Acknowledgments

This site was developed in 2005 by the Centre for Sociology, Anthropology and Politics (C-SAP), the Centre for Social Work and Policy (SWAP), and the Learning and Teaching Institute (LTI) at Sheffield Hallam University.


C-SAP and SWAP are two of 24 subject networks which were part of the Learning and Teaching Support Network, funded by the UK Funding Councils for Higher Education. The subject centres are now part of the Higher Education Academy. The LTI was established in September 1993 to provide a focus for supporting developments in learning teaching and assessment within Sheffield Hallam University through staff development, educational development projects and research.


The production of this resource has been a truly collective effort. Colleagues have been extremely generous with their time and commitment to this project. My thanks to all of them:

University of Birmingham

University of Southampton

Sheffield Hallam University

Students who took part in development and evaluation of this website:

Other Institutions

We would like to thank Carfax Publishing Company, part of the Taylor & Francis Group for permission to reprint: Todd, M., Bannister, P. and Clegg, S. 'Independent inquiry and the undergraduate dissertation: perceptions and experiences of final year social science students', Assessment and Evaluation in Higher Education, Vol. 29, No. 3, June 2004: 335-355.

Every effort has been made to trace all the copyright holders but if any have been inadvertently overlooked the publishers will be pleased to make the necessary arrangements at the first opportunity.

I have been fortunate to have had the responsibility for running the final year undergraduate dissertation module for the Applied Social Studies Programme at Sheffield Hallam University and also to have supervised a number of final year projects in recent years. Managing this module and working with these students has been very helpful to me in working on developing this resource. This site was inspired by my own research into the staff and student experience of the undergraduate final year project when, in 2002-2003, I received a Teaching Fellowship from Sheffield Hallam University. The results of this research were published in 2004 and 2005. I have drawn upon this research to influence the design and content of this resource. I would like to thank those staff and students who participated in the research and Sheffield Hallam University for providing me with the space and resource to do so.

Dr Malcolm J. Todd

 

Author biographies

Acknowledgements