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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 17 result(s)

Search results

    Use of STACK to generate formative assessment for level 3 Pure mathematics

  1. Hayley Ryder

    2. Highly Commended at the 3rd eSTEeM Scholarship Projects of the Year Awards 2020 under the category - Innovative/Original Approach to Teaching.

    October 2016 to November 2019

    Student co-design of confidence-building formative assessment for Level 1 Computing & IT students

  2. Paul PiwekSimon Savage

    3. Winner of the 6th eSTEeM Scholarship Projects of the Year Award 2023.

    June 2019 to June 2022

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

  3. Jenny DuckworthHarriet Marshall

    4. 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

    An evaluation of the impact of changes to assessment practice in a second-year object-oriented Java programming module

  4. Anton DilSharon Dawes

    5. The level two module Object-oriented programming with Java (M250) was rewritten for 2021, informed by student feedback and changes to our Level 1 offerings.

    April 2022 to February 2024

    Changing times, changing pedagogies

  5. Rachel Hilliam

    6. The aim of the project was to investigate any lasting impact on how mathematical sciences courses are now taught following the rapid shift in teaching practices during the pandemic.

    April 2022 to September 2024

    How should formative assessments be assessed? A study of S217 online quizzes

  6. Jonathan NylkAndy Diament

    7. The aim of this project is to evaluate the level of student engagement with the online quizzes on S217 Physics: from Classical to Quantum, comparing the current model of assessment with a formative thresholded assessment model which has been shown to have a marked positive impact on stud

    November 2022 to August 2023

    Engaging physics students with the key competencies for sustainability through reflective assessment tasks

  7. Martin Braun

    8. Recent news on wildfires, flooding and heatwaves illustrates the effect of climate change on humankind. Closely linked is the issue of sustainability, the wise use of resources now so that we and future generations can enjoy a reasonable standard of living.

    November 2023 to September 2025

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