a melting pot for inquiry-based learning The University of . Issue No.5 December 2009 The Long Arm of Law Law School students are having a direct researchers and the award of a impact on policing in SouthYorkshire – Fulbright Fellowship in Police Studies in thanks to a series of mini Inquiry Based America. And to the delight of one Learning projects organised jointly by student, Sara McManus, the Chief studies. It’s IBL at its best – everyone criminology lecturer Dr Natasha Constable Meredydd Hughes said SYP has learned so much!” she said. Semmens and Tanya Wright of South would be making changes to South Yorkshire Police say they benefit Yorkshire Police. neighbourhood policing based on the from the students’ subject expertise, results of her research. For the past two years students have knowledge of the latest technology undertaken research projects with Dr Semmens works closely with the and the fresh perspective they bring senior officers from SYP, including an police force for her own research but to challenges. Tanya Wright said: evaluation of their Safer Neighbourhood wanted to give students experience of “The projects students work on are Training and of a campaign to reduce research in real organisations. very important. They are taken criminal damage in Barnsley, “Their projects have resulted in real very seriously within SYP, and have Rotherham, Doncaster and Sheffield. impact on the police and the made a real difference. We hope that So far the scheme has led to SYP community. They have had to design the partnership will carry on for a student bursaries, two jobs as police their own research and apply it to their long time” By Laura McDonnell and Jamie Wood

Welcome to crucIBL

There’s something of an international flavour to this

issue of crucIBL .We have articles about CILASS and inquiry-based learning away from Sheffield. I “ have spent the best part of the last two months as an 'Australia Fellow' in Australia and New Zealand, working with colleagues there, sharing what we

have learnt here at Sheffield and learning from

Evaluation Unit at Greater Manchester Police. I their experiences. There's more on this inside. The students say: matched all of the essential criteria because of my I looked at community engagement work with SYP and my time at Sheffield Uni. In Nearer home, in the last issue we told you about with neighbourhood policing in February I applied for the Fulbright Fellowship in projects that CILASS has funded at some other Woodhouse and Mosborough. I “ Police Studies and I am now working with the universities across the country. In this issue we'll

conducted over 200 surveys, observed University of Cincinnati Police Research Institute. tell you about what students at the University of 7 police community meetings, conducted 7 Working with SYP through the University opened Salford have been up to as part of their project. up a world of opportunities for me. interviews with members of the public and carried And that's not all. A student from the School of out a document review of the neighbourhood English tells us about presenting at a conference on Emma Jeffcock policing marketing literature. The best bit was being Shakespeare and a former Student Ambassador told by the Chief Constable that he would be “ talks about taking an IBL workshop on the road. implementing changes based on the recommendations from my research. That made Enjoy these and the other stories! the week I spent accosting people in Crystal Peaks I evaluated ‘Operation Blight’, a Professor Philippa Levy, seem worthwhile after all! campaign to reduce criminal damage, “ Academic Director, CILASS for example graffiti, in Barnsley, Sara McManus Rotherham, Sheffield and Doncaster. The experience was really useful because I got to I was one of two understand an issue by being directly involved with In this issue... students employed by South Yorkshire it, rather than just reading about it. This is a Police to evaluate their Safer fundamental part of social work practice and will be I The poster conference Neighbourhood Training. While I was really useful for my future career. completing my dissertation I spotted a job advert I IBL Down Under “for a 'Projects Assistant' in the Review and “Mahlah Stamp I I think, therefore I do A SURE start Over thirty undergraduates spent part of last summer working alongside members of staff in Students and guests gather for the Poster Conference their departments as part of a CILASS funded scheme to give them experience of research.

And the results of the Sheffield Undergraduate Research Scheme (SURE) were on show in October at a special poster conference in the CILASS collaboratories – everything from an investigation into what makes the perfect cup of tea to finding out how actions affect thinking in pre-school children.

