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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 256 result(s)

Search results

    The STEM Good Tutor Guide

  1. Chris Douce

    2. It has been 20 years since the university published Supporting Open Learners: Reader, and the accompanying publication, Supporting Open Learners: Theoretical Reader for its tutors. These booklets offer practical guidance about many aspects of the role as a tutor.

    November 2023 to July 2024

    Evaluating the Programming for Physical Sciences website and forums on SM123 Physics and Space

  2. Andy DiamentGemma Warriner

    3. Students on SM123 Physics and space learn programming in Python across the module. Some find it straightforward, others very difficult.

    December 2023 to December 2024

    Gaining a deeper understanding of the experience and equitability of extensions and their impact on retention for Stage 1 Engineering students

  3. Emma Champion

    4. Previous scholarship has shown that students with extensions have poorer outcomes on modules and that extensions are used by a higher proportion of students within Equality, Diversity, Inclusion and Accessibility (EDIA) groups.

    February 2024 to December 2024

    Online practical work for science and engineering students

  4. Mark Endean

    5. This short scoping project aimed to assess the feasibility of and, ideally, shape a longer‐term programme of collaborative working between the Faculties of Science and MCT, and East China University of Science and Technology (ECUST) in Shanghai, China.

    April 2011 to August 2012

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

  5. Victoria NicholasSteve Swithenby

    6. 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

    Students’ study of online modules

  6. Elaine Moore

    7. The aim of this study was to obtain data on how students studied online modules and to use this to put in place amendments to the current presentation where this could be easily done or to subsequent presentations to enhance the students’ experience.

    December 2014 to August 2017

    Gathering student perception about online/distance practical science at level 2

  7. Victoria Nicholas

    8. We describe findings from a study based upon a collaborative project carried out online as the end of module assessment activity of a multidisciplinary science module at the UK Open University.

    July 2015 to February 2021

    Online Chemistry Support Clinics

  8. Nick ChattertonElaine Moore

    9. The “Chemistry Clinics”, now re-named as “Getting Ready for….”, were initially designed to enhance retention and progression in the second-year chemistry module, S215.

    January 2016 to January 2020

    Understanding and improving students’ learning experience and engagement with practical science on-line: The case of virtual and remote microscopes

  9. Christothea Herodotou

    10. There is a need to better understand what works best for students who study practical science online in order to improve their overall learning experience.

    February 2016 to January 2019

    SDK100 – what aspects of this online only module are the students engaging with?

  10. Vikki Haley-MirnarCarol Midgley

    11. SDK100 Introduction to health sciences, an evidence-based approach (first presented in October 2015) is the Level 1 entry module for the Q71 BSc Health Sciences pathway. It was the first core module in Science to be delivered entirely online.

    October 2016 to March 2021

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