The full selection of presentation and workshop abstracts, covering every session of the 2024 Annual Conference
Association of Law Teachers Annual Conference Presentation and Workshop Abstracts
Parallel Session 1 - Session A
Diversifying and Challenging Traditional Assessments Using a Student-led Workshop as an Authentic and Innovative Approach to Assessment in Law and Beyond Stephen Bunbury, University of Westminster Authentic assessment has been a focal point in higher education (HE) recently following the increase in contract cheating (Eaton 2020; Erguvun 2021; Newton 2018; QAA 2022), growing graduate employability concerns in many countries (Sotiriadou et al. 2020), and access to HE for those students who had never thought of it as an option (Macdonald and Stratta 2010). Due to the increase in student numbers, it is argued that the only way to respond to the ever-growing student numbers and increase in summative assessments is by assessing students en masse (Gulike et al. 2004; Wild and Berger 2015) using traditional types of assessment. The presentation discusses the use of authentic assessment in terms of diversifying approaches to assessment in higher education and argues that traditional modes of assessment in law are now becoming redundant in higher education (HE). Allowing students to use authentic means to deliver student-led workshops improves employability skills which in turn enhances employability (Sotiriadou et al. 2020; Cranmer 2006). It uses data from two internal university-funded student partnership projects. The presentation provides evidence-based conclusions for HE practitioners in law and beyond to adopt authentic assessment such as student-led workshops on undergraduate and postgraduate programmes across HE courses.
Individual Oral Assessment at Scale: Designing and Implementing Individual Oral Examinations in a Core Undergraduate Law Module Dr Val Aston and Dr Tom Hannant, Swansea University This paper presents a case study of the design and implementation of a new individual oral assessment in a large (300+ student) undergraduate Public Law module in January 2024. Research has consistently highlighted the need for a variety of assessment methods in higher education (Race 2019). Oral assessment, which offers validity and authenticity, can usefully contribute to the assessment mix (Joughin 1998, Armstrong 2006). It provides an opportunity for students to directly communicate their learning, and for examiners to probe a student’s depth of understanding with gentle follow-up questioning. Oral examination also aligns assessment with the need to develop students’ ability to articulate their learning to others, thus delivering assessment ‘for learning’, not just ‘of learning’ (Biggs 1996). Yet implementing individual oral assessment for large cohorts of undergraduate law students presents considerable challenges. First, the logistical challenges of timetabling, assessing, moderating, and providing useful feedback on 300+ individual oral assessments. Second, the challenge of designing assessments which are robust, in the sense of guaranteeing both validity and reliability. These requirements of robustness occasionally conflict with one another (e.g. in balancing validity-enhancing flexibility in questioning with the need to ensure consistency between students) and with the demands of logistical feasibility (e.g. in designing assessments which are both feasibly short and which permit students to demonstrate an appropriate depth and breadth of learning). A third challenge arises from the need to provide effective support and formative opportunities to a large cohort of potentially anxious and uncertain students (Bloxham & Boyd 2007). This paper reflects on the experience of designing and implementing individual oral assessment at scale. It will reflect on the above-mentioned challenges and consider the extent to which these were successfully addressed and balanced in practice. Advocating Student Confidence: A Case Study to Demonstrate how Feedback Methods can be Used to Create an Accessible and Supportive Learning Environment Becca Crump and Jonathan Marsh, Cardiff University One of the perennial challenges in legal education is facilitating accessibility to the professions. Our presentation will discuss some of the issues surrounding creating a supportive but effective learning environment for the teaching of advocacy and other legal skills, linking to the themes of accessibility, student wellbeing and the training of future lawyers. Students often fear oral skills assessments, especially advocacy. This links to the idea of ‘Folk Pedagogies’ (Bruner, 1996), that by teaching advocacy in the traditional, instructional and intimidating way, we will produce lawyers who think and behave like those who came before them, making the profession feel impenetrable to students from disenfranchised backgrounds and so the cycle continues. While using authentic learning activities and assessment creates the perception of ‘active learning’ rigidity in advocacy teaching can mean that it is very tutor lead, and students do not facilitate their own learning (Rotgans and Schmidt, 2011). This leads to feedback becoming the lecturer’s monologue with little student engagement. In 2020 we enhanced the feedback practice on our advocacy module by making changes to the culture of the teaching and creating a less rigid approach which allowed students to meet the learning objectives in a more supportive environment. We revised the culture of our teaching and feedback style to enhance scaffolding of the learning activities and support students to explore and develop their own expertise The aim was to support well-being, increase student confidence and self-belief and allow students the space to develop their feedback literacy and expertise. We wanted to avoid producing ‘cookie cutter’ advocates and instead develop lawyers of the future who can innovate and think independently (Hodson, 1998). This approach improved student engagement with feedback and the process became dialogic enhancing both peer feedback and self-refection. We can reflect and identify learning points which have led to an improvement in student experience and in summative attainment outcomes.
