Centre for Scholarship and Innovation
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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.
The Engineering profession offers intellectually and financially rewarding careers, with skills in high demand globally. However, women are significantly under-represented, with female students making up 18% of first year Engineering undergraduates in UK HE1.
The aim of this project was to conduct a scoping study into why lower numbers of female graduates choose nuclear fusion Ph.D.s relative to other physical sciences. This is a particularly nuanced study as we are considering the nuclear fusion research pathway in comparison to other STEM routes.
Winner of the 3rd Best Poster Competition at the 7th eSTEeM Annual Conference, 25-26 April 2018.
Highly Commended at the 6th eSTEeM Scholarship Projects of the Year Awards 2023.
UK universities (including the OU) have continued to struggle to recruit women to certain subjects within STEM despite best efforts to address this gender imbalance. In 2017, the OU introduced a ‘BSc (Hons) Combined STEM’ degree (R28) alongside its single and joint honours degrees in STEM.
In the School of Mathematics and Statistics Associate Lectures (ALs) work across a wide range of modules both at undergraduate and postgraduate level. This study was undertaken before the faculty of Mathematics, Computing and Technology (MCT) merged with the faculty of Science.
Winner of the 2nd Best Poster Competition at the 6th eSTEeM Annual Conference, 25-26 April 2017.
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.
This project will investigate whether our current C&C curriculum meets the personal and professional aspirations and employability needs of our students and identify curriculum-gaps from our students’ perspectives.
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