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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 271 result(s)

Search results

    Students’ emotion regulation when learning online

  1. Jake Hilliard

    2. 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.

    June 2024 to June 2025

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

  2. Sam Johnson

    3. 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.

    October 2024 to January 2026

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

  3. Elizabeth Shakespeare Anthony Short

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

    April 2025 to July 2026

    Identifying and supporting skills development needs for undergraduate science students transitioning between stages 1, 2 and 3 in Environmental Science

  4. Fiona AikenIris VerhagenChris Hutton

    5. 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

    May 2025 to July 2026

    Do students benefit from having continuity in their module tutors between level 1 and level 2 on Q71, Health Sciences?

  5. Sarah DaniellFiona MoormanKatie Acutt

    6. 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.

    August 2025 to August 2028

    S111 Students’ Perceptions of University Communications

  6. Maria VelascoVictoria PearsonLinda Moore

    7. 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 migh

    May 2025 to January 2027

    Creating a visual learning journey in S209: an accessible overview of key milestones in an undergraduate science module helping students to see links and stay motivated

  7. Arabelle Bentley Iris Verhagen

    8. The aim of this project is to design and implement a detailed visual, interactive map of the learning pathway in S209 (Earth Science) that students will be able to access for the duration of the module. Not only will this map provide an accessible overview of the module content, it will also high

    June 2025 to September 2026

    Online practical work for science and engineering students

  8. Mark Endean

    9. This short scoping project aimed to assess the feasibility of and, ideally, shape a longer‐term programme of collaborative working between the Faculties of Science and MCT, and East China University of Science and Technology (ECUST) in Shanghai, China.

    April 2011 to August 2012

    Gathering student perception about online/distance practical science at level 1

  9. Victoria Nicholas

    10. This eSTEeM project has investigated student perception about online practical science for two modules at level 1. Students were interviewed and completed online questionnaires before and after studying these modules. The interviews confirmed the anecdotal evidence that students felt more positiv

    December 2013 to February 2016

    Students’ study of online modules

  10. Elaine Moore

    11. The aim of this study was to obtain data on how students studied online modules and to use this to put in place amendments to the current presentation where this could be easily done or to subsequent presentations to enhance the students’ experience.

    December 2014 to August 2017

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