“A part to play”: the value of role-play simulation in undergraduate legal education

This article explores the argument for increased student participation in experiential learning approaches within the UK undergraduate law curriculum. It is supported by the findings of a very small-scale research study undertaken by the writer into law students’ perceptions of the efficacy of role-play simulation as a means of studying mediation, in an optional credit-based module within the final year of a UK undergraduate qualifying law degree. In order to provide situational context, the first part of this article will briefly address the experiential learning possibilities for undergraduate law students, a discussion of the study involving qualitative research methodology, which was used to demonstrate that role-play simulation as a method of experiential learning has a place within the UK undergraduate law curriculum. The final part of this article will consider the findings of the study which demonstrated that, inter alia, role-play simulation can be motivational, helps to build student confidence, enables deeper learning, assists graduate skills acquisition and arguably enhances employability. Based on the findings of this study and other empirical evidence, the article suggests that greater emphasis could be placed on experiential approaches such as role-play simulation for credit-based law courses, including those “core” foundational courses which form part of the undergraduate qualifying law degree in the UK, but achievement of this aspiration is not without its challenges.     

DI‐LE‐CA approach to teaching European law

The Queensland University of Technology badges itself as “a university for the real world”. For the last decade the Law Faculty has aimed to provide its students with a ‘real world’ degree, that is, a practical law degree. This has seen skills such as research, advocacy and negotiation incorporated into the undergraduate degree under a university Teaching &; Learning grant, a project that gained international recognition and praise. In 2007–2008 the Law Faculty undertook another curriculum review of its undergraduate law degree. As a result of the two year review, QUT's undergraduate law degree has fewer core units, a focus on first year student transition, scaffolding of law graduate capabilities throughout the degree, work integrated learning and transition to the workplace. The revised degree commenced implementation in 2009. This paper focuses on the “real world” approach to the degree achieved through the first year programme, embedding and scaffolding law graduate capabilities through authentic and valid assessment and work integrated learning.     

Producing Leisured Laborers: Developing Higher Education Courses for the Digital Creative Industries

This article attempts to detail the range of assumptions and challenges in designing an undergraduate university degree in digital creative industries. Leaders in digital industries, who bemoan the general skills shortage and lack of “industry-ready” graduates, have identified the need for post-secondary education in this area. But in developing these new courses, how do we reconcile the traditional reflective, critical modes of academic practice with the fast and dynamic pace of the dot.com industries? How can slower-paced higher education and lifelong learning be meaningful to the current and future generations of digital natives who thrive on “just-in-time” knowledge? These important issues are analyzed and built upon to showcase the unique qualities and opportunities associated with tertiary education in this area. Overall, the article develops these high-level considerations practically by applying them to a pioneering undergraduate course in Australia that was launched in 2014.     

We [Should] Take Care of Our Own: The Role of Law and Lawyers in Criminal Justice and Criminology Programs

Law-related courses, and more broadly the place of the law and lawyers in criminal justice programs, are the focus of this paper. I believe that the importance of the law, the study of legal issues, and the way in which the law is taught in criminal justice programs is in need of significant refinement. We need more law-related courses in the curriculum, at both the undergraduate and graduate level, more PhDs with an understanding of the law, and more legal research done by criminal justice scholars. In the pages that follow, I make the case for changing how we approach the study of law in criminal justice undergraduate and graduate programs.     

Designing a graduate entry route for police recruits: lessons from a rapid evidence assessment of other professions

ABSTRACT

Policing in the UK is currently undergoing changes to the training and attained qualifications of entry level police officers. The College of Policing is in the process of developing three entry routes into the profession, one of which is a graduate conversion course for those new recruits who hold, at a minimum, a Bachelor’s degree. The objective of this research was to gather evidence on existing conversion courses to inform the development of this route. A rapid evidence assessment was undertaken to a narrative synthesis of the literature on graduate conversion courses in other professions. Fifty-one studies were identified and coded. Four main themes emerged from the available evidence as being central. These themes – learning styles, translating theory into practice, teaching methods and assessment were cross cut by pedagogical sub-themes of collaborative learning, and reflective practice. Policy and practice implications for a policing conversion course are drawn out to guide development and delivery of police training and education in the 21^st century.     

