item: #1 of 325 id: ijcle-10 author: Curran, Liz; Foley, Tony title: Integrating Two Measures of Quality Practice into Clinical and Practical Legal Education Assessment: Good client interviewing and effective community legal education date: 2014-07-07 words: 6354 flesch: 34 summary: The LAC Program is intended to expose students to social justice issues through direct contact with Legal Aid clients and to provide students with hands on legal experience, principally through interviewing and interview follow-up, just before they are admitted as practitioners. Its intensive, one-on-one or small group nature can allow students to apply legal theory and develop their lawyering skills to solve client legal problems. keywords: advice; aid; client; community; curran; education; feedback; interview; law; ple; practice; quality; research; students cache: ijcle-10.pdf plain text: ijcle-10.txt item: #2 of 325 id: ijcle-100 author: Lynn, Mark title: Student Law Office Conference: A Platform for Student Engagement with Clinical Legal Education? date: 2014-07-18 words: 2574 flesch: 54 summary: Their course contains a clinical option module thereby providing law students with the choice of whether to experience clinical work. It is currently one of the fastest growth areas with increasing numbers of law schools establishing law clinics. keywords: clinic; conference; education; law; students cache: ijcle-100.pdf plain text: ijcle-100.txt item: #3 of 325 id: ijcle-101 author: Plowden, Philip title: Foreword date: 2014-07-18 words: 743 flesch: 39 summary: The title of the conference is: Flowers in the Desert: Clinical Legal Education, Ethical Awareness and Community Service and the conference will bring together justice educators, clinical legal educators, NGOs, community legal centres, legal aid lawyers and legal ethicists from both hemispheres, with the objective of expanding the impact of clinical legal education, operating in a multi-disciplinary ethical framework, in the re-invigoration of legal education, justice education and client service. Alongside these papers, readers will also find food for thought in Ross Hyam’s review of the potential for case management and assessment software to be used within law clinics as an integral part of the clinical process. keywords: clinical; conference; journal cache: ijcle-101.pdf plain text: ijcle-101.txt item: #4 of 325 id: ijcle-102 author: Stuckey, Roy title: The Evolution of Legal Education in the United States and the United Kingdom: How one system became more faculty-oriented while the other became more consumer-oriented date: 2014-07-18 words: 29014 flesch: 51 summary: Enrollment in law schools increased dramatically in the second half of the nineteenth century.101 However, “[n]o one at that time was suggesting that all three years of training should be spent in law school. Frank argued that law schools had become too academic and too unrelated to practice: The Law Student should learn, while in law school, the art of legal practice. keywords: aba; american; american law; bar; case; committee; course; education; education december; inns; law; law practice; law schools; law society; law students; law teachers; lawyers; legal; method; new; profession; report; skills; standards; students; study; supra note; system; time; training; united kingdom; united states; years cache: ijcle-102.pdf plain text: ijcle-102.txt item: #5 of 325 id: ijcle-103 author: Brayne, Hugh; Evans, Adrian title: Quality-Lite for Clinics: Appropriate Accountability within ‘Live-Client’ Clinical Legal Education date: 2014-07-18 words: 5895 flesch: 31 summary: It is not optional to adhere to these, and quality assurance processes are designed to monitor adherence. The limitations of quality assurance processes, once they begin, are that constant change (‘improvement’) in procedural requirements and the measurement of achievement leads to a lowering of morale, failure to encourage programmes to grow organically, and increased staffing changes7. keywords: assurance; client; clinic; education; law; lite; outcomes; process; quality; quality assurance; students cache: ijcle-103.pdf plain text: ijcle-103.txt item: #6 of 325 id: ijcle-1037 author: Bengtsson, Lyndsey title: Editorial date: 2020-11-13 words: 809 flesch: 35 summary: 1 Editorial Dr. Lyndsey Bengtsson Lyndsey2.bengtsson@northumbria.ac.uk In this issue we have contributors from across the world who have considered the role of clinical legal education in respect of a number of crucial areas, including climate change and access to justice. It is argued https://eur02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.facebook.com%2Fsecondstudentlawclinicdayofaction2020&data=02%7C01%7Clyndsey2.Bengtsson%40northumbria.ac.uk%7C1f195f82c356434ad9c308d86f7b3fbd%7Ce757cfdd1f354457af8f7c9c6b1437e3%7C0%7C0%7C637381922423957869&sdata=uxE8cJ%2BHfVXKrrVqgnPdBcnfkJ25ZUp%2FXySLPvblraw%3D&reserved=0 4 that clinical legal education can greatly contribute to the accomplishment of the