Co-creating with BAME students in legal education

This article explores the challenges of addressing inequitable outcomes and experiences for BAME Law students. It considers the specific challenges BAME students face in entering a profession that is highly competitive, and which has traditionally lacked diversity. It details the approach that The University of Law, as a specialist legal educational institution, has taken to work and co-create with its student body to reduce these inequitable outcomes and experiences, as well as to improve a wider sense of belonging between students, their educational institution and the legal sector. It takes, as a case study, The University of Law's BAME Student Advocate scheme, which was established in the spring of 2020, and spotlights a few key projects delivered by the BAME Advocates: an employer engagement project, a Ramadan project and a project on raising awareness of institutional racism through the Stephen Lawrence case.

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INSPIRE sustainability internships

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-03-2019-0111 ◽

2019 ◽

Vol 20 (3) ◽

pp. 452-469 ◽

Cited By ~ 3

Author(s):

Carolyn Susan Hayles

Keyword(s):

Small Sample Size ◽

Real Life ◽

Small Sample ◽

Multiple Sources ◽

Student Body ◽

Content Type ◽

Study Approach ◽

Life Context ◽

The University

Purpose This paper aims to explore the outputs of an internship programme, one of a number of campus-based sustainability activities that have been introduced at the University of Wales, Trinity Saint David, to encourage student-led campus-based greening initiatives. Design/methodology/approach A case study approach was undertaken, allowing the researcher to investigate the programme in its real-life context. The researcher used multiple sources of evidence to gain as holistic a picture as possible. Findings Interns report positive changes in their behaviours towards sustainability, s well as encouraging feedback on their experiential learning, the development of their soft skills and the creation of new knowledge. Moreover, students communicated perceived benefits for their future careers. The reported outcomes reflect mutually beneficial relationships for student and institution, for example, raising the profile of campus greening activities and supporting the University’s aim to embed sustainability throughout its campus, community and culture. Research limitations/implications The researcher recognises the limitations of the research, in particular, the small sample size, which has resulted primarily in qualitative results being presented. Practical implications Feedback from previous interns will be used to shape future internships. In particular, Institute of Sustainable Practice, Innovation and Resource Effectiveness (INSPIRE) will look for opportunities to work more closely with University operations, departments, faculties and alongside University staff, both academic and support staff. Social implications Following student feedback, INSPIRE will give students opportunities for wider involvement, including an opportunity to propose their own projects to shape future internships that meet the needs of student body on campus. Originality/value Despite being one case study from one institution, the research highlights the value of such programmes for other institutions.

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Students at the center in emerging academic models: embedded information literacy and distance services in the University of Wisconsin System Flex degree

Library Hi Tech News ◽

10.1108/lhtn-04-2015-0023 ◽

2015 ◽

Vol 32 (7) ◽

pp. 12-15 ◽

Cited By ~ 2

Author(s):

Kristin M. Woodward

Keyword(s):

Information Literacy ◽

Student Body ◽

Student Centered ◽

Content Type ◽

Competency Based Education ◽

University Of Wisconsin ◽

Challenges And Opportunities ◽

Competency Based ◽

The University

Purpose – As a model of competency-based education (CBE), the University of Wisconsin (UW) System Flex options present a unique case study of challenges and opportunities for embedding student-centered library services and information literacy. Design/methodology/approach – In this paper, we describe strategies for engaging with the evolving Flex curriculum, the needs of an unknown student body and the role of new student support staff. The author notes the relevance of examining the library’s role in Flex at this time, given the potential for growth nationally in CBE. Findings – The challenges the author faced initially were closely tied with opportunities that once examined, formed the basis of the embedded library model for competency-based education. Further, the author found opportunities to articulate their role in Flex on their campus and share with other institutions. Originality/value – This case study is based on the author’s experiences embedding Information Literacy and Distance Services in the Flex option at the University of Wisconsin Milwaukee.