The scheme’s organiser, CILASS Programme Manager Nicolas Reilly

said: “We wanted to give students the opportunity to take part in real life research projects into topics that were of special interest to them and to experience working in partnership with academic staff or collaboratively in a research group."

The supervisor says: project, and the student is given the right amount of direction and feedback, then the academic can almost double their capacity to produce research in the time available Universities are all about the integration of teaching, learning and “ research. Research tends to get pushed into non-teaching times, I LOVE summer internships - I have had a summer intern working rather than integrated into ongoing professional practice. with me each summer for most of the last 8 years. These Summer research internship schemes are an opportunity to undergraduate students have contributed directly, even in one bridge the divide. The academic gets assistance with a project that instance as a full co-author, to at least two books and at least they are working on at the time and the student gets to see 5 peer-reviewed journal articles. One of them is now registered for “research "from the inside", and to develop skills and a PhD at the University of Sheffield. understandings that build on the taught curriculum. And they get paid - it's got to be a better way to spend your Of course, the project has to be well crafted, so that there are summer than stacking shelves! specific research tasks that can be given to the student to carry by Professor Tammy Hervey, School of Law out, that are within the student's abilities. But if it is the right

Shivonne Gates Robert Capelle Lucy Ridley Helen Southern Department: School of English Department: School of Law Department: History Department: Animal and Literature, Language and Supervisor: Professor Supervisor: Plant Sciences Linguistics Tamara Hervey Dr Umit Ungor Supervisor: Supervisor: Project title: European Project title: Reconciliation Dr Klaus Reinhardt Dr Emma Moore Criminal Law: what does the without Recognition? Project title: Project title: Speaker Identity future hold? A comparative study of post- Sperm-Microbe Interaction: on the Isles of Scilly “I was interested in EU Law violence relations in the context An Insect Model "I got involved with the project and common law and this of Turkey and Armenia “I had a choice of either because I wanted to get an project gave me the “I did a module on the Armenian paying my rent over the insight into what lecturers do opportunity to tie the two of genocide of 1915 in the previous summer or getting to do when they are not lecturing us. them together. I also wanted year and found the module tutor some research over the I was also interested in the to do something that would to be very supportive and summer. This was a great topic that Emma was working help me to stand out when it enthusiastic. The topic is very opportunity to do both. I’d on - the language and culture of comes to applying for jobs. It relevant because Turkey still like to do some more the Scilly Isles. We looked into has undoubtedly helped me denies the genocide and the research in biology in later what language could tell us to develop my research and border between Turkey and years and this project should about the identity of people networking skills because I Armenia is has been closed for help me to do that because I living in the Scilly Isles. I have to have had to communicate nearly 100 years. I wanted to learnt loads of different lab say that it was a bit boring at with people from outside the come up with something that techniques. I also learnt how times, but it was really Law School. It was also good would compare this to other to make a poster!” worthwhile – I have learnt so that I got paid to do it!” post conflict situations because much about the history and there is not much work on this people of the Scilly Isles, about area. I also thought it would be research and about motivating useful for my final year module myself. I really want to visit the on genocide.” islands now!"

02 ALL THE WORLD'S A STAGE A project on oral history led to an English graduate representing the University at a prestigious national conference on Shakespeare over the summer – all with the aim of showing how oral history can be used as an alternative method to teach the works of the Bard.

