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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:

  • Innovative assessment
  • International curriculum delivery
  • Online/onscreen STEM practice
  • STEM engagement
  • 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.

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    Online peer mentoring at scale: Benefits and impacts from a student buddy perspective

  1. Julie RobsonChris Hutton
  2. The project aims to evaluate student buddy experience on S112, S(XF)206, S209 and S390 in EEES to understand the drivers behind volunteering, impacts on employability and whether sustainable communities of buddies can be fostered.

    July 2019 to July 2022

    Embedding research into teaching: practices, motivations and impacts

  3. Sarah Davies
  4. 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 April 2023

    Early Start for TM470 project students

  5. Christine Gardner
  6. Students on the IT/computing named degree have a compulsory project to complete at the end of their studies (TM470), yet for some this is a major challenge due to the independent nature of the research, with relatively little taught content in the module.

    October 2021 to April 2023

    Creating a community of support through social activities

  7. Cath BrownSue Pawley
  8. A number of STEM students find their modules academically demanding; success for such students requires the development of resilience and a growth mindset, as discussed in Johnston-Wilder and Lee (2010.

    October 2021 to September 2023

    Investigating how to enhance the idea generation process by students for their T452 project

  9. Martin Braun
  10. At the Open University in the UK, final year engineering undergraduates are required to suggest a topic for their project.

    August 2021 to July 2022

    Investigating students perception of some of the key learning activities in T272

  11. Foroogh HosseinzadehAnne-Marie GallenHelen LockettRafael Hidalgo
  12. T272 is the first module in the undergraduate qualification that introduced the Finite Element Analysis (FEA) Software, ANSYS, to provide a foundation for students to further develop their skills using this industry standard software in later modules.  Following T272, ANSYS has been introduced in

    May 2021 to May 2023

    Exploring a Peer Support Structure for Jupyter Notebooks and R on M348 (Applied Statistical Modelling)

  13. Jotham Gaudoin
  14. M348 (Applied Statistical Modelling) is a new module in applied statistics that will involve developing skills in the R software package via the use of Jupyter notebooks.  It is a compulsory module for students on several qualifications and these students have a range of different backgrounds.  S

    April 2022 to July 2023

    Understanding the postgraduate research student experience in a culture of collaborative leadership

  15. Ann Grand
  16. The AstrobiologyOU Directorate aspires to lead collaboratively; a relatively uncommon leadership practice in academia, and not one that organisations necessarily have the structures to deal with.

    April 2022 to December 2022

    Writing retreats for level 1 students

  17. Victoria NicholasPaul Collier
  18. Students frequently cite time pressure as a challenge to successful study.

    August 2022 to August 2023

    Understanding Passive Withdrawals on S111

  19. Victoria PearsonLinda ThomsonMaria Velasco-Garcia
  20. In every presentation of S111, there has been a percentage of students who remain registered until the end of the module but have had limited or even no engagement with the module content and assessment.  In some cases, they may have never logged on to the VLE at all despite attempts from ALs and

    April 2022 to December 2023

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