Learning in Law Annual Conference Website – A Review

There is pressure to increase the substantive content covered in the business law curriculum. Yet, a content-laden curriculum risks students taking the “surface” approach of rote learning sets of disjointed legal rules without any real grasp of the relevant legal concepts involved or how legal knowledge can be applied to solve the dynamic and untidy problems they will face in their impending business careers. Drawing on relevant educational and legal literature, this article presents a case for more problem-based learning (PBL) to be used in undergraduate business law courses. It suggests that a hybrid form of PBL has the potential to promote deeper and more self-directed learning. PBL also provides an opportunity to make learning the law a more relevant, motivating and authentic experience for business students. Such an improved learning experience is likely to better prepare business students for the legal challenges they will face in their future careers.     

A New Paradigm for the Teaching of Business Law and Legal Environment Classes

There is a need to develop curriculum and materials on law-related topics better designed for business students planning a career in business. Except incidentally, business school legal faculty are not teaching future lawyers or paralegals. The world of the business practitioner is very different from that of the lawyer. For most business people the law and lawyers are a necessary nuisance. Furthermore, the legal world is changing. For example, methods of alternative dispute resolution (ADR) have become mainstream. Opportunities for "self-help law" have proliferated. These trends, and other opportunities considered in this article, offer substantial benefits to the business community. To meet the needs of today's business person, college business law and legal environment courses must stress economical, intelligent prevention of legal problems and resolution of conflict . This article is about empowering future business managers by utilizing their class time to educate them to more directly meet these goals. Topical coverage and pedagogical approaches for implementing a new paradigm in a business school introductory law course are detailed. Faculty members should not allow fear of change to deter a needed overhauling of the curriculum, as such procrastination could harm the profession's future standing.     

Education and government news

This paper will explore the impact of peer assisted learning on student transition and the creation of a “learning community” by way of a case study of first year law programmes at the University of Ulster. A review of first year law programmes was undertaken to identify whether student expectations were being met and how the first year experience could be enhanced. Students were clearly having difficulty making the transition to university and coping with the independent nature of a law degree. Findings led to the implementation of a peer support scheme for new first year law students in the form of Peer Assisted Study Sessions (PASS) which were used to encourage students on the undergraduate LLB programmes at Ulster to support each other in their learning. The PASS scheme was evaluated and this paper highlights the value of peer support particularly in relation to the transition process and increasing student confidence in their subject.     

The ethical identity of law students

This paper uses measures of values, moral outlook and professional identity to explore the ethical and professional identity of law students. We do so in two jurisdictions, surveying 441 students studying in England and Wales and 569 students studying in the US. The survey covers the first and final years of an undergraduate law degree and the postgraduate vocational stage in England and Wales, as well as students in all years of the JD programme in the US. We explore whether law students towards the end of their legal education have ethical identities predictive of less ethical conduct than those at the beginning of their legal education; whether law students intending careers in business law have values and profiles consistent with less ethical conduct than those intending to work for government or individuals; and what factors might explain these differences in ethical outlook. Our findings suggest that ethical identity is strongly associated with gender and career intentions. They also suggest weaker moral identities for students intending to practise business law. Ultimately, our findings support a conclusion that is more nuanced than the predominant theses about the impact of legal education on student ethicality which tend to suggest legal education diminishes ethicality.     

Meeting in the Middle: A Review of Joint JD/PhD Programs

In recent years there has been a vigorous debate in the discipline of criminology and criminal justice, concerning the role of faculty members in Criminology and Criminal Justice departments who hold a Juris Doctorate (JD), but lack a PhD. Some argue that faculty members with a JD possess sufficient credentials to be tenure-track faculty members within a department; however, others believe that a tenure-track faculty member within a department should hold a PhD. Two primary arguments in the debate concern the discrepancies in the hour requirements for degree certification, as well as the dissertation requirement for completion of a PhD. Although it seems both sides are entrenched in their respective beliefs, one plausible method of attempting to bridge this gap is to encourage interested students to enroll in joint JD/PhD programs. These programs are designed to overlap degree requirements and allow students to concurrently earn both degrees in a shorter period of time than if both degrees were earned separately. To analyze JD/PhD programs, a survey of the 201 American Bar Association (ABA) accredited law schools with joint degree programs within criminology and criminal justice (as well as other academic disciplines) was conducted. Of specific interest was the process of program integration and combined curriculum requirements.     