Adam Smith, 21, was one of the students And hopefully I managed to capture this Sheffield. I was very excited on arriving involved in the ‘Theatre Archive Project’, an man in the interview. That’s another virtue back at University after the summer to be AHRC- funded collaboration between the of oral history: it takes a snapshot of a asked if I'd like to interview the influential and the University. It got person's character; their personality, their director and founder of the Royal Exchange students carrying out and transcribing sense of humour - all of this is recorded! Theatre Company, Braham Murray. interviews with people involved in British So it seems my involvement with I thought that would be the end of my Theatre between 1945 and 1968 the project isn't over just yet. involvment. But I was later approached by Adam interviewed theatre producer CILASS research associate Dr Alec Patton, by Adam Smith and Alice Paul, Student Michael Codron, who has over 80 who asked if I would like to help present at Ambassador Germanic Studies productions to his credit between 1956 and two academic conferences over the 1969, including ‘The Killing of Sister George’ summer. The first of these was the ‘There’s a Girl in My Soup’ and ‘Not Now 'Learning Through Enquiry Alliance' Darling’ But the interview was only the start conference at the University of Reading, – as Adam explains: where my experience was used as a case study to help assess the impact of the I volunteered to take part in the project on the students involved. project after attending a CILASS 'Get Involved' event during the third year We also represented at the annual British of my degree. Shakespeare Association conference in September. I was the only student delegate. Waiting outside of his office above the Our paper suggested how oral history can in before the be used as an alternative method to teach interview began was a very peculiar Shakespeare, giving students a much experience. Behind the door was the myth deeper insight into his work. of Michael Codron: the imagined figure that I had built up from all the reading that I had I feel very fortunate to have been involved done. But then the door opened, and out in the Theatre Archive Project, and can stepped a very friendly man: the real honestly say it constituted a definite Michael Codron. highlight of my time at the University of ALL TOGETHER NOW! A special away day for first years in the This is quite hard to achieve in practice, not Music Department brought together least because we have around fifty first year student composers and professional students. We decided to try to deepen the musicians, culminating in a creative cycle by intensifying the inquiry- based element of the composition- performance at Sheffield Cathedral. performance cycle. And the Jessop Building played host to a series of ‘musical happenings’ in Intro Five leading professional soloists Performance underway at the Week. As music lecturer Dorothy Ker from Sheffield, Manchester and London were made available to the students for a Chapel of the Holy Spirit explains, these new ways of learning hit whole day. all the right notes. By 3.30 in the afternoon we had eight 1-2 'ecosystem' of the first year we developed For Composition students, one minute pieces for each of the five musicians, an Intro Week Project. Groups of students performance is worth a thousand who then made a performance of all the devised innovative performances, with tutorials because it completes the pieces in the Chapel of the Holy Spirit, at returning students and graduates acting as creative process, while preparing them for Sheffield Cathedral. mentors. the next one. The pieces demonstrated an understanding They ended up with a series of lively musical of the instrument, were full of ideas and happenings in different spaces of the Jessop Yes, that’s definitely passion, and were streets ahead in musical Building including the hallways and the right note! quality from standard first-year work. stairwells. It created strong bonds among the first years and across the other year Students said that their confidence had groups. Students began to realise that the increased and that they enjoyed being cut 'study environment' of the building was also adrift from the props of computers and a space for being musically creative. pianos. Most of them found the experience challenging but stimulating, exciting and Both projects have helped us to see inspiring. the benefits of getting students to act as mentors because both roles As a way of fostering the music making mean rich experiences.

03 IBLProfessor Phil Levyon, the Academic the Director of CILASS, crest has been working as a visitingof scholar a for Scholarship of Teaching and Learning Conference at Bloomington, Indiana and touring institution what all of this means for CILASS and for inquiry-based learning more broadly. And to find out if s