Parallel Session 1 - Session B
Embracing Popular Culture in Teaching Law – The Case for Introducing Contemporary Culture Modules Dr Michael Randall, University of Strathclyde Students will often start law degrees with an impression of what law is based on their own experiences. Core content often needs a wider context. One of the ways to give context is to examine law’s representation in popular culture. Since 2000, Strathclyde Law School has run a popular ‘Law, Film and Popular Culture’ module. The module uses films as a basis for socio legal analysis of law on screen. However, the module is confined primarily to one medium, and issues such as licensing of films/available films can limit the scope of discussion for the class. This paper highlights the opportunities provided by a case study from the University of Strathclyde. In 2023-24 a new ‘Law in the Context of Contemporary Culture’ module, building on the success of the Law & Film module. It will present the reasons why the module was introduced (to present discussion in wider media, to offset biases and present a wider range of subject matter). This includes the overall initial aims, but also the opportunities the module presents as it evolves in the future. The module may meet challenges including student engagement, introducing novel/distinctive classes and ensuring that legal analysis remains current.
Legal Education and Social Justice: An Obvious Link? James Shipton and Dr Jessica Guth, Leeds Trinity University
This paper aims to explore the role social justice plays in legal education and in law schools more generally. It begins by challenging the notion that legal education by definition contributes to social justice and that Law Schools are places with social justice at their core. In doing so the paper explores different conceptualisations of social justice and of the purpose of legal education and makes an argument for a form of social justice which is about the opportunities law schools offer for those who study and work within them or aspire to do so, for the experience they have while there and for the outcomes that they achieve as well as the wider societal impact law schools and their graduates might have. While the first part of the paper is a theoretical exploration which seeks to think about the opportunities and challenges presented by linking legal education to social justice, the second part of the paper then focuses on 2 projects which grapple with those theoretical ideas in a more practical context.
Influences Evident in Undergraduate Course Design in Law Jane Stonestreet, University of Westminster
This paper considers the initial stages of undergraduate law degree design and investigates influences such as those of professional identity, institutional culture, or wider (legal) educational paradigms. The paper investigates these influences, where they are evident, and the role they might play and present an initial analysis of why this investigation might be important, both in the context of holistic approaches to student learning, and in the wider positioning of undergraduate law degrees in the current climate of change. This is presented at the initial stages of future research looking at this cultural construction of courses from the perspectives of the individuals and teams that design those courses, considering why courses are designed in the way that they are, and whether there are some influences that are perceived to be stronger than others. The paper will present some initial analysis drawing on previous research on culture and identities in legal education (Cownie, 2004), and upon wider research on academic tribes and territories (Becher & Trowler, 2001; Trowler et al, 2012), considering the legal education “territory” and conflicting paradigms
Parallel Session 1 - Session C
Interactive Panel Sponsored by BARBRI: Innovation in Law School Curricula – Designing New Programmes for Future Legal Practitioners Chris Howard (BARBRI), Trilby James (Swansea University), Sadie Whittam (Lancaster University), Emma Jones (University of Sheffield), Chris Walsh (Law Society), Mike Butler (Professional Law Institute, King’s College London) In this session, the panel will explore the impact of the SQE on UG and PG curriculum design, the global trends which are redefining the skills required of a legal practitioner, and the latest developments in the delivery of professional education and training. Drawing on his work with the IBA’s Future of Legal Services Commission, Chris Howard, University Partnerships Director with BARBRI, will lead the panel to discuss the mix of subject areas covered in new curricula, the application of experiential learning, and the development of new pathways to practice such as apprenticeships.
Parallel Session 1 - Session D
Integrating a Personal and Professional Development e-Portfolio into the LLB Law Programme Dr Matthew Gibson and Dr Ed Horowicz, School of Law and Social Justice, University of Liverpool
This presentation will explain the rationale, development and implementation of a Personal and Professional Development e-Portfolio (PPDP) into the LLB Law curriculum at the University of Liverpool.
The PPDP was designed by both of us (LLB years 1 and 2 – Horowicz; LLB year 3 – Gibson) and inculcates reflective development by requiring students regularly to evaluate skills, values, challenges, performance and career plans. As part of this, and more broadly, it also asks students to consider their transition into higher education and, subsequently, their development of Liverpool’s graduate attributes, thereby meeting the needs of the labour market. Our presentation explains the genesis of the PPDP and how it was implemented across each year group. We also present evaluation data from students. Additionally, we highlight successes and areas for development in lineating the PPDP across year 3. Specifically, we discuss the shift to validating the year 3 PPDP as an activity visible on the Higher Education Achievement Record (whereas the year 1 and 2 PPDPs gain academic credit through undergraduate modules). Overall, this model of assessing skills and employability reframes how we, as academics in a Law School, can better empower students to take ownership of their personal and professional development needs. Employability Outcomes in Clinical Legal Education: What do Students Feel They Have Achieved by Participation in a Digital Criminal Justice Clinic? Emma Curryer, Head of Department and Law Lecturer and Carol Edwards, Assistant Head of Student Experience (Retention) and Senior Lecturer, The Open University The Open Justice Centre runs an in-house Criminal Justice Clinic where students research and advise on live criminal cases under direct supervision of a solicitor. Students carry out research and apply legal principles to determine whether there are any grounds for referral to the Criminal Cases Review Commission or for an appeal to be made. Given this will often be a student’s first experience of working in a criminal practitioner setting, it is important that the clinic supports the employability skills they need in a digital setting. As a result a small research project was undertaken over two years to establish whether students perceived that they obtained employability skills during their time in the clinic. This presentation will consider some of the main elements of running such a clinic digitally before considering the final results of the research project. It will end by giving some idea of how this fits within the degree programme and the opportunity it brings to students and staff alike as well as the biggest challenges. Whilst this presentation can only scratch the surface of these it can act as a discussion point about the use of digital legal education in the law curriculum going forward.
