Legal education in Australia is constantly evolving to meet the needs of law students and to prepare many of them for roles in the legal profession. Examples include changes to law degree structures, optional elective units, and subjects aimed at preparing law students to be ‘workplace ready’. Law students face challenging academic requirements and law school culture that can result in greater levels of psychological distress compared to the general population. Promoting law student wellbeing and responding to high student levels of psychological distress is a key area of focus for Australian Law Schools. This article explores existing law student wellbeing studies in Australia and reports findings from an empirical exploratory study investigating the levels of depression, anxiety, and stress (DASS) using the DASS21 survey instrument in law students at a regional Australian university, James Cook University. The results from this study support earlier studies at Australian universities that show law students experience higher levels of psychological distress symptoms compared to the general population, and it is an area of concern that requires ongoing attention. Results include an exploration of the impact of factors including type of degree being studied, campus location, year of study, gender, and time spent at law school.
{"title":"Psychological Distress at a Regional Australian Law School: Reporting on Law Students’ Experiences of Depression, Anxiety, and Stress","authors":"Claire Holland","doi":"10.53300/001c.118486","DOIUrl":"https://doi.org/10.53300/001c.118486","url":null,"abstract":"Legal education in Australia is constantly evolving to meet the needs of law students and to prepare many of them for roles in the legal profession. Examples include changes to law degree structures, optional elective units, and subjects aimed at preparing law students to be ‘workplace ready’. Law students face challenging academic requirements and law school culture that can result in greater levels of psychological distress compared to the general population. Promoting law student wellbeing and responding to high student levels of psychological distress is a key area of focus for Australian Law Schools. This article explores existing law student wellbeing studies in Australia and reports findings from an empirical exploratory study investigating the levels of depression, anxiety, and stress (DASS) using the DASS21 survey instrument in law students at a regional Australian university, James Cook University. The results from this study support earlier studies at Australian universities that show law students experience higher levels of psychological distress symptoms compared to the general population, and it is an area of concern that requires ongoing attention. Results include an exploration of the impact of factors including type of degree being studied, campus location, year of study, gender, and time spent at law school.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141666958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
‘Practical’ legal education offers significant educational and personal benefits. However, it also comes with risks that need to be actively managed, including the risk of students experiencing harassment and discrimination. This article considers the scope of equality law, and how it applies to different forms of ‘practical’ legal education activities. It considers how equality law applies to ‘volunteer’ positions, including those in law firm partnerships, barristers’ chambers, and community organisations, legal internships and law school-run legal clinics. It considers the complexity of the legal framework, and the resulting difficulties law students might have in asserting their equality rights. It argues there is a particular need to address three gaps in the current legal framework for practical legal education activities, by: adopting a broader definition of ‘work’ to include unpaid roles; regulating harassment on grounds other than sex; and protecting law students from the actions of third parties, such as clients and members of the public.
{"title":"Equality Law Protection for Legal Education: Internships, Volunteering and Clinics","authors":"A. Blackham","doi":"10.53300/001c.115466","DOIUrl":"https://doi.org/10.53300/001c.115466","url":null,"abstract":"‘Practical’ legal education offers significant educational and personal benefits. However, it also comes with risks that need to be actively managed, including the risk of students experiencing harassment and discrimination. This article considers the scope of equality law, and how it applies to different forms of ‘practical’ legal education activities. It considers how equality law applies to ‘volunteer’ positions, including those in law firm partnerships, barristers’ chambers, and community organisations, legal internships and law school-run legal clinics. It considers the complexity of the legal framework, and the resulting difficulties law students might have in asserting their equality rights. It argues there is a particular need to address three gaps in the current legal framework for practical legal education activities, by: adopting a broader definition of ‘work’ to include unpaid roles; regulating harassment on grounds other than sex; and protecting law students from the actions of third parties, such as clients and members of the public.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140698437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Foreword: Special Issue on Equity, Equality and Legal Education","authors":"Anne Hewitt","doi":"10.53300/001c.116430","DOIUrl":"https://doi.org/10.53300/001c.116430","url":null,"abstract":"","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140696430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stephen Rigby, Daniel J. Toohey, Lisa Toohey, D. McNamara
The article documents the experience of the authors in creating and re-calibrating a compulsory legal module within a Bachelor of Social Work degree as a course in ‘legal first aid’. The article explores the pedagogical approach the authors developed, which is based on continually explaining to students the reason for studying law in a way that is tailored to skills they can use in their practical placements and profession. For social work students, the ‘legal first aid’ approach enabled them to develop confidence and skills in triaging the seriousness of particular situations, understanding what they can do in the short term, and knowing how and when to usefully engage with legal professionals. The article also illustrates the value of a participatory inquiry method when refining course aims and approaches. The article details the participatory inquiry undertaken by the students and teachers with the aim of improving future iterations of the course. The rich insights that can be obtained from a participatory inquiry method offered much more robust insights than mainstream course evaluation methods, providing clear direction for future course refinements. These insights may be useful to course coordinators of other programs who are wishing to design or redesign course content.