JW: Have you got any good ideas to JW: Why did you decide bring back to Sheffield? to go down under? PL: “Lots of inspiring ideas for teaching and also for institution- level innovation and research around learning and teaching. So PL: “Initially I was invited by Professor Angela Brew to many highlights it’s difficult to choose! attend the first Australian summit on the Integration of Research, Teaching and Learning. Angela asked me At ISSOTL 2009 in Bloomington Indiana I was fascinated to hear to give one of the keynote lectures, about the work about a whole range of examples of undergraduate students we’ve been doing at Sheffield on inquiry-based working as researchers with academic staff on aspects of the learning and more generally on strengthening the student learning experience. links between teaching and research. The students were incredibly enthusiastic – they said it was a I knew there was some very interesting work going on great way to develop their research skills and their intellectual in Australia and New Zealand relating to this and I and personal self-confidence. They could really see that they wanted to take the opportunity to make some links were making a difference to improving understanding of and find out more. I was lucky enough to get a visiting learning and teaching in their universities and having real scholar position at the University of Sydney, based in practical impact on how teaching and learning are done. And at the Faculty of Education there, plus an invitation to the Australian Summit I heard about a really creative idea for the University of Otago to spend a few days at the inquiry-based learning in media studies that I thought would Higher Education Development Centre, plus a transfer well to other subjects. First-year students were making HERDSA Fellowship (HERDSA is the Higher Education a story on any topic of their choice, just using still photos taken Research and Development Society of Australasia) to with mobile phones and widely available, basic film-making visit other New Zealand universities and run some software. seminars and workshops there.” So the focus isn’t on mastering complex technology but on putting a point across and telling a story. Some of the student work was fantastically impressive in its intellectual ambition and achievement.”

Phil talks to delegates at Macquarie University, Sydney JW: So, what have you been up to? PL: “I’ve been really, really busy! Speaking at a whole range of events; meeting people; finding out about research and development around inquiry-based learning and related themes. And I’ve had some invitations that weren’t planned before I left – for example to speak to Library staff at Macquarie University about our work on information literacy and on the design of new learning and teaching spaces. They’re just in the middle of building a new Library so it’ll be very interesting to get a tour and see the plans. I’ve managed to squeeze in a bit of time for some of my own reading and writing too, which has been great.”

JW: What have you learnt? PL: “The big thing I’ve learned is about the shared interests between UK and Australian universities around improving the student experience and, as part of that process, reinventing higher education for the world we live in. The challenges we face on different sides of the world aren’t so different, and although at one level we’re in competition as institutions and have a range of missions, there’s a great deal of scope for learning from each other and making productive connections and collaborations. I suppose what I’m saying is that the trip is expanding my horizons quite dramatically! The University of Sydney quadrangle - the jacarainda tree in full bloom!

04 r the wavelast two months at the University of Sydney. She has also been to the International ns in New Zealand. Jamie Wood caught up with her in the middle of November to find out she’d had time for some fun in the midst of all of this travelling and working...

JW: What has been the highlight of your trip so far? PL: “It’s really hard to say. But the Summit event was especially stimulating. It brought together speakers from the US, UK and Australia, together with senior managers from all Australian universities, talking about how to get undergraduates more involved in research. We heard about the US tradition of programmes that get students to do research outside of the regular curriculum and the evidence that shows the considerable benefits they bring. JW: And, have you had the chance to do One of the key issues is about ‘joining up’ research and some sightseeing? teaching agendas and strategies properly - change needs to be driven by institutional leaders and champions on both the PL: “It’s not been all work – I’ve been able to really enjoy being over ‘teaching’ side and the ‘research’ side.” here in springtime, and colleagues I’ve met over here have been wonderfully welcoming and hospitable.

Sydney is beautiful with the jacaranda trees in full bloom and the scent Phil on a rare day off – at the helm of a 37’ sailing boat of jasmine in the air. It’s my first ever trip to this side of the world so everything’s new. Seeing rare sea-lions and yellow-eyed penguins in the wild was a real sightseeing highlight of my visit to Dunedin in New Zealand, and I’ve really enjoyed the art collections in some of Sydney’s museums and galleries. And I’m hoping to fit in a day or two of vacation next week for a sailing trip around the Sydney coastline. The food’s fantastic, too!

