Global standards and outcomes of a legal education: how rubrics can help to deliver objectivity,transparency, verifiability and consistency

Rubrics may be time-consuming to create but they are superior to the usual method of evaluation: a number scrawled at the bottom of an essay without any context, feed-back or feed-forward. The author has used rubrics at Kuwait International Law School since 2012 and found them useful in at least four ways: they allow students to understand what is expected of them before they attempt a task; they take the “mystery” out of marks; they encourage fairness and promote a culture of trust between student and teacher; and they allow the teacher to engage in post-task meaningful discussions with students – they create “teaching moments”. Grading becomes more transparent and the faculty becomes more accountable to their students. A group of law deans adopted the “Singapore Declaration on Global Standards and Outcomes of a Legal Education” in 2013. This article addresses how the values in that Declaration are directly met by the use of rubrics. Transparency, accountability and authenticity in law teaching are all part of the Declaration: this article argues that rubrics deliver all three. The article addresses the research behind rubrics, the connection between the Singapore Declaration and rubrics and some “lessons learnt” from the author’s teaching experiences.     

Inactive by Design? Neighborhood Design and Political Participation

Critics have long denounced the design of suburban communities for fostering political apathy. We disaggregate the concept of suburban design into four distinct attributes of neighborhoods. We then use tract-level Census data, the Social Capital Community Benchmark Survey, and multilevel models to measure the relationship between these design features and political participation. Certain design aspects common in suburban neighborhoods are powerful predictors of reduced political activity, illustrating a potential link between neighborhood design and politics. Yet low-density environments appear to facilitate some types of participation. Suburban designs vary, and so do their likely impacts on political participation.     

Developmental Markers in Adolescence: Implications for Studies of Pubertal Processes

There is inconsistency in the outcome measures of biological and psychosocial studies using measures of puberty as a predictor. For example, some studies show that maturational timing may have differential influences (positive, negative, or no effect) depending on the specific disorder, dimension of measure, and gender. Other studies have suggested that some effects may be more directly linked to pubertal stage or hormone concentrations rather than timing per se. This study outlines several conceptual and methodological issues that may be relevant to addressing these inconsistencies, in the context of examining data from a study of maturational hormones obtained from a unique longitudinal cohort of 24 girls (age 10.0 ± 1.6 years) and 36 boys (age 10.4 ± 1.6 years) in the early part of puberty, where the developmental trajectory of these hormones were tracked annually in 65% of the sample. We explored the contributions of measures of pubertal growth and sociodemographic factors on hormone concentrations. In brief, it appears that no single measure best captures the maturational processes during puberty and suggests that multiple processes are occurring in parallel. Several conceptual and methodological implications are discussed that may guide investigators in interpreting existing studies of pubertal timing and behavior as well as in conducting future studies.     

Managerial Perspectives on Implicit Bias,Affirmative Action,and Merit

Public sector organizations concerned about gender inequality have increasingly sought to address the effect of implicit biases on merit‐based employment practices through bias training and affirmative action programs. Applying qualitative content analysis to interviews with 104 managers in three government agencies in which bias training and affirmative action were being implemented, the authors find that many managers acknowledge the existence of implicit biases and their potential to create unequal employment outcomes. However, this recognition of bias does not translate into support for affirmative action, which is seen by many managers to be an unacceptable violation of merit. The authors argue that implicit bias training and affirmative action are unlikely to create a cultural “tipping point” to progress gender equality without a critical reassessment of merit.