The Non-Pracademic: Innovator or Imposter Associate Professor Neal Geach, University of Hertfordshire
Historically in legal education, the ‘traditional’, research-focused academic has been perceived to have more standing than those entering legal education following a career in practice. Recent years have seen a rise of the ‘pracademic’ and increased recognition of the value that they bring. This has coincided with the rise in importance of employability and the need to develop students for future legal practice. Students may appreciate the competition to enter the professions, but in an era of perceived high tuition fees they expect their degree to maximise their chances and so can question the vocational credentials of their teachers. Skilled employment is now also a key regulatory metric for the sector further requiring undergraduate programmes to adapt.
This has all allowed a variation of imposter syndrome to emerge whereby non-pracademics question their ability to meet the needs of this new age and risks stifling curriculum innovation.
The challenges of developing the curriculum to meet the needs and demands of students and the sector whilst also having to overcome the worries of a perceived lack of credibility due to an absence of being in legal practice will be highlighted, alongside ways to overcome them to reap the benefits of experiential learning.
Parallel Session 2 - Session A
Large Language Models for Law School Teaching and Learning Lloyd Gash, Senior Lecturer, Chloe Sheppick, Lecturer & Deputy Director of the Professional Law Institute, and Mike Butler, Senior Lecturer & Director of the Professional Law Institute, Professional Law Institute, King’s College London
In this paper we discuss the learnings from initiatives at King’s College London to develop legal pedagogical LLMs.
The paper initially examines some of the theoretical literature about the use of LLMs in tutoring, formative assessment, and revision, and draws a clear distinction between the use of LLMs to supplement learning versus their use in summative assessment. It considers the impact of known issues with LLMs such as hallucinations, bias, and inexplicability on LLM use in legal pedagogy, and focuses on how design thinking can mitigate many of these limitations. This paper demonstrates the value of structured prompt engineering for legal teaching and learning. It describes a series of prompts and LLMs to meet legal pedagogical needs, and it outlines some methods to determine how we can assess the validity of the use of LLMs in law school teaching and learning. The paper shares initiatives taken to incorporate Generative AI on two modules within KCL’s MSc Law & Professional Practice course between January and May 2024.
The paper concludes that, used responsibly, LLMs promise to usher in a new era of personalised legal education that will benefit students and their teachers even as resources become tighter in legal education.
The Use of GAI-powered Assessment to Develop Critical Thinking and Problem-solving Skills Dr Naila Anwar, University of Huddersfield In September 2023, the Department of Education (DfE) published the Generative Artificial Intelligence (GAI) in Education Policy paper suggesting that the education sector should utilise opportunities that AI provides. The DfE viewed that if used safely, GAI technology can support delivering an excellent education that prepares students to contribute to society and the future workplace. Following this guidance, and previously published reports from QAA, Jisc, and a statement from the 24 Vice-Chancellors of the Russell Group on the use of AI in Higher Education, many universities produced guidance/principles for AI use. These guidance and principles recommend training of staff supporting them to embed AI into their pedagogy of teaching and learning. They also encourage the Higher Education Institutions (HEIs) to support students to become AI literate alongside digital literacy. This paper is a case study of supporting students in developing their AI literacy as well as using AI appropriately and ethically in their studies. As part of the study, the students were asked to use AI at an early stage of their assessment preparation to develop critical thinking and problem-solving skills. This study found that an AI-enabled assessment helped to develop independent research skills and the ability of students to explain complex legal issues/terms.
