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Access, Participation and Success

SiSE Mathematics Research Experience

  • James Tuite Dan Rust

    • This project is a pilot scheme and feasibility study for research projects with SiSE students similar to previous OU bursary schemes. The circumstances of SiSE students and difficulty of communication means that such students are discouraged from applying to such initiatives.

    August 2024 to April 2025

    Postcode Inequity: Closing the Awarding Gap for Stage 1 STEM Students residing in our most deprived UK postcodes

  • Louise MacBrayneJennie Bellamy

    • The STEM faculty has identified the awarding gap between IMDQ1 and IMDQ5 (most and least deprived) UK postcodes as a priority under APS (Access, Participation and Success) criteria.

    September 2024 to November 2025

    Evaluating an LGBTQ+ awarding gap and supporting our queer student community: An intersectional perspective (Phase 1)

  • Willow NealEmmanuel Zuza

    • Being LGBTQ+ exposes people to various stigmas and inequalities; societal, cultural, and legal, which are exacerbated when intersecting with other marginalised identities, such as race, disability or socio-economic status.

    June 2024 to October 2025

    Evaluating the impact on attainment and retention of implementing TMA-specific assessment checklists in LHCS modules

  • Kate FoxHeather Fraser

    • Most students feel some level of anxiety when completing and submitting their tutor marked assignments (TMAs). In addition, there is an awarding gap between students with anxiety-related mental health issues or neurodiversity, compared to their peers across Higher Education.

    June 2024 to September 2026

    Evaluation of Digital Assets to support LHCS Students’ Sense of Belonging

  • Zoë ChapmanJanette Wallace

    • With an increase in HEI’s offering online distance learning programmes because of the pandemic (Lockee.B.B 2021), supporting student retention and attainment has become a key mission within the OU to remain competitive.

    July 2024 to July 2026

    Do assessment strategies contribute to awarding gaps in Stage 2 LHCS modules?

  • Zoë ChapmanKatie Harvey

    • The aim of this project is to investigate the impact of different assessment strategies used in Stage 2 modules in the School of Life, Health, and Chemical Sciences (LHCS), and to determine if the assessment type used contributes to awarding gaps that may be observed for disadvantaged and/or unde

    November 2023 to November 2024

    A case study analysis of STEM decolonising activity within UK Higher Education Institutions

  • Zoe Tompkins

    • The Issues

    May 2023 to April 2024

    Creating a suite of resources to support students with Maths Anxiety

  • Sue PawleyNicola McIntyreGemma WarrinerBecca Whitehead

    • Maths Anxiety can be described as “an emotion that blocks a person’s reasoning ability when confronted with a mathematical situation” [Spicer 2004], in an extreme form, “when confronted with a math problem, the sufferer has sweaty palms, is nauseous, has heart palpitations, and experiences paraly

    May 2023

    Study of the potential for digital educational tools to provide more inclusive learning

  • Miriam FernandezGeoffray Bonnin

    • This project focuses on the potential for digital educational tools to provide more inclusive learning. More precisely, we will study to what extent two types of interrelated learning analytics models could be exploited to promote inclusion.

    June 2023 to August 2024

    Improving accessibility, inclusion, and engagement in synchronous online learning events

  • Jo Buxton

    • The research intends to assess how a framework (MACE) can help tutors make online tutorials more accessible and inclusive.

    June 2023 to December 2024

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