Teaching Law

Traditional methods of teaching law such as the lecture method, Socratic method or the case method has become the predominant teaching pedagogies in most law schools. Emphasis is on teaching law students the blackletter law. However, when law students complete their formal undergraduate studies and move on to practice law, they face the crisis of being unable to cerebral the black letter law to real life situations. Applying doctrinal analysis and the observation of law teaching in Malaysia from the authors own experience as a law lecturer, the author explicates in this chapter that the reason behind this crisis is because the traditional methods merely imparts the knowledge of law to students but does not stimulate and ignite the cognitive skills which should be the ultimatum of teaching law students. Traditional methods of teaching law should be reformed. Law students should be taught to apprehend the law to real life situations or problems using the cognitive apprenticeship method. In other words, putting the learner in the driver's seat.

Enhancing Student-Driven Learning Strategies by Examining the Faculty Conceptions of Teaching

Despite the extensive interest demonstrated by academics and policy makers, and the vast amount of information written, during the past twenty years or so, in the area of student learning, very little of what has been written has been transformed into solid policies and practices, “the discourse advocates for learning, but seldom gets down to the level of detail” (Weimer 2002, p. xii). By making instructors aware of their own conceptions of teaching they will be informed of how such conceptions influence their teaching practices. Thus, a critical examination of the conceptions of teaching can initiate adjustments directed towards a reform-based perspective, leading to student driven learning strategies. In this chapter the findings of the conceptions of teaching identified by a group of lecturers in a small university are discussed, secondly, the possibility of a relation between the lecturers' conceptions of teaching and student-driven learning strategies are outlined and thirdly, the importance of taking these issues into consideration, when exploring learning environments, learning outcomes, curriculum design and the professional development of academics.

A New Partnership in Doctoral Education in Business Administration

The existence of doctoral programs in business since the 1960s has advanced the knowledge of business both academically and practically that enabled a wide dissemination of research in management, finance, accounting, marketing, and leadership. However, pursuing a doctoral degree in business should support students pursuing a range of professional paths that includes positions in academia and outside of academia. That is, training in doctoral business training should encourage doctoral business students to develop new career paths that bridges business and the academy. Despite the selection of the traditional or the professional doctoral degree, the expectations of the graduates differ, and these expectations affect the administration of the doctoral program. The focus of this chapter is to examine the need for an evolution of doctoral education models in business administration to make the doctoral education more accessible while providing high quality teaching and research to business schools and making societal contributions.

21st-Century Students in 20th Century Classrooms

This chapter focuses on the transition from teacher-centred learning to student-centred learning. First, we situate the importance of student-centred learning within the Angloplone Caribbean experience. Second, we outline ways in which on-going professional development centers institutions interested in making the transition to student-centered learning. Third, we describe some techniques that can be used to engender student-centered approaches to teaching and learning. Finally, we conclude by summarizing student-centred pedagogical challenges and implications.

Promoting Greater Interactivity and Participative Learning through Collaborative and Virtual Learning Space

With the implementation of various innovations and transformative learning and teaching practices, Taylor's University continues to serve as the torchbearer in the sphere of private tertiary education in Malaysia. Since 2012, Taylor's University has embarked on an ambitious journey to re-define student learning for better academic outcomes. The effective use of LMS (Learning Management System) or better known as TIMeS (Taylor's Integrated Moodle e-learning System) @ Taylor's University has yielded highly engaging learning opportunities for students to learn at anytime and anywhere. It is Taylor's University's aim to be in the cutting edge of technology and to implement the finest learning design for its students as the university realizes that learning space plays an important role in producing work-ready graduates.

Challenge

Too many stakeholders are ignoring too much scientific research and the net resulting outcome is too many students are left behind academically. Significant and strategic changes must occur quickly to correct this fundamental outcome. This chapter explores issues relative to the current state of classroom design and why they haven't changed systemically in over 4000 years. Definitions of active learning and behavioral research basics, the nature of the physical learning place, Evidence-Based Designs (EBD) solutions and examples of solution features and capabilities impacting pedagogy (i.e., teaching and learning strategies), technology and spaces are shared. Metrics of ‘proof' of engagement impact are cited, and this author argues that space provides behavioral cues. To simplify the complexity of moving from a teacher-centric paradigm and design solutions to a learner-centric one, two important items for consideration are presented: 1) a formula guiding deep learning parameters for all stakeholders and 2) a decision-makers' checklist.

Facilitating Meaningful Reading and Writing Practices in Urban Schools through Student-Generated Literacy Initiatives

The Teens for Literacy program at a Title I school in downtown Savannah provides a forum for students to empower their peers and their community regarding the importance of literacy. Over the past four years, the author has had the honor of serving as faculty advisor for the project, which is a partnership between the university and school. The author collaborates with school counselors, the librarian, the Instructional Coordinator, and the principal to facilitate the initiative. A leadership team of thirteen middle school students in grades 6-8 generates ideas for promoting literacy among their peers. Student leaders have produced multiple editions of school-wide newspapers with topics they have selected; composed play vignettes spotlighting the importance of reading and writing; launched a blog with book reviews to promote summer reading among the student body; introduced a local Children's Book Festival author to the school community; established a pen pal exchange with students in Haiti; and inaugurated a school-wide poetry initiative, among other initiatives. As the year evolves, university undergraduate and graduate students are invited to serve as volunteers/mentors for various literacy projects. A Shadowing Day is held on the college campus each spring to introduce students to collegiate life.

Encountering the Unknown Knowns

This chapter reviews a pedagogy scaffolding undergraduates' contemplative reading of scholarly economics texts. Structuring contemplative reading through Lectio Divina and Bohmian Dialogue transforms learning spaces into sacred spaces inviting student investment in their spiritual as well as cognitive and intellectual capital. Educators should cultivate spaces for students to integrate the self with their studies to engage the postnormality of the 21st century's contextual environment.

Enhancing the 21st Century Learning Experience

Higher education institutions have made considerable effort to develop generic centrally based and course integrated learning skills intervention programs to enhance student learning. Various student learning skills development interventions have been implemented in the global learning space to respond to the diverse learning needs of undergraduate and postgraduate learners. The existing learning skills development framework was expanded to include the newly introduced Peer Assisted Study Sessions (PASS) to enable learners to learn effectively. The authors present an overview of the PASS program as a student centric learning initiative to enable student driven learning. The chapter highlights the challenges and benefits of promoting PASS as an integrated learning skills development approach. A reflective review of the different perspectives on learning skills development suggests that learners benefit from a number of effective strategies within a peer assisted study session to enable them to take responsibility for their learning.

Technology Adoption as a Student-Driven Learning Strategy

The use of technology for learning and teaching brings optimism and opportunity for education. It liberates both the teacher and the student in the scholarly enterprise by removing traditional boundaries and restrictions to knowledge. However, it also challenges us to consider the best possible uses of that technology for our students and, more fundamentally, our actions as educators. The term technology enhanced learning is used extensively throughout the educational world; it is the latest in an assortment of terms that have been used to describe the application of information and communication technologies (ICT) to learning and teaching. Through exhaustive literature review and grounded theory approach this chapter reflects on the teaching – technology nexus, the use of technology as a student driven learning strategy with focus on augmenting student learning. The findings indicate that there is a strong nexus between teaching and technology in today's world. Further, adopting technology would aid better to put students in the driver's seat.