Pub Date : 2021-12-02DOI: 10.1080/03069400.2021.2005347
G. Ferris
ABSTRACT There is compelling evidence that law students in the UK, USA, and Australia are subject to low levels of wellbeing. There is also compelling evidence that university students in the UK are also subject to low levels of wellbeing. Low wellbeing is produced by difficulties responding to stressors and life events, or low resilience. Therefore, law students are a sub-group of a larger group of young people with low resilience, however, law students have lower self-reported wellbeing than the overall student group. The trend for student wellbeing is downwards. Vulnerability theory offers a theoretically coherent heuristic that can enable us to think constructively about the problems of law students and students generally and to generate ideas for potentially beneficial courses of action. With such widespread phenomena, for law students across three continents and over many years, it is unrealistic to posit individualistic explanations as causes. Resilience, and consequent wellbeing, is not best understood as a characteristic of individuals but as generated or degraded by life histories, family and community resources, institutional supports or stressors, and social factors. We need to look at institutional and cultural factors if our response is to be coherent and effective. We need to seek a responsive law school in a responsive university in a responsive state.
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Pub Date : 2021-11-18DOI: 10.1080/03069400.2021.1997325
A. Mazhar
{"title":"Better law for a better world: new approaches to law practice and education","authors":"A. Mazhar","doi":"10.1080/03069400.2021.1997325","DOIUrl":"https://doi.org/10.1080/03069400.2021.1997325","url":null,"abstract":"","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":"56 1","pages":"427 - 428"},"PeriodicalIF":0.8,"publicationDate":"2021-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41352969","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 : 2021-10-11DOI: 10.1080/03069400.2021.1979762
S. Whittaker, Tarik Olcay
ABSTRACT In the UK there has been a resistance to using multiple-choice questionnaire (MCQ) assessments to assess undergraduate students. This resistance is based on traditional legal pedagogy and the needs of the legal profession. However, the use of MCQ-style assessments by the Solicitors Regulation Authority and other shifts in legal education make it necessary to reflect on the role that MCQs could play in assessing law students. This article seeks to contribute to this discussion by providing a pedagogical analysis of the assessment strategy of the “Public Law I – Sources of Power” module at the University of Dundee. First, the article sets out Bloom’s Revised Taxonomy and its applicability to legal education. The article then applies this taxonomy to identify the complexity of the module’s learning outcomes and its assessments, as well as considering the extent to which they align with each other. The article finds that while MCQs cannot contribute to all of a module’s learning outcomes, they do provide some pedagogical value in assessing law students, particularly when implemented in parallel with other assessment methods. The article concludes by reflecting on the broader position of MCQs and their role in assessing undergraduate students.
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Pub Date : 2021-10-02DOI: 10.1080/03069400.2021.2005920
Katherine Langley, Lydia Bleasdale, Michael B. Doherty, E. Flint
Law Teacher Policy and Educational Developments Editor Kat Langley sat down with the creators of the hugely popular "Connecting Legal Education" Community of Practice (CLE CoP), to find out what inspired them, how the sessions have evolved, and what's next. The first CLE online hangout happened in response to the Covid-19 pandemic, and continues to run via a hosted Teams site. The CLE CoP offers presentation, conversation, and networking opportunities for all members of the legal education community. The conversation with Professor Michael Doherty (Lancaster University), Associate Professor Lydia Bleasdale (University of Leeds) and Birmingham Fellow Emma Flint (University of Birmingham) follows below.
{"title":"A conversation with the Connecting Legal Education Community of Practice","authors":"Katherine Langley, Lydia Bleasdale, Michael B. Doherty, E. Flint","doi":"10.1080/03069400.2021.2005920","DOIUrl":"https://doi.org/10.1080/03069400.2021.2005920","url":null,"abstract":"Law Teacher Policy and Educational Developments Editor Kat Langley sat down with the creators of the hugely popular \"Connecting Legal Education\" Community of Practice (CLE CoP), to find out what inspired them, how the sessions have evolved, and what's next. The first CLE online hangout happened in response to the Covid-19 pandemic, and continues to run via a hosted Teams site. The CLE CoP offers presentation, conversation, and networking opportunities for all members of the legal education community. The conversation with Professor Michael Doherty (Lancaster University), Associate Professor Lydia Bleasdale (University of Leeds) and Birmingham Fellow Emma Flint (University of Birmingham) follows below.","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":"55 1","pages":"544 - 547"},"PeriodicalIF":0.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41780960","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":"Gender and careers in the legal academy","authors":"J. Guth","doi":"10.5040/9781509923144","DOIUrl":"https://doi.org/10.5040/9781509923144","url":null,"abstract":"","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":"56 1","pages":"298 - 299"},"PeriodicalIF":0.8,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44160258","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 : 2021-09-28DOI: 10.1080/03069400.2021.1973755
M. Campbell
Commercial law is a popular subject amongst law students and Making Commercial Law through Practice 1830–1970 should be required reading for those who teach commercial law. The book (or at least pa...
{"title":"Making commercial law through practice 1830–1970","authors":"M. Campbell","doi":"10.1080/03069400.2021.1973755","DOIUrl":"https://doi.org/10.1080/03069400.2021.1973755","url":null,"abstract":"Commercial law is a popular subject amongst law students and Making Commercial Law through Practice 1830–1970 should be required reading for those who teach commercial law. The book (or at least pa...","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":"56 1","pages":"296 - 297"},"PeriodicalIF":0.8,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45495613","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 : 2021-09-22DOI: 10.1080/03069400.2021.1982173
{"title":"Notice of duplicate publication: Law Teacher of the Year 2018 and 2019: In conversation with Lydia Bleasdale and Sabrina Germain","authors":"","doi":"10.1080/03069400.2021.1982173","DOIUrl":"https://doi.org/10.1080/03069400.2021.1982173","url":null,"abstract":"","PeriodicalId":44936,"journal":{"name":"Law Teacher","volume":"55 1","pages":"559 - 559"},"PeriodicalIF":0.8,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46841203","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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