{"title":"Do (Underperforming) Students Benefit from a Flipped Lecture? Evidence from Business Students Studying Company Law","authors":"Félix E. Mezzanotte","doi":"10.53300/001c.6365","DOIUrl":"https://doi.org/10.53300/001c.6365","url":null,"abstract":"","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2018-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46055541","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":"Law Students’ Experiences in an Experiential Law and Research Program in Australia","authors":"Nicky McWilliam, Tracey Yeung, Annabelle Green","doi":"10.53300/001c.6364","DOIUrl":"https://doi.org/10.53300/001c.6364","url":null,"abstract":"","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2018-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42968380","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":"Adapting Law Lectures to Maximise Student Engagement: Is it Time to 'Transform'?","authors":"L. Elphick","doi":"10.2139/ssrn.3402230","DOIUrl":"https://doi.org/10.2139/ssrn.3402230","url":null,"abstract":"","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":"28 1","pages":"5"},"PeriodicalIF":0.3,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68590663","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}
Adam Webster, B. Richards, M. Zwart, A. Reilly, S. L. Mire
This article outlines and analyses the changes made to the First Year program at the Adelaide Law School to front load the teaching of legal skills. It identifies the particular challenges faced by first year law students in developing legal language and skills and outlines the curriculum changes which were adopted by the First Year teaching team to address these challenges. It reflects upon the responses to considerations of student diversity, course design, student engagement, and assessment design and provides an analysis of the success of the First Year ‘Boot Camp’.
{"title":"Enhancing the First Year Curriculum and Experience: Law School ‘Boot Camp’","authors":"Adam Webster, B. Richards, M. Zwart, A. Reilly, S. L. Mire","doi":"10.2139/SSRN.3138414","DOIUrl":"https://doi.org/10.2139/SSRN.3138414","url":null,"abstract":"This article outlines and analyses the changes made to the First Year program at the Adelaide Law School to front load the teaching of legal skills. It identifies the particular challenges faced by first year law students in developing legal language and skills and outlines the curriculum changes which were adopted by the First Year teaching team to address these challenges. It reflects upon the responses to considerations of student diversity, course design, student engagement, and assessment design and provides an analysis of the success of the First Year ‘Boot Camp’.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":"28 1","pages":"1"},"PeriodicalIF":0.3,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68565131","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}
Extract: Here is a question I enjoy posing to teachers and students participating in a course on animals and the law: what exactly do you do during the 12 (or so) weeks of your seminar? If it resembles a traditional law course, the answer will undoubtedly refer to assigned readings that explore the relationship between animals and the law, some lectures – perhaps followed by questions from the professor to the students – and a healthy dollop of classroom discussion about policy issues. More traditional teachers might also include some Socratic questioning, while more adventurous lecturers will throw in video footage of animal treatment and a few guest speakers.
{"title":"Performance and Pedagogy in the Wild Law Judgment Project","authors":"N. Rogers","doi":"10.53300/001C.6090","DOIUrl":"https://doi.org/10.53300/001C.6090","url":null,"abstract":"Extract: Here is a question I enjoy posing to teachers and students participating in a course on animals and the law: what exactly do you do during the 12 (or so) weeks of your seminar? If it resembles a traditional law course, the answer will undoubtedly refer to assigned readings that explore the relationship between animals and the law, some lectures – perhaps followed by questions from the professor to the students – and a healthy dollop of classroom discussion about policy issues. More traditional teachers might also include some Socratic questioning, while more adventurous lecturers will throw in video footage of animal treatment and a few guest speakers.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":"27 1","pages":"3"},"PeriodicalIF":0.3,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71024351","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}
In recent years, I have added several experiential learning elements to my course on animals and the law, as I illustrate in this video blog on my web page. In this article, I wish to describe the experiential elements I use in the course, and make a case for the benefits of doing so. Finally, I will look more broadly at ways in which experiential tasks in the classroom can benefit a student's educational experience.
