Workshops 2 - Session C
Exploring a More Student-Centred Curriculum Design & Delivery in Legal Education Dr Marloes Spreeuw, Dr Veronika Shleina, and Uchechukwu Oluwatosin Ani, University of Westminster This interactive session explores opportunities to reconsider some aspects of the design and delivery of law degrees, and how this could respond to some of the challenges in legal education and support the learning process and student experience more effectively. The session will begin by sharing some experiences of recent, and perhaps radical changes to the curriculum design and delivery. It will then consider whether, and to what extent, the changes to the need for a qualifying law degree support and/or require new directions and the ethinking of the curriculum. From there, the discussion will explore ideas for a more student-centred approach in the delivery of the curriculum with the aim of addressing challenges in legal and higher education more generally, for example, enhancing student attendance and engagement, and boosting student confidence and resilience.
Workshops 2 - Session D
Work Based Learning - What are the Challenges in Ensuring Fair Access to Placements? Stuart Kelly, Douglas Jack, University of Strathclyde Experiential learning, according to Kolb’s theory, places its initial emphasis on the “experiencing” of information through practice. In legal education there are a variety of means for delivering such practical opportunities - an obvious example being clinical legal education, or scenario led and problem based learning. One other option is the undertaking of placements with law firms or other relevant advice agencies. Whilst many students may undertake placements distinct from their curriculum, at Strathclyde we offer “work based learning” as a credit bearing elective, both at undergraduate and postgraduate levels. There are a variety of motivations for the elective - it gives students the ability to weave practical experience with reflection (as per Kolb’s theory) but it also offers space and time for students to undertake other formal placement opportunities that may otherwise be prohibitive to them. Despite the perceived benefits of work based learning, we have observed a relatively static uptake of the electives. Anecdotal reflections led us to want to gain more insight into students’ choices and what might prevent them from seeking such experiences. We have undertaken some initial qualitative study in interviewing students, both undergraduate and postgraduate. The initial motivation was to explore their motivations for work based learning, either in their doing so or not. In these interviews we also identified some perceived barriers to effective and/or productive placements, difficulties and disappointments some students endure in finding a placement, and the impact such experiences can have on their perceptions of the legal sector. We also explore the potential barriers that may exist for students from different socio-economic backgrounds in undertaking work based learning. In our proposed workshop we would like to share our initial findings. In turn, we would like to work with attendees on gaining a better appreciation, from different perspectives, on the motivations and barriers associated with work based learning in law. We believe this workshop aligns with the objectives of this ALT conference - if work based learning offers opportunities to students, why are there challenges in it not being more widely taken up, and what can legal educators do in response to same?
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