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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 259 result(s)

Search results

    Investigation of widening participation and success in postgraduate technology and computing

  1. Donald EdwardsMark Slaymaker
  2. This project seeks to understand our current performance against EDI, widening participation and success (WPS) targets on postgraduate qualifications run by the schools of C&C and E&I, collectively Postgraduate Technology and Computing (PTC).

    November 2022 to November 2023

    Academic conduct referrals and students from underrepresented groups

  3. Jill ShawRehana AwanJim Gillen Mark Slaymaker
  4. The project will investigate patterns in the demographics and referral data, and student perceptions for Level 1 students who are referred to the Academic Conduct (AC) Office within C&C. Several research projects (e.g.

    November 2022 to December 2024

    Sharing tutorial slides before online events: an evaluation of current practice and perceived benefits and barriers

  5. Jenny DuckworthJennie BellamyHarriet Marshall
  6. Access to slides in advance of online tutorials is thought to benefit many students with disabilities, e.g., those with sight and hearing impairments, some specific learning disabilities including dyslexia, and some mental health conditions including anxiety.

    June 2023 to December 2024

    An evaluation of the use and impact of Network Mapping to support the transition to university of Engineering and Design & Innovation students from the 20% most deprived areas in the UK

  7. Andrea PatelChris Corcoran
  8. Overview: The project will evaluate the use of Support Network Mapping as a student-centred approach to support transition to university of Q65 (undergraduate Engineering) and Q61 (undergraduate Design and Innovation) students from the 20% most deprived areas in the UK.

    May 2023 to November 2024

    Improving accessibility, inclusion, and engagement in synchronous online learning events

  9. Jo Buxton
  10. The research intends to assess how a framework (MACE) can help tutors make online tutorials more accessible and inclusive.

    June 2023 to December 2024

    Study of the potential for digital educational tools to provide more inclusive learning

  11. Miriam FernandezGeoffray Bonnin
  12. This project focuses on the potential for digital educational tools to provide more inclusive learning. More precisely, we will study to what extent two types of interrelated learning analytics models could be exploited to promote inclusion.

    June 2023 to August 2024

    Creating a suite of resources to support students with Maths Anxiety

  13. Sue PawleyNicola McIntyreGemma WarrinerBecca Whitehead
  14. Maths Anxiety can be described as “an emotion that blocks a person’s reasoning ability when confronted with a mathematical situation” [Spicer 2004], in an extreme form, “when confronted with a math problem, the sufferer has sweaty palms, is nauseous, has heart palpitations, and experiences paraly

    May 2023

    Do assessment strategies contribute to awarding gaps in Stage 2 LHCS modules?

  15. Zoë ChapmanKatie Harvey
  16. The aim of this project is to investigate the impact of different assessment strategies used in Stage 2 modules in the School of Life, Health, and Chemical Sciences (LHCS), and to determine if the assessment type used contributes to awarding gaps that may be observed for disadvantaged and/or unde

    November 2023 to November 2024

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