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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 179 result(s)

Search results

    Activities to improve the engagement of international students in online teaching

  1. Simon CollinsonCatherine Halliwell

    2. Online teaching enables students to study from all around the globe to produce a diverse student cohort. As UK universities expand online provision and target international students key questions arise:

    June 2012 to June 2013

    E-Ambassadors and E-Portfolios: Exploring innovative methods to embed employability in practice based STEM distance learning

  2. Nigel MasonClem Herman

    3. This project investigated the use of online technologies for the delivery of careers and employability advice to distance learning STEM students with the aim of informing the future development of careers and employability provision.

    December 2012 to July 2013

    Thresholded assessment: does it work?

  3. Sally Jordan

    4. Many Science Faculty modules have moved from their previous summative continuous assessment to formative but thresholded continuous assessment. The aim of the project was to evaluate this Faculty-wide change in practice.

    May 2013 to September 2014

    SDK125 Student Intentions and Retention Study

  4. Basiro Davey

    5. SDK125 registrations have increased from <400 students in 2007 to a combined total of >2,000 in dual presentations in 2012/13, but in the last two years, retention has inexplicably fallen from previous sustained levels around the Science average rate.

    July 2013 to July 2014

    Understanding the challenges of learning to program at level 2

  5. Chris Douce

    6. Learning to program is a skill that some students struggle with.  TT284 Web Technologies requires students to write code using a number of different programming languages: Javascript, PHP and Google AppInventor.  Many students who take TT284 would have completed TU100 My Digital Life and TM129 Te

    December 2013 to October 2015

    The use of smart phones to enhance teaching in environmental engineering and environmental science modules

  6. Suresh NesaratnamShahram Taherzadeh

    7. This Study considered the availability of smart phone environmental apps that could be used in the teaching of environmental engineering and environmental science. Several apps in the field of noise, water and air were found to be freely available on the Internet.

    December 2013 to September 2014

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

  7. Victoria NicholasSteve Swithenby

    8. 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

    Enhancing Systems Thinking in Practice at the Workplace

  8. Martin Reynolds

    9. The eSTEeM project was an 18-month systemic inquiry beginning January 2014 initiated by a core team of 5 academics associated with the production and presentation of the postgraduate programme in Systems Thinking in Practice (STiP).

    December 2013 to August 2016

    An investigation into the use of Artificial Neural Networks to predict student failure, and the efficacy of sustainable additional support for those students

  9. John Woodthorpe

    10. The project analysed VLE data with Artificial Neural Networks (ANNs), in order to identify patterns of behaviour that correlate with the likelihood of a student failing the EMA.

    December 2013 to March 2016

    How students’ use of language relates to learning, retention and performance in assessment on TU100

  10. John WoodthorpeJim Donohue

    11. This project built on previous work between MCT and WELS (formally FELS) on language use and student attainment at level 1, including in the production of TU100.

    December 2013 to May 2016

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