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eSTEeM 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.

The search found 265 result(s)

Search results

    Qualification Study websites: uptake and practice

  1. Georgy Holden

    2. This project sought to understand how the subject sites are being used and how they are perceived by students. The project took the approach of looking at all of the undergraduate subject sites in STEM.

    May 2019 to February 2021

    Online peer mentoring at scale: Benefits and impacts from a student buddy perspective

  2. Julie RobsonChris Hutton

    3. The project aims to evaluate student buddy experience on S112, S(XF)206, S209 and S390 in EEES to understand the drivers behind volunteering, impacts on employability and whether sustainable communities of buddies can be fostered.

    July 2019 to January 2023

    Disproved predictions of at-risk students: Some students fail despite doing well, others succeed despite predicted as at-risk

  3. Martin Hlosta

    4. Most of the research around the identification of at-risk students and the prediction of their performance using Machine Learning focuses on developing the most accurate model.

    April 2019 to October 2020

    Improving success and satisfaction of credit transfer students entering L3 modules in Science

  4. Eleanor CrabbJane Loughlin

    5. Credit transfer students are often regarded as having the potential to succeed in distance learning.

    May 2019 to December 2021

    Strategies to support students and tutors with online collaborative projects: an action research project

  5. Shirley EvansWinston GrahamManish Malik

    6. Development of group working skills is important both in terms of employability and as part of a collaborative learning approach but students may not always recognise the importance of it.

    September 2019 to September 2020

    How are students using extensions and what is the impact on success?

  6. Catherine HalliwellCath Brown

    7. Winner of the 5th eSTEeM Scholarship Projects of the Year Award 2022.

    May 2019 to November 2021

    Can an asynchronous student conference in Open Studio develop students’ critical evaluation skills?

  7. Catherine HalliwellJenny Duckworth

    8. The level 3 module Evaluating Contemporary Science (S350), helps students learn, develop and apply important key skills such as evaluation of current science research and communication of these findings to different audiences, along with professional skills such as time-management, giving constru

    May 2019 to April 2022

    Online module forums: espoused, actual and improved

  8. Barbara Jones

    9. The main goal was to analyse what actually occurred in the T313 and T317 TMA and EMA forums and to make comparisons between them with a view to

    July 2020 to July 2021

    Personalised Student Support Plans: Examining the Effectiveness of Support Recommendations made by Students

  9. Cathryn Peoples

    10. The literature suggests that students want more from academic staff, from desiring to be treated with explicit respect [[i]] to being co-creators of their teaching and learning material [[ii]] [[iii]].

    June 2019 to January 2021

    Do OU students understand the Learning Outcomes on courses in general and in T176, T192, T193, T194 in particular?

  10. Alan Yate

    11. Anecdotal evidence from ALs tutoring on some Level 1 Engineering modules seems to show that students on Engineering modules do not fully engage with the Learning Outcomes (LOs).

    June 2019 to August 2021

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