JW: What have you told them about what we get up to here? JW: What’s the plan for the second PL: “I’ve been talking about pretty much all aspects of CILASS’s work, ranging from all the IBL projects that have been taking place, half of your trip? the themes coming out of our evaluations and research, the work PL: “I’m heading back to New Zealand in a while, for a we have done on designing new spaces for teaching and learning, week-long tour around a number of universities, the strong student partnership approach we’ve been developing, Canterbury at Christchurch, AUT and Wellington Victoria.” our information literacy development work, our pilot for the SURE scheme (see page 2 for more on this...). I’ve also been talking about the DeSILA project, which focused on design for inquiry-based learning, and about the LRT Project – a JW: Anything else? project we ran on integrating Learning, Teaching and Research.” PL: “I’d just like to add that there has been a great deal of interest in our work in CILASS and more generally at Sheffield. That’s been a very rewarding and exciting part Bringing the University of Sheffield to Sydney of my experience, too - a real feelgood factor!”

05

Student Ambassadors hit the Road For the last three years or so, the CILASS Alison Bestwick closed the first part of the After a little bit of gentle encouragement, and “ Student Ambassadors have confined session by talking about information literacy some examples from the SAN members, there themselves to base, working with and various library research skills. was a feedback session where we students and staff in the University of brainstormed IBL terms and shared ideas The second half of the session was very among the group. Sheffield. But 2009 saw them let off the successful. We provided all of the students leash to take their IBL championship far with a real application form for the Co- After the session we have heard that and wide. Well, Manchester seemed as operative group’s graduate recruitment the students at MMU have asked if good a starting point as any. scheme, which is based in Manchester. they could set up a student network of their own. On a cold December day three This provided a real life situation and members of the Student Ambassador encouraged the students to get involved by Claire Taylor former Student Network went to the Business School at because they knew that they would be Ambassador, Management School Manchester Metropolitan University. We had completing applications for graduate scheme

been asked to hold a tutorial session to level 2 in the near future. students about inquiry based learning. Sabine Little is the CILASS Co-ordinator We split the session into two halves - a brief for the Student Ambassador Network:

presentation followed by a workshop activity The students were totally in “because we felt that IBL would be more charge of designing and running engaging than a the session in Manchester. I had lecture. very little to do with it. They Natalie Whelan, went on to give a similar workshop at York “ former SAN student St John University and it was also the co-ordinator, opened starting point for a series of workshops the session by that the ambassadors are running across explaining the key the University this academic year. elements of IBL. I If any department would like the students followed by describing “ to come in and run a session on how IBL was used in a employability, or any of level two module at our other workshops, just drop the Management me an email on No doubt about School at the Ambassador briefing at the CILASS [email protected] Claire Taylor’s role! University of Sheffield. space in Bartolomé House uSpace – u know u want to uSpace is a new online tool which the University rolled out over the summer to encourage collaborative working. Mark Morley, from CiCS has been persuading people to try it and helping them understand how it works, while Landscape lecturer and CILASS Academic Fellow Clare Risbeth has been trying it out with her students. Here they tell us how the project is going.

Postgraduate students in the The site had sub-spaces for each location, and uSpace is a more dynamic Department of Landscape have been we combined outlines of the history and and fluid way of working with among the first to use uSpace this planning contexts and practical visiting info with no need for a formalised semester to develop a culture of exploration. more professional based information, such as

structure. It allows users to create management plans and video interviews with site content themselves via personal and They added blogs, slideshows and discussion designers. threads to the ‘Place as Precedent’, space, collective blogs and wikis in formal building on resources that documented local Spaces or using more ad-hoc Groups. To kick start student input we began an “ places of interest, including the Botanical introductory MA project that required students But you have to get used to new ways “Gardens, the Five Weirs Walk, the Castleford to visit a sample of the sites, and upload their “of organising information, for example Project and Centenary Riverside, Rotherham. own material. through ‘tagging’ rather than putting We applied for a CILASS grant to help While it was a little clunky at first, and not documents in folders. us document the sites, which students can visit entirely suited to visual material, uSpace has independently as a way of broadening their All of this should be really useful for been very easy for students to use and facilitates inquiry-based learning because users

knowledge and enable them to see a range of levels of interaction. how landscape professionals have solved can research and create their own problems and realized opportunities in practice. Clare Rishbeth content in collaboration with each other. Because access to Groups and