Undergraduate Education in Legal Psychology

The purpose of this article is to describe ways that legal psychology can be introduced into the undergraduate curriculum. The extent to which undergraduate psychology and law courses are currently a part of the curriculum is described, and a model is proposed for coursework in a Psychology Department that might adequately reflect coverage of the legal area. The role of legal psychology in interdisciplinary programs and Criminal Justice departments is discussed. Sources for teaching aids and curricular materials are described.     

Authorship,Authenticity, and Intellectual Property in Australian Aboriginal Art

This article analyzes research and legal cases about authorship, authenticity, and intellectual property in Aboriginal art. The concepts of Aboriginality, authenticity, and ownership are used to show the complexities of Aboriginal law, legal copyright, and the moral rights framework. The clan ownership of Dreaming makes Aboriginal artists' relationship different to other artists' individual ownership of their work. Research on this topic by members of the Faculty of Business and Law unit of the Centre for Leisure Management Research at Deakin University was undertaken for the Australian Institute of Aboriginal and Torres Strait Islander Studies. This article provides significant contextual analyses of major issues leading to Commonwealth Government inquiries and legislation in Australia during 2006-8.     

The use of simulated crime scenes in teaching undergraduate forensic sciences: Implementing an active learning approach to forensics

Incorporating a simulated crime scene into one’s pedagogy in forensic science undergraduate courses allows students the opportunity to experience a realistic scenario while demonstrating their knowledge and enhancing their critical thinking skills. The purpose of this paper is to examine an active learning approach to using simulated crime scenes to provide an impactful learning experience for students. While potentially challenging for the instructor, constructing a crime scene scenario can provide students with hands-on practical experience while helping to dispel forensic science misconceptions. Through many years of creating crime scenes, best practices for using such high impact activities in forensic science courses are described in detail, including preparatory exercises that culminate in the final crime scene scenario, considerations in preparing and constructing a crime scene activity, and supervising and assessing students once the activity begins. Three major challenges to implementing active learning exercises such as simulated crime scenes in undergraduate forensic science programs include high workload for instructors, limited supplies, and lack of suitable facilities. Workload solutions include instructors and departments considering the cost and benefit of course releases to improve curriculum and student enrollment. Supplies and facilities solutions involve innovation in reuse and repurposing of supplies, and instructor flexibility in using classroom and outdoor spaces.     

Student-led law reviews: what every UK law school needs?

In the United States (US) student-run law reviews have long offered students the opportunity to develop their skills as editors and members of a publication team and to engage with new legal research. With law ordinarily taught as a three-year postgraduate degree, these reviews are normally staffed by a postgraduate editorial team. Similar efforts in the United Kingdom (UK) have largely been short-lived. Some venerable academic journals, such as the Cambridge Law Journal, started their lives as student-centred projects, but academics soon assumed control of the process because of the variable quality of undergraduate editing. This false start proved difficult to recover from, but a spate of newly founded student law reviews in the last decade suggests that these publications have increasing traction in UK legal education. This article evaluates the challenges and potential benefits of these efforts to translate US practice into UK law schools in light of the experience of creating and maintaining the North East Law Review, a student-led periodical based at Newcastle University which publishes student-generated content based on high-quality coursework submissions. This process potentially enhances the assessment process, with the student editorial team preparing essays for publication and student authors re-engaging with their work in light of feedback. Publishing such essays furthermore allows all students to benchmark their own work against excellent coursework performance.     

Virtual reality for teaching and learning in crime scene investigation

Simulated crime scene investigation is an essential component of forensic science education, but its implementation is costly and poses challenges to accessibility; offering personal investigations in higher education scenarios is often impossible. Virtual reality (VR) is an emerging technology which offers exciting prospects for teaching and learning, especially for imparting practical skills. We document here a multidisciplinary experimental study in which a bespoke VR crime scene app was designed and implemented, after which it was tested by both undergraduate student and staff/postgraduate student cohorts. Through both qualitative and quantitative analyses, we demonstrate that VR applications support learning of practical crime scene processing skills. VR-based practical sessions have the potential to add value to forensic science courses, through offering cost-effective practical experience, the ability to work in isolation and in a variety of different scenarios. Both user groups reported high levels of satisfaction with using the app and reports of adverse effects (motion sickness) were minimal. With reference to user feedback, we proceed to evaluate the scalability and development challenges associated with large-scale implementation of VR as an adjunct to forensic science education.     

