Working Together: Student Ambassadors for Inquiry-based

Learning

Su ArnallStudent Coordinator of the CILASS Student Ambassador

Network

Structure

• The history of the network

• Inquiry-based learning

• Student involvement at various levels

• Discussion

CILASS & the SAN• HEFCE-funded CETL

working with 26 departments to enhance inquiry-based learning

• Student Ambassador Network – 28 Ambassadors and 1 Student Co-ordinator

• No sabbaticals

4

Inquiry-based Learning• Self-directed inquiry

or research• Using technology• Collaboration• Variation across

university• Increasing skills and

confidence of students

…basis for Student Ambassador Network

Hart’s Ladder of Student Involvement in Schools

From Hart, R. (1994) Children's Participation: From Tokenism to Citizenship. New York: Earthscan.

The Role of a Student Ambassador

1. Departmental Role

2. Working group Role

3. Network role

Working in partnership at three different levels…

Departmental Role• Staff-student and teaching committee meetings

• Departmental champions

• Curriculum development

• Raising ideas

• Module evaluation

“One of the most important and enjoyable aspects of being a staff "CILASSChampion" is discussing with our CILASS ambassadors what they find the most stimulating and rewarding approaches to learning… They can give us new ideas

and tell us what has worked well in other departments.”Dave Phillips, Champion for the Sociology Department

Working Groups

• Journal• Film• Evaluation• Technology• Dissemination

"Running focus groups on inquiry-based modules ensures that the quality of learning through inquiry is maintained at a high level by encouraging 

students to disclose their honest views in a friendly, peer-group environment”

Kamal Bhana, Ambassador for the Psychology Department

Within the Network• Monthly meetings• Staff-student conference• External conferences• Workshops• Research

"Conferences are one of the most exciting opportunities - we get to participate in as CILASS Student Ambassadors. We get to meet others involved in IBL, share

best practice and ideas, offer and receive fresh perspectives, and gain motivation to continue the good work!"

Ali Bestwick, Ambassador for the Archaeology Department

The Overall Impact of the SAN/ CILASS

1. Learning in research mode through IBL

• Spreading of inquiry-based learning across the university

• Skills and confidence of students

2. Institutional research to enhance the student experience

• Skills and confidence of Ambassadors

• Chance to be a part of something

Questions for Discussion• What are your experiences

of staff-student partnerships?

• How far should student involvement go?

• What are the barriers/enablers for staff-student partnerships?

Contact details…Website address: http://www.shef.ac.uk/cilass/

Su Arnall (su.arnall@googlemail.com)Sabine Little – staff coordinator of the SAN (s.little@shef.ac.uk)