Pub Date : 2021-07-09DOI: 10.1080/03069400.2021.1936395
M. Bielecki, O. Piaskowska, Piotr F. Piesiewicz
ABSTRACT The legal clinic at the SWPS University started operating in 2011. Since 2017, a new model of its functioning has been created based on a peer- tutoring method. Among other things, it is based on a system of roles in which senior students coordinate customer service and are responsible for cases conducted by those starting cooperation with the clinic and also assess the quality of their work. The article presents the results of qualitative research conducted with the participation of all categories of students operating in the clinic, namely: junior and senior students and volunteers who are already graduates. The research was carried out using focus group interviews based on a semi-structured questionnaire. The interviews lasted about 100 minutes each. The most important threads raised during the discussion include the clinic’s role in building legal and social competencies, motivations and expectations of individual categories of students working for the clinic and – above all – the experience of students related to participation in peer-tutoring. The discussion of results is focused on good practices facilitating the knowledge transfer process within the legal clinic student community. The article also presents recommendations regarding the effective implementation of the proposed didactic model and further development directions.
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Pub Date : 2021-07-07DOI: 10.1080/03069400.2021.1928985
Chris Ashford
The latter part of the twentieth century saw a divergence – so Green posits in this book – that saw sexual offences divide between the nonconsensual offences which saw a punitive approach, and the ...
格林在本书中认为，20世纪后半叶出现了一种分歧，即性犯罪分为惩罚性的非感官犯罪和。。。
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Pub Date : 2021-07-07DOI: 10.1080/03069400.2021.1928984
Marcus Smith, Simone Thackray, M. Nolan
ABSTRACT The COVID-19 pandemic has necessitated the use of online communication technologies to deliver higher education. This article focuses on technology-based legal education at Charles Sturt University and work undertaken to adapt residential schools for the online environment. Following a discussion of the role of residential schools in the law course, it considers the regulatory environment, before focusing on adaptations that were made in the online transition and associated benefits and challenges. It concludes by reflecting on these changes in light of trends in the legal profession.
{"title":"Transitioning residential schools online in a pandemic: social distancing and technology-based law teaching","authors":"Marcus Smith, Simone Thackray, M. Nolan","doi":"10.1080/03069400.2021.1928984","DOIUrl":"https://doi.org/10.1080/03069400.2021.1928984","url":null,"abstract":"ABSTRACT The COVID-19 pandemic has necessitated the use of online communication technologies to deliver higher education. This article focuses on technology-based legal education at Charles Sturt University and work undertaken to adapt residential schools for the online environment. Following a discussion of the role of residential schools in the law course, it considers the regulatory environment, before focusing on adaptations that were made in the online transition and associated benefits and challenges. It concludes by reflecting on these changes in light of trends in the legal profession.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03069400.2021.1928984","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45355972","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}
Pub Date : 2021-07-07DOI: 10.1080/03069400.2021.1928986
R. Soetendorp
{"title":"Encyclopedia of law and development","authors":"R. Soetendorp","doi":"10.1080/03069400.2021.1928986","DOIUrl":"https://doi.org/10.1080/03069400.2021.1928986","url":null,"abstract":"","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03069400.2021.1928986","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43859098","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}
Pub Date : 2021-07-03DOI: 10.1080/03069400.2020.1848280
P. Lord
ABSTRACT This article focuses on the role of humility in the law school. It argues in favour of a culture where humility is consciously cultivated in law students. Section I considers the grading curve, a quintessentially North American attribute of almost all law schools. It analyses and theorises the curve and its effect in cultivating humility. It suggests that, while the curve can have a humbling effect, this effect is felt irregularly among law students and comes with significant and often discounted consequences. This article argues that a model where humility is more consciously cultivated could minimise these consequences. Section II provides such an alternative, arguing in favour of law professors showing humility and vulnerability. It depicts this alternative as both a partial antidote to the grading curve’s problems and a key starting point in inviting students to be vulnerable and constitutively challenging what it means to be a lawyer.
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Pub Date : 2021-07-03DOI: 10.1080/03069400.2021.1939975
P. Leighton
This contribution takes a reflective look at the evolution and characteristics of “modern” legal education and also at some contemporary challenges. It is timely, given that 2021 is the 50th anniversary of the Ormrod Report on Legal Education, which marked the beginning of its modern era. However, today legal education in England and Wales is now facing many issues, ranging from the fallout of Covid-19 and a predicted global recession, the outcomes of Brexit, recently announced likely cuts in university funding, possible declines in research support and collaboration along with the implications of the recent EU–UK Trade and Co-operation Agreement for professional legal education and legal services provision more generally. However, just as important has been a build-up of criticisms of universities, which the Ormrod Report had recommended should play the key role in legal education, with some critics challenging the fundamentals of their role and practices. Others have concerns about the “massification”, “marketisation” and the extent to which universities are sufficiently accountable, not least to students. This contribution to Policy and Education Developments explores some of these criticisms but in the context of the distinctive features of legal education in England and Wales. This contribution concludes with some thoughts on the possible responses of law schools and law teachers to this wide range of challenges.