educational requirements defined by the New Decree of the Minister for Higher Education and universities must introduce new, teaching methods which are more practice orientated. keywords: clinics; education; justice cache: ijcle-1037.pdf plain text: ijcle-1037.txt item: #7 of 325 id: ijcle-1038 author: Noone, Mary Anne title: Innovation and Disruption: Exploring the Potential of Clinical Legal Education date: 2020-11-13 words: 7695 flesch: 20 summary: Clinical legal education programs range from the significant program at Monash Law School where every student who wants to, can undertake a clinical subject and be engaged in providing legal services under supervision to clients65, to law schools that have a single elective externship subjects or perhaps a clinical component of a subject in which students undertake a simulated piece of legal work.66 The benefits of clinical legal education, a form of experiential education, which is the process of learning through experience and reflection on that experience, are now widely recognised but still clinical legal education remains optional in Australia’s law degrees.67 Clinical legal education sits on the margins of Australian legal education. I hope what I have to say honours Sue’s memory and her contributions to legal education and clinical legal education in particular2. keywords: access; article; australia; clinical; disruption; education; future; government; innovation; justice; law; lawyers; need; new; profession; services; students; technology; work cache: ijcle-1038.pdf plain text: ijcle-1038.txt item: #8 of 325 id: ijcle-1039 author: Dunn, Rachel title: Diamond's are a Girl's Best Friend ...and a Great Data Collection Tool date: 2020-11-13 words: 11335 flesch: 57 summary: 17 Wall, K., Higgins, S., Hall, E. and Woolner, P. ‘’That’s not quite the way we see it’: the epistemological challenge of visual data’ (2012) International Journal of Research & Method in Education 1, 1 18 Exploring Issues and Barriers in English Primary Schools (2009) PhD thesis, The Open University; Prosser, J. ‘Visual methods and the visual culture of schools’ (2007) 22(1) Visual Studies 13 19 Wall, K., Higgins, S., Hall, E. and Woolner, P. ‘’That’s not quite the way we see it’: the epistemological challenge of visual data’ (2012) International Journal of Research & Method in Education 1, 2 20 Glaw, X, et al, ‘Visual Methods in Qualitative Research: Autophotography and Photo Elicitation Applied to Mental Health Research,’ 2017, 16 International Journal of Qualitative Methods 1, 1 21 Balomenou, N, and Garrod, B., ‘A Review of Participant-Generated Image Methods in the Social Sciences,’ (2016) 10(4) Journal of Mixed Methods Research 335 Reviewed Article 41 Visual methods can be created by their participants, ‘in the context of, or in response to, human social action. keywords: analysis; article; cards; data; diamond; diamond16; methods; participants; research; skills; use; visual cache: ijcle-1039.pdf plain text: ijcle-1039.txt item: #9 of 325 id: ijcle-104 author: Curran, Liz title: Innovations in an Australian Clinical Legal Education Program: Students Making a Difference in Generating Positive Change date: 2014-07-18 words: 8303 flesch: 40 summary: Also in Canada arising from the Canadian Bar Association’s Task Force Report on Civil Justice15 the “Recommendation 49 Committee” concluded that law students should have the opportunity to critically evaluate processes for resolving conflicts in light of the broader public interest in legal rights.16 Australia’s law schools are very different to those in the United States although similar to those in Canada (for the moment It was seen as offering hope in instilling in law students a conception of professional responsibility that went beyond mere knowledge and the application of rules and which involved obligations of service and commitment to justice including law reform.34 The Clinical Legal Education Program La Trobe at the West Heidelberg Community Legal Service In Australia we have a Federal system of law which means we have national laws and State laws in each of the seven different States and two territories of Australia. keywords: australia; community; court; education; justice; law; law reform; law students; lawyers; project; public; report; students; system; work cache: ijcle-104.pdf plain text: ijcle-104.txt item: #10 of 325 id: ijcle-1040 author: Owen, Richard title: Sustainability and University Law Clinic date: 2020-11-13 words: 16822 flesch: 32 summary: S. Young, ‘The implementation of Britain's national steel Reviewed Article 95 affect attitudes to change as the economy undergoes its next transition, which is away from a more carbon intensive economy to a low carbon or zero carbon economy. 