Spaces can be easily limited or broadened it means that uSpace is an excellent environment to host internal research and external collaborations. By engaging in such inquiry-based and “ collaborative working, students develop a host of skills, including: team working, self-direction, research skills, analytical skills, information literacy, communication skills, and questioning skills. Mark Morley

06 Information Literacy: Making it Reel

Data protection, privacy law, involves a lot of hands-on work by the copyright and illegal file sharing all students. sound as though they could be In the first block the students were looking rather dry topics. But a CILASS at data protection – for real. The students funded project at the University of went out into Salford and Manchester, got Salford has brought these issues themselves filmed on CCTV camera, and then sent Freedom of Information Act to life by getting students to requests to the councils who own the research them for real – and as cameras. part of a plan to share Sheffield’s They are now waiting to get some responses learning about IBL with other from the councils. The students even universities videoed themselves being filmed so they had And, of course, we wanted to learn from evidence of what they had done, and them too! uploaded the videos to YouTube. Instead of being lectured on a separate topic The second group of sessions were on their fellow students on downloading. each week, there are three larger blocks, privacy laws and databases. The students each of which is several weeks long and were shown how to find out about their own The focus throughout is on getting the ‘digital footprints’. They then built up students to make artefacts – videos, mindmaps to show which different presentations, audio recordings and much, databases stored different pieces of much more – rather than telling them what information about each of them. they have to do. Then there was an introduction to the ethics Dr Maria Kutar, one of the tutors on the of copyright law, using music downloading as course said: “I have a much better idea of a case study - more interesting and what the students know this year. Previously something that we could all relate to. I knew what I had told them in lectures but In preparation for the session the students had no idea of whether they had understood had to research some legal and illegal it. It has been a totally different experience sources for music downloads. This led to a teaching the course this year.” really lively discussion about the rights and And they are getting over 20 out of 26 wrongs of the issue. For the next week the students per week – which is outstanding students were asked to go away and for a Friday afternoon class! conduct some ‘vox pop’ video interviews around campus to gather the opinions of by Jamie Wood

Education Goes Global Talking education on MAEPP

The School of Education has been taking ambitious plan, they felt that an inquiry- idea, to modify you own ideas, your own an inquiry-based learning approach to based learning (IBL) approach would be the views. Sometimes it changed my view of making sure international students on best way to achieve their goals. the world. When that moment came to my MA in Educational Policy and Practice mind and I found some new idea, it’s like, develop all the skills they need to There were eight full-time students on the wow! It’s like this, it’s not that way I was succeed. MAEPP course this year. Six were from thinking. I feel really satisfied, really joyful. China, one from Kuwait and one from That’s the value for the research.” The course has always attracted a high Namibia. proportion of overseas students and Drs by Tim Corcoran and Jason Sparks Tim Corcoran and Jason Sparks spend The students took part in weekly 90 minute nearly two years re-designing the year long long IBL workshops. Before and after the support programme that runs in parallel to module they took part in a focus group and the degree to take their needs into account. filled in some questionnaires about impact the IBL approach was having. They began by recognising how the students differ in terms of culture, learning The feedback revealed two main points. styles, educational tradition and Firstly, it was important that the learning experiences, ICT and information skills. was authentic: everyone acknowledged that students and teachers were both acting as They also wanted to help students to build learners in processes of inquiry. their identities as researchers and practitioners within a collaborative learning The second point is perhaps best summed environment. And while it was clear that no up by one of the students on the single approach could possibly meet this programme: “Suddenly you have a new

07 I think, therefore I do* Over the past few months two PhD students from the Philosophy Department have developed and run a new module. Rather than us telling you about it, we thought we’d let the creators Joshua Forstenzer and Megan Kime do it...