The Impact of AI and Large Language Models in Legal Education: Reimagining Assessment and Navigating the Elephant In the Room Steven Montagu-Cairns, University of Leeds In the wake of the Fourth Industrial Revolution, the landscape of legal education is rapidly evolving with the integration of Artificial Intelligence (AI) and Large Language Models (LLMs) like OpenAI’s GPT series. This presentation aims to shed light on the transformative potential of these tools, with a special emphasis on the alternative methods of assessment they enable and the benefits and risks they introduce. Steve will discuss novel assessment methods fostered by AI, such as automated case analysis, real-time legal research tasks and simulations that mimic court proceedings or client consultations. These methods not only offer students hands-on, practical experience but also promise more objective, consistent and immediate feedback. Furthermore, it is important to identify that the introduction of LLMs into the academic arena is not without concerns. LLMs have the potential to inadvertently promote superficial understanding if students overly rely on them. There is also the inherent risk of biases in the models and the potential for misuse in generating plagiaristic or misleading content. Finally, Steve will explore the broader implications of LLMs in legal education, such as how they might alter the instructor’s role, democratise access to legal information and reshape the very competencies we prioritise in budding legal professionals. Through this discourse, the intention of the talk is to equip listeners with a holistic understanding of the changing dynamics in legal education and inspire informed decisions in curriculum design and pedagogy. Removing the Lure of the Forbidden Fruit: A Lecturer’s Role in Facilitating Students’ use of Artificial Intelligence in Research in Line with Academic Best Practice Alicia Bates, University of Law It is no secret that artificial intelligence (AI) is being used by students when researching and writing their academic essays. However, many students are not using AI in a manner which is compatible with their university’s academic conduct policies. Whilst some students will act in this manner with wilful disregard to their university’s policies, other students do not fully understand the boundary between appropriate and inappropriate use of AI. This paper explores a lecturer’s role in supporting students’ use of AI in academic research. The paper argues that lecturers cannot shun AI and expect all students to steer away from AI. If students hear a blanket message of “do not use AI”, the risk of academic misconduct may increase. Instead, lecturers can take steps to guide students on how to use AI in line with academic best practice.
Parallel Session 2 - Session B
Teaching Disability at the Law School: Benefits, Opportunities, Challenges Dr Abigail Pearson and Dr Ezgi Taşcıoğlu, School of Law, Keele University
For law schools, equality, diversity and inclusivity are core values. However, disability often remains a marginal issue in the law curriculum. Even though law students encounter ascribed impairments across a variety of modules and areas of law, little work has been done to bring these fragments together to provide students with a critical knowledge and understanding of the dis/abling aspects of the law. This poses a stark contrast with the aspirations of the liberal law school and with the increasing focus of vocational regulatory bodies on improving disabled people’s access to legal services. This paper draws on a Disability Law module designed and delivered at Keele School of Law in England. Based a multi-method approach that includes semi-structured interviews with the module students, analysis of module evaluation forms and the application of a reflective teaching methodology, we discuss the importance of incorporating a critically informed approach to disability in the law curriculum, and of the possibilities generated out of deliberately dis/abling the legal education. The collaborative nature of the module, both in terms of its design and delivery is emphasized throughout – a collaboration between disabled and non-disabled staff and students.
Qualifying an LLB: Elective Module Provision and LLB Curriculum Design Dr Cameron Giles, London South Bank University, Dr Yue Ang, Brunel University
Historically, the structure of LLBs in England and Wales has been described as ‘fairly uniform’ focusing on a specific range of “core” subjects: with a significant proportion of undergraduate law degrees being predetermined—in recent years—by the requirements of Qualifying Law Degree (QLD) status. The recent demise of QLD status as a requirement of qualification as a Solicitor and the curtailed involvement of the professional regulators in shaping the content of the undergraduate curriculum has not, or not yet, been met with a widespread ‘radical curriculum remodelling’. Yet, there is already a degree of diversity within contemporary curricula. In this paper, we explore the provision of elective modules at providers in England, Wales and Northern Ireland. We argue that the traditional QLD subjects continue to play a significant role, not just in terms of the “core” undergraduate curriculum but also the wider elective curriculum. However, there is also a broader range of subjects beyond those seen in past curriculums—requiring us to question what qualifies as a “law” degree in 2024—which creates additional complexities for providers (re-)designing curricula to facilitate these broader electives and considering these subjects’ significance in shaping the future of legal education.
Rethinking the Public Law Syllabus Carol Howells and Simon Lavis, The Open University
First presented in October 2022 W211 Public law introduces the concepts and principles of public law from a range of perspectives emphasising critical engagement, contextual understanding and the every-day relevance of public law. W211 takes a holistic approach to teaching constitutional, administrative and human rights law, enabling students to understand how the different areas relate to each other and collectively to their lives. It is underpinned by two ideas (1) the distinct understanding of and approach to public law within each of the UK nations; and (2) the rights of individuals including equality, discrimination, access to justice and the treatment of minorities. Choice is provided in the study materials and in assessments to encourage engagement, autonomy and to enhance retention and progression. Assessments are research-focused and scaffolded to support the incremental development of research skills and collaboration. Placing emphasis on providing context for the understanding of rules and principles that form public law W211 empowers students to grow as confident learners with the ability to be informed critics. Two distinct streams of study are offered. The core public law content taught in each of these streams is similar, but the emphasis, context and perspectives adopted vary. Alongside the development of key research skills, students develop other core legal, academic and study skills including reflection and personal development, working with others, writing for different audiences, reading complex texts, developing and supporting legal arguments and resilience. Studied in the equivalent of Year 2 of a traditional degree the W211 module team reflect on their experiences of the opportunities and challenges redefining their syllabus created. The OU has a presence in all the UK nations and its first courses were offered in the year devolution took place. The team reflect this impact and the work undertaken to prepare public lawyers of the future.