102 100 R (B) v Neath Port Talbot County Borough Council CO/4740/2018 101 n 46 s 4 Table 1 102 Paul Martin, ‘Law to protect future generations ‘useless’’ (BBC, 15 May 2019) accessed on 13 August 2019 https://www.bbc.co.uk/news/uk-wales-48272470 Reviewed Article 115 keywords: act; approach; article; change; climate; clinic; communities; community; development; education; future; generations; government; ibid; issues; lawyering; lawyers; need; practice; public; students; sustainability; sustainable; university; wales; way; work cache: ijcle-1040.pdf plain text: ijcle-1040.txt item: #11 of 325 id: ijcle-1041 author: Chinwa Ole, Ngozi; Eni, Onyekachi title: Towards the implementation of the Paris Climate Change Agreement 2015: Opportunities and Challenges for the Network of Universities Legal Aid Institutions (NULAI) Nigeria date: 2020-11-13 words: 9098 flesch: 42 summary: 18 UNFCCC, ‘Paris Agreement: Status of Ratification’ (2020) 18 Peter Reilly Teaching Law Students How to Feel: Using Negotiations Training to Increase Emotional Intelligence (2005) Negotiation Journal 301; Roger Fisher and Daniel Shapiro, Beyond Reason: keywords: client; competency; education; emotions; intelligence; journal; law; legal; practice; research; review; students; training cache: ijcle-27.pdf plain text: ijcle-27.txt item: #109 of 325 id: ijcle-28 author: Simmonds, Christopher title: Foreword date: 2014-07-08 words: 2715 flesch: -170 summary: This issue is a special issue containing papers from our conference in Durham in July 2012� These include the keynote address from Mary Anne Noone which provided a timely reminder that as well as our concerns with pedagogy and social justice, we cannot afford to neglect the practicalities of ensuring clinic continues to grow and thrive� In this, creating a positive and persuasive brand for our work is an important, and overlooked, issue� The papers in this edition reflect the growing true internationalisation of clinic� The conference had delegates from over 25 countries� We had an unprecedented number of submissions to the journal and I am pleased to report that the papers we publish here are written by clinicians practising in Nigeria, Croatia, the Czech Republic, Australia, India, and New Zealand as well as numerous papers from our colleagues in the UK� As Clinical Legal Education grows around the World we are witnessing the growth in this journal of international colleagues publishing their work� The papers we publish in this issue are of course a small proportion of the papers presented at the 2012 conference� My colleague Christopher Simmonds chaired many of the sessions at the 2012 conference and the remainder of this foreword is given over to his observations on the themes that he identified while attending those sessions� Jonny Hall Editor International Journal of Clinical Legal Education June 2013 Introduction These comments draw out some of the themes that I noticed with the aim of promoting debate and reflection and highlighting some of the challenges and opportunities that we face as clinicians� It also highlights what I see as being one of the biggest selling points of clinical legal education – the passion that we as clinicians have for the way in which we teach� Economic Challenges: One of the most significant themes that emerged throughout the conference was in relation to the challenges that we are facing as clinicians both in terms of the delivery of existing clinical programmes, but also in terms of expanding the clinical legal education movement throughout the world� We have all seen recent news stories relating to the state of the world economy and the austerity measures that are being implemented internationally� But what is perhaps not as clear is the impact that the economy is having on our own work as clinicians� 252 International Journal of Clinical Legal Education Issue 19 One of the last sessions that I chaired was a paper by Prado Perez and Casey (2012)1� In it they discussed the challenges faced by clinics both in America and in Spain for numerous reasons, but underlying everything was the current economic climate� In Spain, there are relatively few clinics and of those that exist not all will give credit to the student for their participation� Yet the picture that emerged from the paper was one of a growing acceptance of clinics and a drive to expand and integrate them into the law curriculum� America is perhaps at the other end of the scale� The majority of Law Schools there offer some form of clinical experience and in some cases they will offer several different models� Their clinics are well established and the majority will award the student credit for taking part on the course� In some cases a form of clinic must be included in the student’s course in order for them to graduate� In both jurisdictions clinic is expensive though� That is, I suspect, something that is common to clinics around the world� The result is that questions are being asked as to whether Clinical Legal Education is worth the money that it costs� At a time when universities are having to justify their expenditure and minimise their debts there is a growing fear that those who criticise clinical teaching will lobby for the closure of clinical