{"title":"Legal Education for Non-Lawyers as ‘Legal First Aid’: A Participatory Inquiry into Law for Social Work Students","authors":"Stephen Rigby, Daniel J. Toohey, Lisa Toohey, D. McNamara","doi":"10.53300/001c.116167","DOIUrl":"https://doi.org/10.53300/001c.116167","url":null,"abstract":"The article documents the experience of the authors in creating and re-calibrating a compulsory legal module within a Bachelor of Social Work degree as a course in ‘legal first aid’. The article explores the pedagogical approach the authors developed, which is based on continually explaining to students the reason for studying law in a way that is tailored to skills they can use in their practical placements and profession. For social work students, the ‘legal first aid’ approach enabled them to develop confidence and skills in triaging the seriousness of particular situations, understanding what they can do in the short term, and knowing how and when to usefully engage with legal professionals. The article also illustrates the value of a participatory inquiry method when refining course aims and approaches. The article details the participatory inquiry undertaken by the students and teachers with the aim of improving future iterations of the course. The rich insights that can be obtained from a participatory inquiry method offered much more robust insights than mainstream course evaluation methods, providing clear direction for future course refinements. These insights may be useful to course coordinators of other programs who are wishing to design or redesign course content.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140722780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The literature on supervision focuses primarily on postgraduate supervision. Whilst there is some scholarship on supervising undergraduates, there is essentially no scholarship on supervising undergraduate law students specifically. This article investigates undergraduate law students’ attitudes toward dissertation supervision. In 2020–2021, the lead author supervised 12 LLB(Hons) students’ 15,000-word dissertations at the University of Auckland. The supervision process was in four parts: reviewing the proposal; reviewing the introduction; reviewing the first draft (10,000 words); and reviewing the second draft (15,000 words). The authors invited the supervisees to complete a survey on their supervision experience. This article surveys the literature on the supervision of undergraduate students, describes the lead author’s supervision process, and presents and discusses the study results. Students reported that each step in the four-step review process was helpful for their dissertation progress and achieving their goals for the dissertation, and provided useful feedback that was more useful than anticipated for each step in the review process. Students also reported that they received sufficient and appropriate contact with their supervisor, and sufficient guidance from the supervisor — allowing sufficient autonomy. The article also identifies students’ perceived difficulties and reflects on ways the process could mitigate those difficulties.
{"title":"Supervising Undergraduate Law Students’ Dissertations: A Four-Step Review","authors":"Jayden Houghton, Oriel Kelly","doi":"10.53300/001c.116313","DOIUrl":"https://doi.org/10.53300/001c.116313","url":null,"abstract":"The literature on supervision focuses primarily on postgraduate supervision. Whilst there is some scholarship on supervising undergraduates, there is essentially no scholarship on supervising undergraduate law students specifically. This article investigates undergraduate law students’ attitudes toward dissertation supervision. In 2020–2021, the lead author supervised 12 LLB(Hons) students’ 15,000-word dissertations at the University of Auckland. The supervision process was in four parts: reviewing the proposal; reviewing the introduction; reviewing the first draft (10,000 words); and reviewing the second draft (15,000 words). The authors invited the supervisees to complete a survey on their supervision experience. This article surveys the literature on the supervision of undergraduate students, describes the lead author’s supervision process, and presents and discusses the study results. Students reported that each step in the four-step review process was helpful for their dissertation progress and achieving their goals for the dissertation, and provided useful feedback that was more useful than anticipated for each step in the review process. Students also reported that they received sufficient and appropriate contact with their supervisor, and sufficient guidance from the supervisor — allowing sufficient autonomy. The article also identifies students’ perceived difficulties and reflects on ways the process could mitigate those difficulties.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140721861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper proposes a guided methodology for problem solving in a first-year undergraduate contract law module. Developed from our teaching practice and inspired by theories of computational modelling, our approach helps students to identify and extract legal information from primary and secondary sources, and to organise what they have learned into structured frameworks. The method creates scaffolding for learning and a framework through which legal issues can be identified. These frameworks can be used to locate legal information relevant to the construction of analysis and argument to the point of producing legal advice with confidence. The paper describes our approach in five distinct stages: (1) extracting doctrinal content from legal sources, (2) organising such content into a coherent framework, (3) applying the framework to problem scenarios, (4) constructing , and (5) writing up detailed, authoritative, and persuasive legal advice.. Our methodology embeds essential skills aided by a “semantic web” of concepts from which one could draw inferences, and uses computer-inspired visualisation for constructing arguments. Computational thinking allows students to visualise connections between the initial categorisation of legal information and the constitutive elements of a persuasive legal argument to articulate and demystify the process of producing legal advice.
