You are here

  1. Home
  2. eSTEeM Projects

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 256 result(s)

Search results

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

  1. Paul PiwekSimon Savage
  2. Winner of the 6th eSTEeM Scholarship Projects of the Year Awards 2023.

    June 2019 to June 2022

    Assessing the impact of skills development through formative assessment on student retention and success in S294

  3. Katja RietdorfJane Loughlin
  4. This project will investigate the impact on student performance and module results of engagement with specific question types in formative assessment and with resources designed to support skills development. Specifically, we will analyse if:

    September 2021 to May 2022

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

  5. Jenny DuckworthHarriet Marshall
  6. 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

    Pair marking: Working together to improve our teaching

  7. Nigel GibsonKate Sim
  8. This project aims to investigate using dynamically shared marking documents to support new tutors. In the process it will also provide this group some additional mentoring, and it allow experienced tutors to reflect on their own work and to share and develop good practice.

    October 2021 to June 2023

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

  9. Anton DilSharon Dawes
  10. M250, Object-oriented Java Programming, relaunched in 2021J with new teaching material and a changed assessment strategy in which formative assessment, including coding exercises, is embedded in online teaching material (rather than in separate quizzes or in a textbook) and is marked automaticall

    April 2022 to April 2023

    Changing times, changing pedagogies

  11. Rachel Hilliam
  12. Since March 2020, there has been much change in the higher education learning and teaching of the mathematical sciences. With the onset of Covid19, universities have needed to rapidly adapt their to teaching to an online environment.

    April 2022 to December 2022

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

  13. Jonathan NylkAndy Diament
  14. 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

  15. Martin Braun
  16. 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

    Developing practice in online synchronous tuition by peer observation, feedback and reflection

  17. Mark Jones
  18. An issue in adoption of online synchronous tutorials (such as OU Live) is that training and development tends to focus on technical usage rather than reflection on teaching practice.

    August 2011 to February 2016

    SDK125 Student Intentions and Retention Study

  19. Basiro Davey
  20. 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

Page 6 of 26