**APOLOGIES FOR MULTIPLE POSTING**
Dear Development Colleague,
The first issue of Enquiry - the ACES Journal of Undergraduate Research at Sheffield Hallam University (SHU), is now available to
'Enquiry' is a student-led and faculty sponsored double-blind peer-reviewed journal dedicated to showcasing students' research
achievements, encouraging interdisciplinary intellectual exploration, and furthering broader interest in the Arts, Computing,
Engineering and Sciences.
Briefly the key opportunities created by 'Enquiry' are:
* It provides sustainability for undergraduate research by advocating and advertising the wealth of work that is undertaken by
undergraduate students at SHU;
* It enables students to engage directly with the processes of research and publication;
* It provides an opportunity to forge more visible links between teaching, learning and research;
* It has developed an active community of student learners who will be exposed to the process of enquiry;
* It provides ACES with marketing opportunities upon which potential students can be recruited.
For further details about 'Enquiry', or the infrastructure behind it, please contact Richard Hill ([log in to unmask]).
The Research Informed Learning and Teaching (RILT) initiative at SHU aims to promote and create positive links between research,
learning and teaching, with the intention of improving the overall student experience. Research activity is often defined quite
narrowly when in fact there is a broad range of interest, from staff who are hardly engaged in any scholarly activity, to those who
generate income from commercial research. RILT attempts to address the need for students who would not normally engage with
discipline, subject-specific research, to gain more insight into the process of enquiry and thus gain valuable transferable skills.
An undergraduate journal is seen as one of a group of activities that will provide an aspirational platform for UG students to
engage with research. 'Enquiry' will support the overall aim of making positive links between research, learning and teaching by:
1. Advertising exemplar student work beyond the boundaries of departments.
2. Establishing research-related activities 'earlier' in the student experience.
3. Demonstrating the 'added-value' of a university education, including transferable skills for employability.
4. Formally recognising achievement, for use during a student's subsequent career.
5. Providing a focus for collaboration amongst departments, CETL projects, and faculties.
6. Encouraging research-inactive staff to participate and develop professionally and students to progress to Postgraduate study.
7. Supporting the recruitment of students by providing a tangible example of the benefits of engaging with research at university.
8. Capitalising upon the vast collaborative activities that already exist.
Dr Richard Hill AFSEDA
Sheffield Hallam University
Enquiry - the ACES Journal of Undergraduate Research