Political Philosophy in Practice is a initially intimidated by the prospect of

new course in the philosophy completing a research project are now department which combines enthusiastically tackling complex and inquiry-based learning with an emphasis on stimulating questions. So much so, that we real world issues and problems. We came now can’t wait to read their finished papers! A collaborator session underway

up with the idea whilst talking about the kind of learning experiences we had really One of the key areas of IBL is obviously enjoyed as undergraduates and those we collaborative learning. Although our “find (with the benefit of hindsight) to have students are generally interested in quite been valuable for our development as different issues, they are still able to help The diaries researchers. each other by, for example, sharing sources Stephen Chappell: “ and research tip. They have stimulating It’s exciting to be doing Initially, we were thinking about running discussion about their individual projects, something different and to one-off workshops and seminars, but with providing each other with valuable ideas and be thinking philosophically the support of the department and CILASS feedback. about real issues and events. Although we were able to turn the project into a full it’s both stimulating and interesting, it 20-credit third-year module. The The introduction of a research diary has often feels as if a lot of the work I overarching aim of the course is to proven to be one of the most successful encourage students to explore issues in innovations in this module. It’s designed to complete for my degree is somewhat

political thought that are of particular encourage them to reflect upon their own removed from those things in the interest to them, whilst providing them with experience of doing research as well as to world which really matter the tools necessary to engage in give them a clearer sense of progression. “to myself and others. independent research.

It has been a very useful tool for us as Lydia Furnell As PhD students, we spend most of our time teachers because it has provided us with Today we had another researching. And we have tried to use our continuous feedback. It has been fascinating workshop where we were recent research experiences to help to get an insight into the different ways in put in to specific groups undergraduate students to come to grips which students engage with their readings relating to subject matter. There’s 5 with what can sometimes be a daunting and research. people in my group doing a project on “ process. education, and everybody’s come up

And this project has been a learning with really interesting ideas. I found Excitingly, we have found that, with experience for us at least as much as for our today’s session really beneficial, and it appropriate support and a healthy amount students. It has helped us become better gave me a boost of confidence to get

of encouragement, even those who were teachers and will help us to deepen our going with my project, as up until research. Even when we’re teaching subjects “ today I was a little unsure about where in which we’re experts, our students Computer communication to start! I think the workshops are constantly stimulate our reflection further in Philosophy “ going to be really helpful over the next by offering unanticipated interpretations few weeks in terms of and alternative ways of approaching questions. directing my research.

Most crucially, we hope to have provided our students with useful first-hand experience of independent and reflective problem solving informed by debates CILASS contact details in political philosophy, the social Editor: Jamie Wood sciences and in actual public life.” For previous issues of crucIBL see: www.shef.ac.uk/cilass/resandeval/ by Joshua Forstenzer and Megan Kine iblresources.html *apologies to Descartes Editorial Adviser: Marie Kinsey [email protected] CILASS Academic Director: Philippa Levy p.levy@sheffield.,ac.uk The final countdown - crucIBL needs you! CILASS Programme Manager: The next issue of crucIBL will be published next June. Nicola Reilly [email protected] It will be the final issue, as the CILASS programme comes to Centre for Inquiry-based Learning in an end at the end of July 2010. We would like to use this as the Arts and Social Sciences (CILASS) an opportunity to celebrate what CILASS and the projects it Information Commons has funded have achieved, as well as the usual selection of 44 Leavygreave Road stories about IBL around the University. If you would like to Sheffield S3 7RD contribute an article about inquiry-based learning in your Phone: 0114 222 5270 department or module, please get in touch with us on: Fax: 0114 222 5279 DESIGNED AND PRINTED BY NORTHEND CREATIVE PRINT SOLUTIONS CREATIVE NORTHEND DESIGNED AND PRINTED BY [email protected] with ‘crucIBL’ in the subject line. www.shef.ac.uk/cilass/home.html Oh, and there will be a special free gift with the final issue, so keep your eyes peeled!