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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 187 result(s)

Search results

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

  1. Chris Corcoran

    2. This project will take an intersectional approach and examine the student experience from the combined perspectives of BAME and disability as many students fall into more than one of these categories: in 2019 there were 10,543 students registered in STEM of which 1,246 were BAME and 2,079 were re

    October 2021 to January 2025

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

  2. Jenny DuckworthHarriet Marshall

    3. 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.

    August 2021 to February 2023

    Decolonising Computing: A Resource for Educators

  3. Mustafa Ali

    4. 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.

    June 2021 to February 2023

    Cultivating student led tutorials in STEM

  4. Melanie GreggVivien Cleary

    5. 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.

    October 2021 to December 2022

    Improving student use of feedback on marked Tutor Marked Assignments (TMAs)

  5. Carol CalvertClare Morris

    6. The correspondence tuition that tutors provide, via the TMAs, is a key part of our teaching and support to students and represents a major investment of time and effort by tutors.

    April 2021 to September 2022

    Associate Lecturer Disability Champion scheme at the Open University (E&I-STEM)

  6. Elouise HuxorTheodora PhilcoxLisa Bowers

    7. The Disability Champion project was a pilot programme to support ALs in their teaching of students in design with disability flags given that the proportion of students within this group has been steadily rising over recent years.

    December 2020 to December 2022

    Typical Support Seeking Behaviour of STEM Students, their Outcomes and Successes

  7. Paul CollierFiona Aiken

    8. The importance of personal, non-academic support of students especially in a distance learning environment is well documented in the literature.

    April 2021 to December 2024

    An evaluation of use and impact of zero grades in assessment; are we being consistent, fair, and transparent?

  8. Karen NewFiona Moorman

    9. Assessment is at the core of teaching and learning at the Open University.  It is used to measure student learning against institutional and AQA standards and, most importantly, assessment has a pivotal role in consolidating student understanding and in supporting progression along their learning

    June 2021 to December 2023

    Embedding research into teaching: practices, motivations and impacts

  9. Sarah Davies

    10. Academics are often interested in using their own research in their teaching – this can be a valuable way of sharing their passion for their subject, connecting students with cutting edge research knowledge, and enabling students to experience authentic science practices.

    November 2021 to June 2024

    Understanding the impact of COVID-19 on ethnic minority students’ study experience and awarding gap (A case study of Level 1 C&C Open University Modules)

  10. Dhouha KbaierSoraya Kouadri MostéfaouiAnnemarie Kane

    11. This report explores the broader impact of COVID-19 on the learning experiences and academic performance of ethnic minority students, using Open University (OU) Level 1 Computing modules as a case study.

    October 2021 to September 2023

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