What is the Law School For? - Contemporary Public Legal Education Dr David Yuratich and Dr Craig Newbery-Jones, University of Exeter
Public legal education (‘PLE’) is becoming an increasingly significant part of the policy and practices of law schools in England and Wales. Often, PLE is conceived in terms of public legal advice, for example through university law clinics or within Streetlaw initiatives; or it is framed as an exercise in public legal training, for example in terms of capacity-building. In this paper, we seek to challenge this dominant paradigm of PLE by re-conceiving it as a broader enterprise, one that has increasing importance in contemporary society and for the democratisation of legal knowledge. To begin, we examine PLE in the context of the interplay between different temporalities and argue that PLE should be reconceptualised as a form of literacy education to address a multitude of issues effecting society. We will then proceed to reflect on and propose potential shapes, spaces, and places for PLE in the 21st century, to argue for a more inclusive, adaptable, and innovative approach to legal education that aligns with the evolving needs of a diverse public and the dynamic demands of the rapidly changing world. This exploration will delve into the integration of cutting-edge technologies, collaborative pedagogies, and sustainable design principles. Through this analysis, we aim to establish a compelling case for reimagining educational shapes, spaces, and places to ensure the empowerment of individuals in an interconnected society, where knowledge is not only acquired but actively applied to contribute to positive societal transformation.
Parallel Session 2 - Session C
Legal Education in the Era of Blockchain: Equipping Future Lawyers for a Decentralised Legal Landscape Mr Charles Ho Wang Mak, Robert Gordon University and University of Glasgow This paper explores the transformative impact of blockchain technology on the legal sector and its implications for legal education. As blockchain emerges as a pivotal tool in various industries, particularly law, it poses significant questions about the alignment of legal education with rapid industry advancements. The paper examines how blockchain, with its potential to revolutionise transaction recording, enhance transparency and efficiency, and mitigate fraud, challenges and reshapes legal education. Initially, the paper delves into blockchain’s growing influence in legal processes, such as managing ownership rights, contracts, and legal documentation. It outlines blockchain’s unique features, like immutability and decentralisation, and their roles in evolving legal transaction methods. This exploration helps underline the technological shifts that future legal professionals must navigate. The paper then scrutinises the current landscape of legal education, questioning whether it sufficiently prepares students for a blockchain-integrated legal career. It argues for educational innovation, urging law schools to adapt their teaching methodologies and content to meet the demands of a legal profession increasingly inter- twined with blockchain technology. Additionally, the paper addresses the ethical and regulatory challenges arising from blockchain’s integration into legal practice. These issues are considered in the context of legal education, discussing how law schools can effectively incorporate them into their curricula. In conclusion, the paper advocates for urgent reform in legal education. It proposes that law schools take a leading role in integrating technological learning with traditional legal training. By doing so, it suggests that law schools can pave the way for a new era of legal education and practice, wherein blockchain technology forms a fundamental component, reshaping both the profession and its educational underpinnings.
Repurposing Genetic Algorithms for Supervisor Allocations in Law Dissertations Dr Joshua Warburton, University of Leeds
Supporting Students to Understand the Law Using Revel - An Online Learning Resource Dr Val Aston, Lyndsey Davies, Maddison Lavelle, Sandra Church, and Antonia Fairbourn, Swansea University Recent research with law students at University of Salford and Swansea University suggests Revel supports students’ understanding of the law for the module, keeps them up-to-date with the reading for the module and helps them prepare for seminars confidently. Join this session where a panel of students from Swansea University will be reflecting and discussing their experience of using Revel and the differences with traditional eBooks. The objective of this work is relatively simple: to automate staff allocation for dissertation projects, so that students are assigned to the most suitable member of staff, taking into consideration the number of students that an academic can supervise and the supervision capabilities of the rest of the faculty. The problem that arises is that staff members are expected to supervise multiple students, and students will have preferred supervisors based on their chosen topic, but it is often impossible to assign all students to their preferred supervisor. This type of problem is often called the ‘College Admissions Problem’, and I am attempting to repurpose work from other disciplines (notably Computer Science and Economics) to create an algorithm that deals with this problem in an efficient and accurate manner. The primary work that I am repurposing is the ‘Near Pareto Optimal Genetic Algorithm’ developed by Sanchez-Anguix, Chalumuri, Aydogan, and Julian in 2018. In this initial piece of work, they created a piece of software that could assign students to supervisors based on the algorithm - but their work is purely focused on computing, and the code is dependant upon a subject map of computing that links topics together. The biggest challenge I’ve faced is creating a subject map for law and implementing it into a modified version of their code. Despite how time-consuming this initial task has been, this work has the potential to reduce allocation-based workloads in legal subjects in a very significant way. Of course, such an algorithm does not remove the need for academic oversight entirely, and one of the major benefits of this algorithm is that it allows for relatively simple modification of the allocation (for example, if workloads need to be rebalanced somewhat). The importance of the algorithm though, is that (on the proviso that my subject map is refined enough) it will create a near-mathematically-ideal allocation of students to supervisors. I think this is a real opportunity for law teachers to use technology in a meaningful way that improves supervision, and reduces workloads.