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Disability Human Rights Clinics as a model for teaching Participatory International Human Rights Lawyering

International Journal of Clinical Legal Education ◽

10.19164/ijcle.v25i3.767 ◽

2018 ◽

Vol 25 (3) ◽

pp. 23-52

Author(s):

Yvette Maker ◽

Jana Offergeld ◽

Anna Arstein-Kerslake

Keyword(s):

Human Rights ◽

Legal Education ◽

Law School ◽

Law Students ◽

Legal Analysis ◽

Human Rights Law ◽

Community Based ◽

Scholarly Output ◽

The University ◽

New Generation

The Disability Human Rights Clinic (DHRC) was established at Melbourne Law School, the University of Melbourne, in 2015. Its supervisors and students conduct legislative and policy reform projects as well as strategic litigation. The DHRC was created by Anna Arstein-Kerslake to address a significant lack of resources in community-based organisations to undertake in-depth legal analysis. It uses an innovative model of clinical legal education to harness the skills of law students to fill that gap and to expose a new generation of lawyers to the emerging field of disability human rights law. In this article, we draw on our experiences running the DHRC to argue that the model it establishes can create significant scholarly output in the human rights field, direct engagement with the community, and rich doctrinal and experiential learning for students.

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Exploration of University Sustainability Report Indicators: Evidence from Indonesia

Accounting and Finance ◽

10.33146/2307-9878-2021-4(94)-46-54 ◽

2021 ◽

pp. 46-54

Author(s):

Sri Pujiningsih ◽

Keyword(s):

Educational Institution ◽

Sustainability Reporting ◽

Global Reporting Initiative ◽

Religious Nationalism ◽

Educational Values ◽

Study Approach ◽

New Perspective ◽

The University ◽

Sustainability Report

Due to the phenomenon of university corporatization, the Global Reporting Initiative (GRI) is now widely adopted by many universities worldwide, although it was initially used only by large companies. This study tries to add a lifeworld perspective to the university's sustainability report. This is an effort to maintain the university as an educational institution with different values from the company. This study provides a new perspective on lifeworld in the preparation of sustainability reporting of universities in other countries with different life world. The author explores sustainability reporting indicators in one of the universities in Indonesia based on the GRI standards and university lifeworld. This study uses a qualitative method with a case study approach at one of the universities in Indonesia. Data is collected from documents consisting of reports and other relevant data that can be accessed through the university's website and data from interviews with informants. As a result, the indicators of the sustainability reporting of universities in Indonesia based on the Global Reporting Initiative and lifeworld were systematized. The university lifeworld is a culture and educational values that reflect its identity. The indicators of the GRI consist of economic, environmental, and social. Lifeworld indicators are curriculum set product and policy, a number of research, and a number of religious, nationalism, and other activities. This research contributes to enriching theory in sustainability reporting research at universities using Habermas theory. This research is helpful for higher education stakeholders and can be used to prepare university sustainability reports.

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Globalizing the U.S. Law School Curriculum: How Should Legal Educators Respond?

International Journal of Legal Information ◽

10.1017/s0731126500011896 ◽

2013 ◽

Vol 41 (3) ◽

pp. 249-282 ◽

Cited By ~ 1

Author(s):

Farida Ali

Keyword(s):

Legal Education ◽

School Curriculum ◽

Law School ◽

Law Students ◽

Current State ◽

Northwestern University ◽

Current Program ◽

The Impact ◽

School Curricula

This article examines the implications of globalization for legal practice, law students, and law school curricula. It opens with a review of the impact of globalization on the legal profession, together with an overview of the benefits and challenges that come with globalizing legal education. The article then examines the current state of U.S. legal education by identifying some of the schools that have expressed or demonstrated a commitment to providing a global legal education, and surveying the types of reforms that these schools have adopted in order to meet this objective. The article considers schools’ attitudes to and choice of reforms in light of the view that the typical new American lawyer is inadequately prepared to practice law in today's global legal order, in which he or she is increasingly likely to be called upon to resolve legal issues of a transnational nature. Preparing students to practice law in a globalized society, the article contends, should therefore be a key objective for American legal educators. With this goal in mind, the article examines the current program at Northwestern University School of Law as a case study and offers recommendations that can help to achieve the goal of globalizing legal education while responding to the needs and concerns of today's law students and future legal practitioners.