programmes� This is not a minor threat� When a student can obtain a practical legal experience without any cost to the university by attending work experience or by taking part in a compulsory placement (without any pedagogical intervention by the university) then the issue arises as to whether the university management will see the unique educational benefits that are inherent in clinic� But while the economic climate is causing universities around the world to tighten their belts, it is also having the effect of increasing the demand for clinics� One of the common themes that emerged from the papers from England, including my own 2, was related to the decision of the British government to significantly reduce the scope of legal aid as one of the austerity measures targeted at reducing the national debt� The effect of this is that far fewer cases will now be eligible for financial assistance from public funds� Unless a person is at risk of losing their home, their life or their liberty then it is unlikely that they will benefit from legal aid� Yet the question that remains to be answered is who will pick up those clients whose cases are too expensive for them to fund privately but that are too important to just sweep under the carpet and forget about� The answer that is increasingly being given by the government is that they expect that role to be filled by pro bono legal advice, whether from law firms or from clinics, charities and other similar organisations� Other jurisdictions are undergoing similar processes and as austerity measures bite there will no doubt be an increased demand for the services offered by clinics� We will therefore have to plan ahead to ensure that we can continue to meet the needs of our 1 Prado Perez, R and Casey, T (2012) She talked about the way that the indigenous tribes and people used stories as a means of passing on knowledge and experience and explored how that approach could be used to educate students� Encouraging students to listen to the stories of their clients helped them to understand the context of the case and to come to empathise with the client much more effectively� Underlying it all was a real desire to help people� In this instance, to help a group of people who had lived in a country for centuries before it was colonised by the western world but who now faced laws and restrictions that had been thrust on them� In much the same way that Indonesian migrant workers had insufficient knowledge of the laws of the land that they were working in, here there was a population having to come to terms with the laws of their own country, because they were not their own laws� Conclusion: Having listened to so many papers over the three day conference it struck me that there are undoubtedly challenges that we are facing and that we will have to overcome, such as the economic issues that we face in coming years� Yet despite that, we continue to seek out new challenges for our students� We look to improve our links with communities� We look to improve our assessment methods and ensure that our students have the best opportunity to do as well as they possibly can� Overall, we continue to have a real passion for Clinical Legal Education, for learning through and from experience� We have a real desire to help people and to carry out casework to the best of our abilities� Passion, in any form of teaching, is key to engaging students with the subject and getting them to enjoy learning� Our passion is our main strength� So moving forward to the next IJCLE conference in 2013 we will have to face challenges, we will be working hard to introduce new schemes and new ideas, at times we may even wonder if it is worth all of the effort� But our passion for clinic leaves me in no doubt that we will all be back for next year’s conference and, more than that, we will have overcome our challenges through working together and will have more innovative projects and more enhancements for students to talk about� I have only been able to mention a small number of the interesting, informative, and enjoyable papers that I heard through the conference and of course there are the many papers that I was not able to hear� I would like to thank everyone for their participation and for making the conference such a success� Christopher Simmonds Solicitor Tutor Student Law Office Northumbria University Foreword 256 International Journal of Clinical Legal Education Issue 19 keywords: blu hotel; clinic; education; education conference cache: ijcle-28.pdf plain text: ijcle-28.txt item: #110 of 325 id: ijcle-29 author: Bleasdale-Hill, Lydia; Wragg, Paul title: Models of Clinic and Their Value to Students, Universities and the Community in the post-2012 Fees Era date: 2014-07-08 words: 7973 flesch: -55 summary: 21-32 Models of Clinic and Their Value to Students, Universities and the Community in the post-2012 Fees Era 264 International Journal of Clinical Legal Education Issue 19 moral attitudes, decisions and outcomes implicit in