Parallel Session 2 - Session D
Black Law Students’ Perspectives on the Degree Awarding Gaps: An OULS Case Study Dr Miriam Mbah-Amanze and Dr Caroline Derry, The Open University Addressing the degree awarding gap for Black students continues to be an important priority in higher education. While the literature has attributed the Black students’ socio-economic backgrounds, societal issues and institutional factors as potential causes of the gap, there has been limited research on students’ perspectives on this issue, especially in distance legal education. This paper contributes to the literature by reporting on a project which sought Black Open University law students’ lived experiences and perspectives on the causes and remedies to the degree awarding gap. The paper will discuss our methodology and explore the central themes that were challenging to the students. Such themes will relate to developing an inclusive law curriculum, module tutorial strategies, employability initiatives, student support initiatives and creating a positive and welcoming academic environment. The paper will share our recommendations to the OULS, Faculty and University. We will also invite the audience to share the challenges Black law students face in their institutions and their perceived opportunities to remedy the issues. It’s Not What You Do, It’s How You Do It; What Social Work Values and Spirituality can Bring to Legal Education Ms Rose Parkes, Institute of Law, Jersey The connection between social work and criminal justice practice is well-recognised as social work education not only includes law but equally encompasses communication skills, relationship-building, emotional literacy, critical reflection and self-awareness. These ‘softer skills’ are central to the building of rapport and relationships to engage in successful people work. The University of London LLB curriculum, delivered by the Institute of Law Jersey, currently lacks such content. At the same time, UK higher education has been attacked because of students’ poor mental health and suicide completion; juggling course demands, assessments, employment and other responsibilities have left many struggling to manage. Drawing on Gilbert’s (2017) compassionate classroom, this workshop will allow participants to engage in activities developed by staff as part of our wellbeing strategy. They seek to increase student (and staff) wellbeing and can assist with skills development that future lawyers may also find of considerable benefit. Legal practice often involves dealing with stressed, angry and emotionally charged people. By learning to recognise feelings in the self and others, it is possible to adopt strategies and techniques that can diffuse high-conflict situations and promote clearer thinking and problem-solving. Such measures can also foster better collaboration and peer support in law students.
Street Law: Opportunities and Challenges Professor Jane Williams, Elenor Marano, and Sa’ad Khalayleh, Swansea University
Street Law offers law students the opportunity to develop their knowledge and skills via interactive and experiential learning. Typically, a Street Law student will simultaneously learn about a topic and prepare to present information on it tailored to the needs of a particular audience. They may work in teams, must manage their own and joint projects, adopt an ethical foundation for their engagement with a client group, be adaptable in delivery, seek feedback, evaluate, reflect and create forward plans considering their experiences. Street Law interfaces with pro bono professional activity, clinical legal education and public legal education. Street Law has increased in popularity in UK law schools both as an extra-curricular activity and as accredited learning. Research (for example Suhaini and Zulkifli, 2012; Draslarovà, 2019, Grimes, 2003) and our own experience (of Street Law at Swansea University) suggest that law students benefit from Street Law’s accommodation of different learning styles, development of professional skills and attributes, and not least, the opportunity it offers for deeper embedding of substantive legal knowledge. The questions posed in this interactive session are whether, and to what extent, pedagogical approaches deployed in Street Law could and/or should be embedded in delivery across Law School curricula. It will be suggested that so doing would contribute towards a robust and positive response to the challenge: ‘What now is the point of law school?’
The session incorporates a short Street Law session designed and delivered by Swansea University law students, followed by a structured discussion and conclusions.
References:
Suhaimi, Asnida Mohd, & Zulkifli, Nur Farzana Mohd. (2012). ‘Street Law Based CLE: Student-Impact-Assessment’, International Journal of Clinical Legal Education, 18, 218-226.
Draslarova, H. (2019) ‘Street Law as a unique learning method: What do students themselves actually find to be its benefits? Answers from the Czech Republic’, International Journal of Public Legal Education 3(1), 123 – 145.
Grimes, R. (2003) ‘Legal literacy, community empowerment and law schools - some lessons from a working model in the UK’ Law Teacher 37(3), 273 - 284
Parallel Session 3 - Session A
Reflecting on the Opportunities and Challenges of Teaching Law Offshore: A Case of the Institute of Law, Jersey Ms Edna A. Okine, Ms Meryem Horasan, and Mr Abraham Eiluorior, Institute of Law, Jersey The Institute of Law, Jersey, was primarily established to deliver legal education for Jersey and Guernsey. Over time, it has progressively widened its scope, aiming to become a leading offshore centre for legal education in the region. As an island-based institution and a University of London teaching centre, it offers a relatively unique experience for both students and teachers. This presentation reflects on the teaching opportunities and challenges presented to teaching fellows while delivering the LLB course. Through an interactive session, the presentation will discuss the advantages and disadvantages of delivering an externally prepared curriculum, explore the impact of students’ educational backgrounds on teaching approaches, and consider the consequences of teaching a relatively small student population on student-teacher relationships. At the end of the session, it is hoped that attendees will reflect on how a rigid curriculum shapes teaching, assess the diverse approaches of international and national students toward the study of English law and whether teaching a small group leads to entirely positive outcomes. A Tale of Two Cities: A Comparative Analysis of Best Practices in Legal Education in Kingston, Jamaica & Toronto, Canada Dionne Cruickshank, Barrister-at-Law, Attorney-at-Law, Legal Clinician, Norman Manley Law School, Professor Anita John, Humber Institute of Technology & Advanced Learning This joint presentation examines a multitude of internal and external factors that impact the delivery of legal education such as student engagement, curriculum redesign to skills and employability. We will engage in a collaborative and comparative experiment sharing good practices in disparate contexts and across different jurisdictions. In particular, we will explore the opportunities and challenges, from two different cities, Kingston, Jamaica and Toronto, Canada, respectively. The benefits gained and conclusions reached from this international, collaborative and experimental approach are somewhat mixed but nevertheless positive, as it might pave the way for future such collaborations.