{"title":"Learning by Doing: The Benefits of Experiential Learning in Animals and the Law","authors":"P. Sankoff","doi":"10.2139/SSRN.2719240","DOIUrl":"https://doi.org/10.2139/SSRN.2719240","url":null,"abstract":"In recent years, I have added several experiential learning elements to my course on animals and the law, as I illustrate in this video blog on my web page. In this article, I wish to describe the experiential elements I use in the course, and make a case for the benefits of doing so. Finally, I will look more broadly at ways in which experiential tasks in the classroom can benefit a student's educational experience.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":"27 1","pages":"6"},"PeriodicalIF":0.3,"publicationDate":"2016-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2139/SSRN.2719240","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68272199","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 educational benefits associated with the use of video in learning environments are well-known. For an animal law educator wanting to leverage these educational benefits, the use of video presents a dilemma. Much of the video relevant to animal law is confronting, distressing or difficult to watch, which may cause some students to experience a negative affective state. It is also largely unknown whether the educational benefits associated with non-graphic video continue to apply when the content is graphic in nature. This article aims to address this gap. It argues that student engagement, comprehension and knowledge acquisition, critical thinking skills, information retention and recall, and student interest can be improved with the use of graphic video. It also argues that educators have a role in shaping students’ values and opinions, and graphic video can help in this regard. To reduce the likelihood of students experiencing a negative affective state, five principles are presented which educators may employ when using graphic video. These five principles are then applied to a YouTube video depicting the surgical castration and tail docking of a piglet. By employing these principles, the risks associated with graphic video can be effectively managed while leveraging the educational benefits of video.
{"title":"'Warning! Graphic Content Ahead': Advocating for Graphic Video in the Teaching of Animal Law","authors":"A. Timoshanko","doi":"10.2139/SSRN.2984085","DOIUrl":"https://doi.org/10.2139/SSRN.2984085","url":null,"abstract":"The educational benefits associated with the use of video in learning environments are well-known. For an animal law educator wanting to leverage these educational benefits, the use of video presents a dilemma. Much of the video relevant to animal law is confronting, distressing or difficult to watch, which may cause some students to experience a negative affective state. It is also largely unknown whether the educational benefits associated with non-graphic video continue to apply when the content is graphic in nature. This article aims to address this gap. It argues that student engagement, comprehension and knowledge acquisition, critical thinking skills, information retention and recall, and student interest can be improved with the use of graphic video. It also argues that educators have a role in shaping students’ values and opinions, and graphic video can help in this regard. To reduce the likelihood of students experiencing a negative affective state, five principles are presented which educators may employ when using graphic video. These five principles are then applied to a YouTube video depicting the surgical castration and tail docking of a piglet. By employing these principles, the risks associated with graphic video can be effectively managed while leveraging the educational benefits of video.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":"26 1","pages":"6"},"PeriodicalIF":0.3,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68459477","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}
Modern law owes its provenance and enforcement to one branch of government or another. But not all law is ‘public law’ simply because it emanates from public bodies, affects the public or serves public purposes. This paper begins by defining public law, compares its Australian, UK and US conceptions, and contrasts it with private law. It charts the conventional paradigm of public law as an umbrella sheltering constitutional and administrative law, built on the concept of government. This neat, if narrowing, idea of public law is reflected in the dominant themes in contemporary public law teaching and scholarship (such as accountability or representative democracy). Yet given the diversity of ideological and functional accounts of what government is ‘for’, public law lacks any unifying account. A descriptive definition based on the notion of government captures the core content of public law, but a normative smorgasbord lies at its heart. This creates challenges – both positive and negative – for teachers of public law. As a result, and alongside the decline in black letter teaching in favour of case-study approaches, thematic first level courses in ‘principles’ of Australian public law have flourished. To engage commencing students who are often civics-ignorant, the pedagogical response has been to draw on contemporary policy and politics to lend context to such courses in public law. However such a ‘magazine-y’ approach poses challenges for coherence.
