Legal education: Will modelling engage the learners in the learning

Kift, Sally M. (2002) Legal education: Will modelling engage the learners in the learning. In ATN 2002 Effective Teaching and Learning Conference, Brisbane, Dec 2002., December 2002, Brisbane, Queensland.. (Unpublished)

PDF (62kB)


For our students, the university experience should be rich and textured; one that promotes intellectual breadth, agility and curiosity. It should be a journey of character and disposition that students embrace for its relevance to their professional and personal circumstances, and not one that is eschewed by them as dense, anachronistic and of no discernible significance to their lives or the world they seek to negotiate.

As a teacher in a professional discipline, I endeavour to engage students in their learning by modelling an ethic of care that humanises the tertiary experience. A priority is to make the transition to university easier rather than harder, and my ambition is to make explicit the connection between the professional, the personal, social responsibility and good citizenry. By placing law in the lived context of contemporary events, by challenging students to be the best practitioners they can be in all (not just the technical) aspects, and by choosing to demonstrate (rather than not do so) a personal and professional value framework, I hope to send my students into the world, not just with a collection of lacklustre notes written by disengaged observers, but as reflective practitioners and good societal members who have embraced their education and their discipline for many reasons, not least of which is because they find resonance in their multiple identities as students, future practitioners and global citizens. This paper will explore these strategies for student engagement and examine the efficacy of such an approach to teaching and learning.

Impact and interest:

Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

149 since deposited on 26 Jun 2007
3 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 8270
Item Type: Conference Paper
Refereed: No
Subjects: Australian and New Zealand Standard Research Classification > LAW AND LEGAL STUDIES (180000) > LAW (180100) > Law not elsewhere classified (180199)
Australian and New Zealand Standard Research Classification > LAW AND LEGAL STUDIES (180000) > LAW (180100) > Law and Society (180119)
Divisions: Current > QUT Faculties and Divisions > Faculty of Law
Current > Research Centres > Law and Justice Research Centre
Copyright Owner: Copyright 2002 The Author
Deposited On: 26 Jun 2007 00:00
Last Modified: 09 Jun 2010 12:42

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page