Teaching scientific integrity and research ethics

Cases of misconduct in scientific research have enforced a lively public and scientific discussion. The international scientific community has been engaged during the last years in the search for adequate responses to fraud and misconduct. Most of the new guidelines emphasize the responsibility of researchers and scientific institutions for preventive measures; the teaching of research ethics should be included in undergraduate and postgraduate academic education. At the Universities of Ulm and Marburg members of the 'Study group Ethics in Medicine' are developing a teaching program in Research Ethics. They now offer courses: teaching in small groups (7-15 participants) with structured case discussions. These courses are not mandatory. The first steps in the development of the teaching program for young scientists in medicine, biology, chemistry, and physics have been taken. The fields of conflicts in these different fields of science are very similar. We offered five case discussion sessions with mixed groups (postgraduate students, postdocs, head of departments) and the first results are very positive: high acceptance, high motivation, high demand for next courses.     

Challenges for teaching interaction skills for law students

Abstract

Are lawyers witty courtroom heroes or professionals working with and for people? Is law only universal judgements and afterthoughts or could it also be preventive and proactive individual planning and dialogue? The traditional legal education could be seen to have been based on the first assumptions. The course “Interaction skills for lawyers”, in the Faculty of Law at the University of Helsinki (Finland), evolves instead from the latter assumptions. In this article we relate our starting points in planning the course and evaluate our challenges and experiences in developing it.     

Psychology and law courses

During the past decade the field of psychology of law has changed considerably. Accompanying the growth of research and practice, there has been an increase in offerings of courses in this field. The courses are offered at both undergraduate and graduate levels and cover a wide spectrum of interests. The types of courses currently being offered and the student samples enrolling in the courses are examined. In addition, a review of the major textbooks used in the courses is provided.     

Policing protest,security and freedom: the 2014 G20 experience

This article examines the policing of a major international political event (the G20 Meetings in Brisbane, Australia in 2014) from the perspective of the police and representatives of demonstrator groups who participated in the event. The article locates the policing of the 2014 G20 meetings within the history of the policing of major international political meetings in other countries. It analyses the legal framework within which the policing of the Brisbane G20 meeting was undertaken, comparing and contrasting these with legal frameworks developed for similar meetings and associated demonstrations in other jurisdictions. In the case of the Australian G20 Act, the legislation prioritized security over human rights, including the freedoms of expression and peaceful assembly. The strategies and planning processes applied by police in the lead up to the G20 are discussed, including the efforts made to ensure policing responses were respectful of the democratic rights of protesters. Drawing on interview and other data, the article reveals a diversity of perspectives on the ‘human rights’ policing and dialogue models, and provides an assessment of ‘Operation Southern Cross’ based on the post-event review of the G20 legislation undertaken by the Queensland Crime and Corruption Commission. The authors conclude that the policing of G20, based on extensive dialogue and minimization of coercive public order strategies, fostered a peaceful G20 event. The article concludes with observations about the perceived success of G20 policing in Australia, and indicates some lessons learned for best practice policing for future global events.     

Academic perspectives on teaching international family law in higher education institutions in England and Wales

ABSTRACT

The increasing prevalence of family law disputes in England and Wales with an international element is well documented in the development of domestic legislation, case law and family practice. However, despite changes to the legal landscape and the academic recognition of international family law as a legal subject, it is still often disregarded within the undergraduate family law curriculum or as a standalone module. This article explores the development of international family law in England and Wales and presents the findings of a national questionnaire into whether international family law is taught as part of the undergraduate curriculum. The article also explores what barriers exist to including international family law topics. To conclude, the author offers some general advice about incorporating these topics into the curriculum to ensure that students are equipped to deal with the realities of family practice in England and Wales.