experience maths anxiety or develop it. They can also lack self-efficacy and mathematical resilience.

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Effective support for reflective writing: learning from improvers

Cathy Smith Charlotte Lighter

This report focusses on an in‐depth study of 12 students identified as ‘improvers’ in Mathematics Education modules.

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Barriers and enablers to higher education: the experiences of disabled students from minority cultural backgrounds

Chris Corcoran

The aim of this project was to look at processes and experiences that were either a barrier to students to joining the University or an enabler– another way of looking at this is what helped and what stopped students registering and joining their course.

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Challenges of assessment for a level 3 interdisciplinary module: an AL and student perspective

Jenny Duckworth Harriet Marshall

Student engagement and learning is strongly driven by assessment feedback. On the interdisciplinary module SDT306 (Environment: Responding to Change), tutors grade and provide feedback against learning outcomes (LOs) using a marking grid.

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Decolonising Computing: A Resource for Educators

Mustafa Ali

Decolonising the curriculum (DTC) is a university-wide initiative within the broader decolonising the university (DTU) project overseen by the EDI Dean with mandate from the VC. The current focus of DTC work in the STEM faculty is on Level 1 modules in all schools.

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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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