legal practice�’23 Similarly, Joy states that ‘only by taking primary responsibility for clients may any law student fully experience the ‘professional pulls and choices’ and the ‘balancing of loyalties and professional responsibilities’ of being a lawyer’24 However, taking part in clinic cannot, in and of itself, be sufficient to ensure such an understanding does develop� Clinic directors should consider how their students will be trained to recognise and reflect upon opportunities to develop such an understanding within the clinic� Students should have the opportunity to explore ethical issues and dilemmas which might arise within a case with their supervisor, and with each other: by doing so, ethical obligations offer a learning experience which might not otherwise be grasped�25 Through exposure to real life legal disputes, by conducting interviews with clients and drafting advice letters following discussion with practitioners, participants have the opportunity to gain a deeper insight into the nature of legal advice in practice and, therefore, overcome that particular conceptual hurdle which plagues students of law: recognising that identification of liability is not the end sought by a hypothetical client but rather a means to an end, i�e�, advice on the range of options open to the client to resolve their complaint� Once this threshold point is reached, participation also allows for an enriched view of the importance of client expectations and desired outcomes in framing advice� Introduction The number of clinics in existence within higher education institutions has continued to proliferate in recent years� The 2011 LawWorks1 report examining the pro bono work undertaken within Universities in the United Kingdom found that at least 61 per cent of all Law schools now offer pro bono activities to their students,2 with 40 respondents offering clinic� This compares with 53 per cent of respondents offering pro bono activity and 11 respondents offering clinical activities in 2006�3 This evidence suggests that an increasing number of Law Schools recognise the benefits of clinic to students� keywords: advice; client; clinic; clinical; education; journal; law; legal; model; skills; students cache: ijcle-29.pdf plain text: ijcle-29.txt item: #111 of 325 id: ijcle-3 author: Hall, Jonny title: Foreword date: 2014-07-08 words: 1325 flesch: -94 summary: It is clear from the article (and from other articles published and to be published in this journal) that public health legal services are a growing phenomenon that are more capable of attacking the social determinants of ill health for vulnerable members of society while providing a rich learning experience for all of the professionals and students involved� The paper gives useful examples of how the partnership can function and some of the challenges that are encountered� Paula Galowitz also reports on an interdisciplinary clinic� Her article provides some very useful sources of inspiration for the many interdisciplinary clinics springing up around the World� It is interesting that in both papers in this journal on this subject, students were able to identify significant commonalities between their respective professions and broaden their perspectives as to each other’s roles� It is particularly clear from this article how valuable seeing the patient/client from a different perspective can be� Rachel Spencer considers some of the vast literature on reflection in her paper “Holding Up The Mirror�” While there is a wealth of literature on the subject, many clinicians will recognise that teaching reflection is no simple matter� Spencer rightly looks beyond the field of clinical legal education into other fields such as medicine, nursing and social work where much has been written on the subject� The appendices to the article include many interesting approaches to reflection 102 103 and, at Appendix G, the marking criteria for a reflective portfolio at the University of South Australia� My colleagues at Northumbria, particularly Kevin Kerrigan and Carol Boothby, have been working to describe student performance for our criteria in this area and it is interesting, and useful to us, to see a similar process in Australia� Street Law in Malaysia is the focus of Asnida Suhaimi and Nur Zulkifli’s paper: “Street Law Based CLE: A Student-Impact –Assessment�” The paper considers the history of street law at the University of Malaya and a short survey to determine the motivation of students who took part and the skills they believed that they had learned� It is interesting that the authors report that while students clearly believed that many of their interpersonal skills and other “soft” skills had been improved a larger majority (79%) believed their academic performance had been improved by this extra-curricular activity� C Benjie Louis looks at clinical teaching for a new supervisor� In “Reflections Upon Transitions: An Essay on Learning How to Teach After Praticing Law,” he considers not