{"title":"Computing Legal Analysis: A Guided Approach to Problem Solving in Contract Law","authors":"Marton Ribary, Antony Starza-Allen","doi":"10.53300/001c.90191","DOIUrl":"https://doi.org/10.53300/001c.90191","url":null,"abstract":"The paper proposes a guided methodology for problem solving in a first-year undergraduate contract law module. Developed from our teaching practice and inspired by theories of computational modelling, our approach helps students to identify and extract legal information from primary and secondary sources, and to organise what they have learned into structured frameworks. The method creates scaffolding for learning and a framework through which legal issues can be identified. These frameworks can be used to locate legal information relevant to the construction of analysis and argument to the point of producing legal advice with confidence. The paper describes our approach in five distinct stages: (1) extracting doctrinal content from legal sources, (2) organising such content into a coherent framework, (3) applying the framework to problem scenarios, (4) constructing , and (5) writing up detailed, authoritative, and persuasive legal advice.. Our methodology embeds essential skills aided by a “semantic web” of concepts from which one could draw inferences, and uses computer-inspired visualisation for constructing arguments. Computational thinking allows students to visualise connections between the initial categorisation of legal information and the constitutive elements of a persuasive legal argument to articulate and demystify the process of producing legal advice.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139266982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Authentic learning and assessment, which refers to tasks and assessment practices that reflect complex, real-world situations, are a radical departure from the traditional methods of learning and assessment in Higher Education. This article considers feedback from a primary, small-scale empirical study of students taking an optional Civil Litigation and Dispute Resolution module which uses authentic learning and assessment practices. Evaluating student feedback from the module, and drawing on the existing literature, the paper concludes that introducing authentic learning and assessment opportunities in the undergraduate law degree has the potential to increase student employability, engagement, and skills development. Finally, the paper examines some of the barriers to incorporating authentic tasks in the law degree, and some “light touch” ways to introduce authentic “moments” in existing modules are explored.
{"title":"Keep it Real: The Case for Introducing Authentic Tasks in the Undergraduate Law Degree","authors":"Sadie Whittam","doi":"10.53300/001c.87815","DOIUrl":"https://doi.org/10.53300/001c.87815","url":null,"abstract":"Authentic learning and assessment, which refers to tasks and assessment practices that reflect complex, real-world situations, are a radical departure from the traditional methods of learning and assessment in Higher Education. This article considers feedback from a primary, small-scale empirical study of students taking an optional Civil Litigation and Dispute Resolution module which uses authentic learning and assessment practices. Evaluating student feedback from the module, and drawing on the existing literature, the paper concludes that introducing authentic learning and assessment opportunities in the undergraduate law degree has the potential to increase student employability, engagement, and skills development. Finally, the paper examines some of the barriers to incorporating authentic tasks in the law degree, and some “light touch” ways to introduce authentic “moments” in existing modules are explored.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49086225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Marychurch, Kelley Burton, Michael. Nancarrow, J. Laurens
The arbitrator’s decision in Ryerson University v Ryerson Faculty Association [2018] CanLII 58446 (ON LA) rejected use of Student Evaluations of Teaching (SETs) for academic confirmation and promotion purposes. SETs provide largely quantitative data in response to pre-determined institutional, generic questions using a Likert scale applicable to all teaching modes. SETs may be efficient, but commonly low response rates mean the data is often statistically invalid. Studies of SETs suggest gender, age, race, and other biases are widespread, and they discourage teaching innovation because academics fear student backlash in SET scores. Consequently, SETs are of little value to academics for their professional development, confirmation or promotion, or as evidence for teaching grant or awards processes. The continuing impact of the COVID-19 pandemic on traditional models of teaching has forced many changes in teaching, learning and pedagogy, often with a temporary suspension of SETs to allow teachers to innovate without negative impact on professional development measures. This presents a unique opportunity for us to revisit how the effectiveness of teaching and learning is measured. Academic teaching staff still need evidence of teaching effectiveness, as do sessional staff looking for continued employment and/or a career in academia. This paper discusses the strengths and weaknesses of SETs; seeks to equip law academics to advocate for other measures of teaching effectiveness that better reflect their contribution to student learning; and to pave the way for law discipline and institutional level changes that support a gold standard in measuring teaching effectiveness beyond reliance on SETs, for the benefit of teachers in law and other disciplines.