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The Disastrous First Fund-Raising Campaign in Legal Education: The Harvard Law School Centennial, 1914–1920

The Journal of the Gilded Age and Progressive Era ◽

10.1017/s1537781413000352 ◽

2013 ◽

Vol 12 (4) ◽

pp. 535-578

Author(s):

Bruce A. Kimball

Keyword(s):

World War I ◽

Legal Education ◽

The United States ◽

Fund Raising ◽

Law School ◽

Law Students ◽

New Venture ◽

Law Schools ◽

The Law ◽

The University

Between 1915 and 1925, Harvard University conducted the first national public fund-raising campaign in higher education in the United States. At the same time, Harvard Law School attempted the first such effort in legal education. The law school organized its effort independently, in conjunction with its centennial in 1917. The university campaign succeeded magnificently by all accounts; the law school failed miserably. Though perfectly positioned for this new venture, Harvard Law School raised scarcely a quarter of its goal from merely 2 percent of its alumni. This essay presents the first account of this campaign and argues that its failure was rooted in longstanding cultural and professional objections that many of the school's alumni shared: law students and law schools neither need nor deserve benefactions, and such gifts worsen the overcrowding of the bar. Due to these objections, lethargy, apathy, and pessimism suffused the campaign. These factors weakened the leadership of the alumni association, the dean, and the president, leading to inept management, wasted time, and an unlikely strategy that was pursued ineffectively. All this doomed the campaign, particularly given the tragic interruptions of the dean's suicide and World War I, along with competition from the well-run campaigns for the University and for disaster relief due to the war.

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Are ‘Digital Natives’ Equipped to Conquer the Legal Landscape?

Legal Information Management ◽

10.1017/s1472669613000418 ◽

2013 ◽

Vol 13 (3) ◽

pp. 172-178 ◽

Cited By ~ 6

Author(s):

Daniel Bates

Keyword(s):

Information Literacy ◽

Legal Education ◽

Cultural Background ◽

Digital Natives ◽

Law Students ◽

Research Skills ◽

Precise Nature ◽

University Of Cambridge ◽

Teaching Research ◽

The University

AbstractThere is no doubt that the ‘Google Generation’ or ‘Digital Natives’ are entering legal education with a very different set of skills than those who came before them. In this article Daniel Bates examines the precise nature of the skillset of those beginning their legal careers, and considers his experiences teaching research skills to law students at the University of Cambridge for over a decade. Furthermore, he considers how students' educational and cultural background in the areas of research and information literacy should inform the teaching of legal skills.

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Legal clinic gender sensitive method for law students

Temida ◽

10.2298/tem0803005p ◽

2008 ◽

Vol 11 (3) ◽

pp. 5-25

Author(s):

Nevena Petrusic ◽

Slobodanka Konstantinovic-Vilic ◽

Natalija Zunic

Keyword(s):

Teaching Method ◽

Legal Education ◽

Gender Issues ◽

Law Students ◽

University Education ◽

Rights Protection ◽

Law Faculty ◽

Gender Education ◽

Practical Model ◽

The University

In this paper, the authors discuss models of integrating gender issues, gender perspective and some gender aspects into the university education. In that context, the authors particularly focus on the concept of clinical legal education in legal clinics offering a specific practical model of teaching gender studies. Legal clinics provide for an innovative approach to gender education of prospective legal professional. The teaching method used in these legal clinics is aimed at raising students' awareness of gender issues and common gender-related biases. In the recent period, the Legal Clinic at the Law Faculty in Nis has achieved excellent results in the Clinical legal education program on the women's rights protection, which clearly proves that legal clinics have good prospects in general legal education.