How COILs Might Encourage Law Students to Spring into Action: The Opportunities and Challenges of using Collaborative Online International Learning (COIL) Initiatives to Promote Internationalisation, Inclusivity and Community Building Amongst Law Students. Laura Charleton, Kent Law School, University of Kent The move towards internationalisation has been progressively more visible on the higher education agenda, both institutionally, nationally and internationally, in recent years. Integrating this multifaceted concept into legal education can be achieved in a plurality of ways, including student mobility for the purpose of short-term academic study abroad. There is widespread agreement as to the benefits of physical exchange. The challenges facing our current student cohorts though, such as finances, caring responsibilities, health issues and the need to be in paid employment, can create real barriers for students seeking a study abroad experience. Increasing recognition of Internationalisation at Home initiatives, including Collaborative Online International Learning (COILs), might be a more inclusive alternative, although not replacement, to physical exchange. This session will highlight the opportunities and concomitant challenges of running an extra-curricular COIL for law students, drawing on the experiences of setting up and running a small-scale virtual exchange between law students at Kent Law School and Université de Bordeaux, France for the past 3 academic years. The ambition is to encourage others to seize the opportunities that simple technology-facilitated COILs can offer for embedding internationalisation, promoting inclusivity and community building amongst our current and future law student cohorts. Globalising Legal Minds: Navigating Transnational Learning Landscapes with COIL Initiatives Dionne Cruickshank, Barrister-at-Law, Attorney-at-Law, Legal Clinician, Norman Manley Law School, Dr Simon Best, Leeds Trinity University The paper critically examines the transformative role of Collaborative Online International Learning (COIL) as a potent learning tool in the dynamic landscape of legal education. Against the backdrop of diverse factors shaping legal education, including technological advancements, globalisation, vocational assessment changes, and socio-economic shifts, the paper focuses on how COIL can be instrumental in improving the delivery methods of law educators.
Parallel Session 3 - Session B
Private Providers of Legal Education: Diversity or Challenge? Professor Patricia Leighton, University of South Wales
The backdrop to this paper are mounting concerns in the UK regarding the funding and vulnerability of public HE, with reports from late 2023 that 25% of universities are insolvent and 13 are facing financial collapse. These are linked to concerns regarding the effectiveness of the sector’s regulatory framework (Universities UK,2023). Private higher education ,including for law is a global issue and covers the provision of privately funded universities through to corporate and individual ‘shadows’ who provide supplementary support to students, generally regarding assessment. They are long established in the UK perhaps best typified by Mssrs Gibson and Weldon. The paper poses a number of questions regarding private provision, drawing on a number of surveys, reports and articles from both legal and educational researchers that have raised concerns. These often mirror concerns about neo-liberal economic policies more generally, which, it was claimed would lead to more choice, innovation and competition in education. This is refuted by some (Hunt and Boliver, 2023; Angulo,2016). The paper then turns to legal education specific issues of the current six private universities three provide law degrees. Arden University provides an LLM in Professional Legal Practice said to be based on the SQE1 and 2. The relationship between ‘academic’ and ‘vocational’ law has often been tense, not least over the content of the qualifying law degree. However, a major concern has to be regarding the role of research and policy development, where the private providers, as judged by their marketing materials, do not see research as relevant, adopting a more convergent approach to learning on their degrees and professional programmes. None entered the REF, 2021, perhaps further heightening the divide between a ‘liberal’ degree, generally provided by the public sector and the focussed, skills-based approach of the private providers. Research into law ‘shadows’ raises different questions. Research indicates the use of shadows is generally because students’ formal courses did not adequately prepare them. for assessments. Students are generally positive about shadows, despite their often-high cost. This raises several obvious questions about the quality of ‘public teaching’ and staff student relations. My own research indicates that in the UK the shadow industry is well developed with many long-established providers in law. Shadows can earn considerable sums-it is claimed(Though has to be verified) that the average annual earnings of shadows in the UK is over £50k-with no research, publishing or admin! duties!
The paper concludes by posing a number of questions, most regarding the possible impact of private develop- ments on the nature, culture and success of public legal education.
