Legal Education Review最新文献

Psychological Distress at a Regional Australian Law School: Reporting on Law Students’ Experiences of Depression, Anxiety, and Stress 澳大利亚地区法学院的心理压力：报告法学院学生的抑郁、焦虑和压力经历

IF 0.7

Legal Education Review Pub Date : 2024-07-08 DOI: 10.53300/001c.118486

Claire Holland

{"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}

引用次数: 0

Equality Law Protection for Legal Education: Internships, Volunteering and Clinics 法律教育的平等法律保护：实习、志愿服务和诊所

IF 0.3

Legal Education Review Pub Date : 2024-04-16 DOI: 10.53300/001c.115466

A. Blackham

引用次数: 0

Foreword: Special Issue on Equity, Equality and Legal Education 前言：关于公平、平等和法律教育的特刊

IF 0.3

Legal Education Review Pub Date : 2024-04-16 DOI: 10.53300/001c.116430

Anne Hewitt

引用次数: 0

Legal Education for Non-Lawyers as ‘Legal First Aid’: A Participatory Inquiry into Law for Social Work Students 作为 "法律急救 "的非律师法律教育：社会工作专业学生对法律的参与式探究

IF 0.3

Legal Education Review Pub Date : 2024-04-09 DOI: 10.53300/001c.116167

Stephen Rigby, Daniel J. Toohey, Lisa Toohey, D. McNamara

{"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}

引用次数: 0

Supervising Undergraduate Law Students’ Dissertations: A Four-Step Review 指导法学本科生的论文：四步回顾

IF 0.3

Legal Education Review Pub Date : 2024-04-09 DOI: 10.53300/001c.116313

Jayden Houghton, Oriel Kelly

{"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}

引用次数: 0

Computing Legal Analysis: A Guided Approach to Problem Solving in Contract Law 计算法律分析：解决合同法问题的指导方法

IF 0.3

Legal Education Review Pub Date : 2023-11-16 DOI: 10.53300/001c.90191

Marton Ribary, Antony Starza-Allen

{"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}

引用次数: 0

Keep it Real: The Case for Introducing Authentic Tasks in the Undergraduate Law Degree 保持真实:在法学本科学位课程中引入真实任务的案例

IF 0.3

Legal Education Review Pub Date : 2023-09-07 DOI: 10.53300/001c.87815

Sadie Whittam

引用次数: 0

Student Evaluations of Teaching: Understanding Limitations and Advocating for a Gold Standard for Measuring Teaching Effectiveness 学生对教学的评价：理解局限性并倡导衡量教学效果的黄金标准

IF 0.3

Legal Education Review Pub Date : 2023-08-17 DOI: 10.53300/001c.86151

J. Marychurch, Kelley Burton, Michael. Nancarrow, J. Laurens

{"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}

引用次数: 0

Trial Advocacy and Nitojutsu 审判辩护和Nitojutsu

IF 0.3

Legal Education Review Pub Date : 2023-05-15 DOI: 10.53300/001c.75395

Chris Dent

引用次数: 0

Legal Clinical Education in China: A Literature Review 中国法律临床教育：文献综述

IF 0.3

Legal Education Review Pub Date : 2023-05-09 DOI: 10.53300/001c.75203

Konstantin G Vertsman

引用次数: 0