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Towards Designing a Validated Framework for Improved Clinical Legal Education: Empirical Research on Student and Alumni Feedback

Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad ◽

10.17159/1727-3781/2020/v23i0a8144 ◽

2020 ◽

Vol 23 ◽

pp. 1-31

Author(s):

Stephan Van der Merwe

Keyword(s):

Social Justice ◽

Empirical Research ◽

Student Evaluation ◽

Legal Education ◽

The Body ◽

Law Students ◽

Access To Justice ◽

Online Questionnaire ◽

Implementation Framework ◽

The University

The pedagogical advantages of employing a Clinical Legal Education (“CLE”) teaching and learning strategy have been acclaimed in literature for almost a century and it continues to be ideally suited to cater to modern education expectations. As an agent for social change, CLE offers law students an effective gateway to participate in, and be influenced by, fundamental social justice problems while it also improves access to justice for the indigent. Though the clinical literature is replete on expected benefits for clinical law students, very little (if any) verifiable empirical research, independently sourced and evaluated, has been published to assess the veracity of these claims in support of CLE. After receiving a funding grant from the University of Stellenbosch Fund for Innovation and Research into Learning and Teaching, the University of Stellenbosch Law Clinic appointed an independent, external agency to conduct empirical research through an extensive measure and evaluation exercise. The aim of the project was to source, document and analyse robust empirical research data about the Faculty of Law’s CLE module, Practical Legal Training 471. The project involved the sourcing and collation of formal student evaluation feedback reports spanning a period of nine years. Additional alumni and current student data were gathered either by online questionnaire or by telephonic interview. The research was aimed at eliciting quantitative as well as qualitative responses. The purpose of this article is to describe the applicable methodology and aims of the research project, to unpack and discuss the resulting empirical data, and to draw certain conclusions based on the findings of this research about CLE’s impact on law students’ experience specifically relating to their practice-readiness and social justice sensitivities. It is suggested that this research will prove both interesting and useful to law teachers involved in relevant programmes at other higher education institutions. The data and evidence detailed herein will assist them to conduct their research and to make substantiated recommendations for the development of CLE programs on a broader national and international level. This research will also add to the body of knowledge on students and student learning and allow for recommendations regarding the creation of a broader implementation framework for improved CLE.

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Masters of our Destiny – The Integration of law clinic into post graduate Masters provision

International Journal of Clinical Legal Education ◽

10.19164/ijcle.v19i0.38 ◽

2014 ◽

Vol 19 ◽

pp. 395

Author(s):

Karen Clubb

Keyword(s):

Vocational Training ◽

Learning Experience ◽

Legal Education ◽

Law Students ◽

Teaching Methodology ◽

Paper Briefly ◽

Post Graduate ◽

The University ◽

Law Degree ◽

Insight Into

Increasingly students are looking to their undergraduate law degrees to do more than provide them with a qualification which acts a ‘stepping stone’ to further legal vocational training. The provision of law degrees across the sector includes both qualifying and non-qualifying degrees where the study of law is combined with other subjects, vocational and non-vocational. Not all students who obtain a qualifying law degree will continue to the vocational stage of training, but all degrees need to address the employability agenda, and law students in particular need to consider future career aspirations early on in their degree.Clinical legal education as a teaching methodology has received considerable academic attention for the benefits student engagement can yield in enhancing the overall student learning experience This paper briefly reviews the benefits of undergraduate clinical legal education (CLE) and considers the benefits of developing this at post graduate level in a Masters in Law programme This paper considers the distinction between the two approaches and the need for a different approach to the provision of a law clinic module within a postgraduate law Masters programme, identifying a possible model of delivery.The paper further presents some of the potential challenges in developing and maintaining this provision over time and attempts to offer some insight into how these have been considered in the development of a postgraduate law clinic module at the University of Derby.

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