Key sources
Universities UK, 2023 Presidential Address, Annual Conference 2023
Stephen Hunt and Vikki Boliver (2023) vol 48 Studies in Higher Education
A.J Angulo (2016) Diploma Mills: How For-Profit Colleges Stiffed Students, Tax Payers and the American Dream. John Hopkins University Press
Critical Legal Approaches: Possibilities within a Marketised Academy Gareth Bramley, University of Sheffield
This paper seeks to prompt a discussion of the potentiality for designing programmes, within a contemporary law school, that promote a critical legal approach.
The paper discusses both theoretical, and practical, examples for design and redesign of curricula. Examples include: developing modules or entire programmes of critical jurisprudence, moving beyond the case law method and strict legal sources within module design, and exposure for students to notions of a wider range of ontologies and methodology rather than perpetuation of dominant paradigms such as legal positivism and doctrine.
This paper further highlights some of the key challenges of implementation of such an approach. In particular external drivers from the SRA and the Ofs, which arguably create conflicts for a critical approach.
This paper also explores the continued influence of a neoliberal ideology within HE, noting the marketised, metricised, consumerist, corporate values that arguably have become hegemonic within the academy and law schools. The paper posits that neoliberal norms present the largest challenge to law schools, given the ever-present backlash presented; namely of an impossibility of practical alternatives. From this, the paper seeks an open discussion amongst participants of possibilities for resistance both within, and beyond, the formal HE academy, against the deleterious impact of marketisation.
Assessing Routes to Legal Qualification Dr. Kat Langley, University of Sunderland
The research aims to address challenges and barriers in routes for legal qualification and, in doing so, benefit legal education providers and regulators. The paper discusses some of the research premises in law as a traditional, elitist, predominantly white profession. It assesses the basis on which these demographics have evolved in law students and legal professionals. The project will collect data on skills and barriers as students progress throughout their law degree and into legal practice. This project will require the cooperation of local firms and chambers and will address some deep-rooted prejudices regarding legal qualifications. This project is timely as the landscape of legal education, widening participation, and levelling up is changing. This paper discusses the early stage of this project, which will consider those newly qualified to enter the legal profession as solicitors, barristers and legal executives from higher education. It will collect data about their studies by mapping the courses they have undertaken and understanding their experiences at these institutions. It will also identify whether students have personal or professional barriers that may have impacted their ability to enter the legal profession. This project ultimately aims to assess these issues on a wider scale and have an impact on legal education stakeholders of many levels.
Parallel Session 3 - Session C
Legal Skills as a Threshold Concept in Legal Education Dr Michelle Johnson and Dr Elin Weston, King’s College London
There are many barriers to students thriving at law school. The first which students must overcome is to successfully manage their transition from further education (or a gap in active education) to higher education, especially in view of the almost immediate expectation for them to be autonomous, critical and reflective learners. For some, an innate understanding of the expectations of higher education may be automatic. However, there are many who will face additional struggles overcoming the ‘hidden curriculum’. Additionally, law has a language of its own and a specific skill set which students must understand if they are to reach their full potential. Legal skills should be seen as core knowledge, keys that will unlock successful transition into higher education. Whilst targeted and inclusive legal skills education can be transformative for the student, legal skills as a taught module often does not receive due recognition as a ‘serious’ subject within the Legal Academy. It is time for a culture-shift in attitudes towards the provision of legal skills education. Our paper explores our initial reflections and justifications motivating what we hope will form the basis for a major collaborative research arc in this area of legal education.
Unveiling the Benefits of Reflective Learning in Professional Legal Practice Miss Chloe Sheppick, King’s College London
This presentation delves into the transformative power of reflection in a postgraduate course focused on professional legal practice. With a dual focus on the learning and professional aspects of reflection, the presentation sheds light on the advantages of incorporating reflective practices within legal education. Specifically, it explores the use of reflective writing for assessment purposes at King’s College London and examines the broader application of reflection within the MSc Law and Professional Practice course. Drawing on practical experiences and insights gained from the implementation of reflection, the presentation offers valuable lessons and recommendations for educators seeking to leverage reflective learning in legal education.
Solving the Problem in Problem-based Learning Amanda Fancourt, King’s College London
In September 2022, the MSc Law and Professional Practice was launched at the Professional Law Institute. It is designed for non-law UK and overseas graduates to develop the skills and knowledge required for professional practice in a demanding legal landscape. A core focus of the programme is problem-based learning (PBL), shaped to fit with the key objectives of the programme, one of which is enhancement of effective learning through contextual practical application. The approach brings together principles of active and experiential learning. This discussion will explore how these elements are implemented through the PBL approach with extensive use of case studies, as well as how it has evolved during the first iteration of the programme. The PBL learning is carefully structured and scaffolded to enable a smooth transition into an unfamiliar learning setting and students respond well. We recognised however a need for greater flexibility in delivery and to ensure strong constructive alignment with assessments. Two wider contexts inform this paper: the emergence of new programmes in response to the SQE and how we enable a smooth transition to legal studies, particularly for graduates, to ensure they have the academic literacy and skills to progress successfully into the legal profession.
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