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Pub Date : 2021-04-26DOI: 10.1080/03069400.2021.1876483
J. Odermatt
{"title":"The battle for international law: South-North perspectives on the decolonization era","authors":"J. Odermatt","doi":"10.1080/03069400.2021.1876483","DOIUrl":"https://doi.org/10.1080/03069400.2021.1876483","url":null,"abstract":"","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03069400.2021.1876483","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48584063","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}
Pub Date : 2021-04-19DOI: 10.1080/03069400.2021.1920291
Linda Chadderton
ABSTRACT The winner of the ALT Thomson Reuters Teaching Law with Technology Prize 2020 gives an insight into her inspiration behind ‘Legally Bound’ the legally themed escape room concept. Explaining how the escape room was developed using gamification to immerse the students in the learning process, Linda Chadderton explains the development of the escape room and the reaction it received amongst staff and students eventually being shortlisted and winning the Teaching Law with Technology prize.
{"title":"Meet the winner of the Teaching Law with Technology Prize 2020","authors":"Linda Chadderton","doi":"10.1080/03069400.2021.1920291","DOIUrl":"https://doi.org/10.1080/03069400.2021.1920291","url":null,"abstract":"ABSTRACT The winner of the ALT Thomson Reuters Teaching Law with Technology Prize 2020 gives an insight into her inspiration behind ‘Legally Bound’ the legally themed escape room concept. Explaining how the escape room was developed using gamification to immerse the students in the learning process, Linda Chadderton explains the development of the escape room and the reaction it received amongst staff and students eventually being shortlisted and winning the Teaching Law with Technology prize.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03069400.2021.1920291","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46855933","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}
Pub Date : 2021-04-19DOI: 10.1080/03069400.2021.1896851
Jill Dickinson, K. Ferris, James Marson
ABSTRACT Given the increasingly competitive higher education (HE) marketplace, it is becoming progressively more important for university law schools to distinguish their offer. In England and Wales, it is commonplace for non-law undergraduate degree programmes to incorporate compulsory empirical research training within discrete modules or as part of a broader research skills package. Yet this element is typically missing from traditional LLB programmes. Addressing the gap in the literature around HE students’ perceptions of conducting empirical research, in this paper we explore insights into the benefits of or barriers to undertaking such research and the extent to which students believe that it should form part of their undergraduate experience. This paper is based on findings from a small-scale, pilot case study at a post-1992 higher education institution (HEI) involving students who participated in an extracurricular empirical research evaluation project. The findings reveal perceived benefits for three key stakeholder groups: students as researchers, the host HEI and the local community where the research took place. Drawing on these themes, we conclude by offering recommendations for law schools to learn from their counterparts in other disciplines and explore potential opportunities for incorporating empirically based research training within law undergraduate degree programmes.
{"title":"Students as researchers: the effects of employing law students on an empirical research project","authors":"Jill Dickinson, K. Ferris, James Marson","doi":"10.1080/03069400.2021.1896851","DOIUrl":"https://doi.org/10.1080/03069400.2021.1896851","url":null,"abstract":"ABSTRACT Given the increasingly competitive higher education (HE) marketplace, it is becoming progressively more important for university law schools to distinguish their offer. In England and Wales, it is commonplace for non-law undergraduate degree programmes to incorporate compulsory empirical research training within discrete modules or as part of a broader research skills package. Yet this element is typically missing from traditional LLB programmes. Addressing the gap in the literature around HE students’ perceptions of conducting empirical research, in this paper we explore insights into the benefits of or barriers to undertaking such research and the extent to which students believe that it should form part of their undergraduate experience. This paper is based on findings from a small-scale, pilot case study at a post-1992 higher education institution (HEI) involving students who participated in an extracurricular empirical research evaluation project. The findings reveal perceived benefits for three key stakeholder groups: students as researchers, the host HEI and the local community where the research took place. Drawing on these themes, we conclude by offering recommendations for law schools to learn from their counterparts in other disciplines and explore potential opportunities for incorporating empirically based research training within law undergraduate degree programmes.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03069400.2021.1896851","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42393829","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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