{"title":"Student Evaluations of Teaching: Understanding Limitations and Advocating for a Gold Standard for Measuring Teaching Effectiveness","authors":"J. Marychurch, Kelley Burton, Michael. Nancarrow, J. Laurens","doi":"10.53300/001c.86151","DOIUrl":"https://doi.org/10.53300/001c.86151","url":null,"abstract":"The arbitrator’s decision in Ryerson University v Ryerson Faculty Association [2018] CanLII 58446 (ON LA) rejected use of Student Evaluations of Teaching (SETs) for academic confirmation and promotion purposes. SETs provide largely quantitative data in response to pre-determined institutional, generic questions using a Likert scale applicable to all teaching modes. SETs may be efficient, but commonly low response rates mean the data is often statistically invalid. Studies of SETs suggest gender, age, race, and other biases are widespread, and they discourage teaching innovation because academics fear student backlash in SET scores. Consequently, SETs are of little value to academics for their professional development, confirmation or promotion, or as evidence for teaching grant or awards processes. The continuing impact of the COVID-19 pandemic on traditional models of teaching has forced many changes in teaching, learning and pedagogy, often with a temporary suspension of SETs to allow teachers to innovate without negative impact on professional development measures. This presents a unique opportunity for us to revisit how the effectiveness of teaching and learning is measured. Academic teaching staff still need evidence of teaching effectiveness, as do sessional staff looking for continued employment and/or a career in academia. This paper discusses the strengths and weaknesses of SETs; seeks to equip law academics to advocate for other measures of teaching effectiveness that better reflect their contribution to student learning; and to pave the way for law discipline and institutional level changes that support a gold standard in measuring teaching effectiveness beyond reliance on SETs, for the benefit of teachers in law and other disciplines.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45855844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Miyamoto Musashi was a master Japanese swordsman. His text, the Book of Five Rings, sets out his philosophy on combat and the way of the warrior. This article takes his teachings and applies them to art of trial advocacy. The Five Scrolls of Musashi’s text allow for an engagement with the fundamental importance of preparation, the effective deployment of law and fact, awareness and professional ethics. The connections are made through the use of current experts in advocacy, including Glissan and Hampel. The use of techniques involving katana is, of course, only a metaphor – one aimed at getting law students to think of trials in a more life-or-death way. Advocacy is not the showiness of TV, but the hard grind of training and preparation that was the life of a ronin.
{"title":"Trial Advocacy and Nitojutsu","authors":"Chris Dent","doi":"10.53300/001c.75395","DOIUrl":"https://doi.org/10.53300/001c.75395","url":null,"abstract":"Miyamoto Musashi was a master Japanese swordsman. His text, the Book of Five Rings, sets out his philosophy on combat and the way of the warrior. This article takes his teachings and applies them to art of trial advocacy. The Five Scrolls of Musashi’s text allow for an engagement with the fundamental importance of preparation, the effective deployment of law and fact, awareness and professional ethics. The connections are made through the use of current experts in advocacy, including Glissan and Hampel. The use of techniques involving katana is, of course, only a metaphor – one aimed at getting law students to think of trials in a more life-or-death way. Advocacy is not the showiness of TV, but the hard grind of training and preparation that was the life of a ronin.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48434082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This literature review of twenty-one recent articles from China provides an overview of the nature and implementation of legal clinical education, the objectives of legal clinical education, the benefits of legal clinical education, the theory of legal clinical education, as well as the challenges faced in legal clinical education. These topics have been thoroughly addressed by Chinese scholars through the experience of approximately twenty years of practice as well as through inspiration from legal clinical education within the United States and internationally. However, there continue to be areas of disagreement and certain gaps in the development of a comprehensive theory of legal clinical education as well as psychological and pedagogical justifications for this innovative system of learning.
{"title":"Legal Clinical Education in China: A Literature Review","authors":"Konstantin G Vertsman","doi":"10.53300/001c.75203","DOIUrl":"https://doi.org/10.53300/001c.75203","url":null,"abstract":"This literature review of twenty-one recent articles from China provides an overview of the nature and implementation of legal clinical education, the objectives of legal clinical education, the benefits of legal clinical education, the theory of legal clinical education, as well as the challenges faced in legal clinical education. These topics have been thoroughly addressed by Chinese scholars through the experience of approximately twenty years of practice as well as through inspiration from legal clinical education within the United States and internationally. However, there continue to be areas of disagreement and certain gaps in the development of a comprehensive theory of legal clinical education as well as psychological and pedagogical justifications for this innovative system of learning.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41455706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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