{"title":"Teaching public law: Content, context and coherence","authors":"Graeme Orr","doi":"10.2139/SSRN.2581360","DOIUrl":"https://doi.org/10.2139/SSRN.2581360","url":null,"abstract":"Modern law owes its provenance and enforcement to one branch of government or another. But not all law is ‘public law’ simply because it emanates from public bodies, affects the public or serves public purposes. This paper begins by defining public law, compares its Australian, UK and US conceptions, and contrasts it with private law. It charts the conventional paradigm of public law as an umbrella sheltering constitutional and administrative law, built on the concept of government. This neat, if narrowing, idea of public law is reflected in the dominant themes in contemporary public law teaching and scholarship (such as accountability or representative democracy). Yet given the diversity of ideological and functional accounts of what government is ‘for’, public law lacks any unifying account. A descriptive definition based on the notion of government captures the core content of public law, but a normative smorgasbord lies at its heart. This creates challenges – both positive and negative – for teachers of public law. As a result, and alongside the decline in black letter teaching in favour of case-study approaches, thematic first level courses in ‘principles’ of Australian public law have flourished. To engage commencing students who are often civics-ignorant, the pedagogical response has been to draw on contemporary policy and politics to lend context to such courses in public law. However such a ‘magazine-y’ approach poses challenges for coherence.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":"25 1","pages":"299-315"},"PeriodicalIF":0.3,"publicationDate":"2015-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68212698","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 proliferation of law schools, partial deregulation of higher education and the introduction of a user-pays system have compelled law schools to enter the market and compete with one another to attract and keep students. The new marketised framework positions students as customers who choose the most attractive educational ‘product’. With particular regard to law school websites, this paper considers the way choice is constructed with the aid of ‘branding’. While sameness could be said to be a characteristic of legal education, choice requires an element of difference. In presenting themselves to fickle customers as the means of realising a bright future filled with excitement and glamour, law schools play down the civic role of legal education. Rather than promoting a commitment to critical thinking and social justice, law school marketing encourages consumerism as the ultimate realisation of the good life.
{"title":"'Selling the Dream': Law School Branding and the Illusion of Choice","authors":"M. Thornton, L. Shannon","doi":"10.22459/tgd.11.2015.10","DOIUrl":"https://doi.org/10.22459/tgd.11.2015.10","url":null,"abstract":"The proliferation of law schools, partial deregulation of higher education and the introduction of a user-pays system have compelled law schools to enter the market and compete with one another to attract and keep students. The new marketised framework positions students as customers who choose the most attractive educational ‘product’. With particular regard to law school websites, this paper considers the way choice is constructed with the aid of ‘branding’. While sameness could be said to be a characteristic of legal education, choice requires an element of difference. In presenting themselves to fickle customers as the means of realising a bright future filled with excitement and glamour, law schools play down the civic role of legal education. Rather than promoting a commitment to critical thinking and social justice, law school marketing encourages consumerism as the ultimate realisation of the good life.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":"23 1","pages":"249"},"PeriodicalIF":0.3,"publicationDate":"2014-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68729437","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}
Cultural understanding and sensitivity, or the lack thereof, is perhaps the single major cause of international disputes in the first place. Let us not fall into the same trap as does the western businessman who closes a deal in unknown territory without first doing his homework, assuming the rest of the world operates the same as his own culture and is then baffled when his venture runs into trouble.
{"title":"A New Legal Ethics Education Paradigm: Culture and Values in International Arbitration","authors":"Magdalene D'Silva","doi":"10.53300/001C.6270","DOIUrl":"https://doi.org/10.53300/001C.6270","url":null,"abstract":"Cultural understanding and sensitivity, or the lack thereof, is perhaps the single major cause of international disputes in the first place. Let us not fall into the same trap as does the western businessman who closes a deal in unknown territory without first doing his homework, assuming the rest of the world operates the same as his own culture and is then baffled when his venture runs into trouble.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":"23 1","pages":"83-112"},"PeriodicalIF":0.3,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71024650","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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