only this but his reflections on unique lessons for a clinician of colour in the US and provides a set of 5 core tools he argues would be useful to any new clinician� The reflection is a personal one in the main but many of the experiences and lessons that are described can be encountered in live client clinics across the World and the tools suggested can be useful to clinicians, old and new alike� I look forward to seeing many of you in Australia in 2013� Jonny Hall Editor 104 International Journal of Clinical Legal Education Issue 18 My growing sensation is that clinical legal education is now gaining momentum such that one day clinic may well be available to the majority of students – whether we see the methodology pervade the law curriculum as much as some hope for, remains to be seen� I am busy considering all of the papers that were submitted after the conference and it is clear that there will be a rich conference journal to publish early in the New Year� Aside from the usual benefit of formal and informal discussions about our teaching, I and many others particularly enjoyed the Ceilidh� International Journal of Clinical Legal Education Conference, Griffiths University, Brisbane, 15–18th July 2013 Professor Jeff Giddings and I are busy arranging this conference as I write� The theme of the conference will be “Common Ground” and we hope to explore cross cultural and cross model sharing of best practice in experiential legal education� We have secured keynote speakers: Professor Leah Wortham and Professor Catherine Klein from the US with their extensive experience in clinic across the World; Professor Ernest Ojukwu from the Nigerian Law School, a key figure in the hugely successful recent rise of clinic in Nigeria and Professor Stephen Billett of Griffiths University whose research is in the fields of vocational learning, workplace learning and conceptual accounts of learning for vocational purposes� Professor Billett’s presence is an indication of our desire to learn from and with those outside of legal education – a desire shown increasingly in the pages of this journal in relation to interdiscplinary clinics (two of the papers in this issue are on this theme)� A call for papers will have been sent by the time you receive this journal and I encourage as many of you as possible to join us in Australia for what promises to be a very lively and interesting conference� European Clinical Network of Clinical Legal Education (ENCLE) keywords: conference; education; journal; law cache: ijcle-3.pdf plain text: ijcle-3.txt item: #112 of 325 id: ijcle-30 author: Ferris, Graham; Johnson, Nick title: Practical Nous as the Aim of Legal Education? date: 2014-07-08 words: 15605 flesch: -77 summary: Publishing: Mansfield Centre, CT, tr� C�K� Ogden� 31 Jeremy Bentham, A Fragment On Government (1998) Cambridge University Press: Cambridge� 278 International Journal of Clinical Legal Education Issue 19 The Argument: and a few terms defined tr� J�A�K� Thomson� 29 See Paul Grice, Logic and Conversation, in Studies in the Way of Words (1989) keywords: activity; aim; civil; education; education issue; entrepreneurship; exposition; law; lawyers; litigation; marriage; practice; press; process; professional; public; role; rule; theory; university; university press; vermont cache: ijcle-30.pdf plain text: ijcle-30.txt item: #113 of 325 id: ijcle-31 author: Gledhill, Kris title: Establishing An International Human Rights Clinic in the New Zealand Context date: 2014-07-08 words: 9681 flesch: -87 summary: http://www�law�unsw�edu�au/centres/faculty-centres/kingsford-legal-centre/students (last accessed 22 May 2013)� 19 (2003) 3 Intl J Clinical Legal Educ 67� 20 So Campbell and Ray, op cit, note that more specialist clinics were developed at Monash University to allow students “to develop ��� skills ��� to a more sophisticated level” and that the some clinics developed in particular response to the reduction in legal aid as part of government policy: (2003) 3 Intl J Clinical Legal Educ 67 at 67-68� 21 The Global Clinical Movement, Educating Lawyers for Social Justice, Frank S Bloch (Ed), OUP, New York 2011, Part I� 22 See its mission statement: 295 Establishing An International Human Rights Clinic in the New Zealand Context Kris Gledhill, Faculty of Law, University of Auckland Director, New Zealand Centre for Human Rights Law, Policy and Practice Introduction Whilst clinical programmes are an established and core feature of legal education in the USA, and play a significant role in various other jurisdictions, they are essentially absent from New Zealand� The existence of a marked difference is itself a reason to investigate whether experiential learning should have a place in the curriculum of New Zealand’s law schools� This is done by examining briefly the growth of clinical legal education in order to illuminate its purpose; and then considering whether structural differences mean that this does not resonate as much in New Zealand� It is suggested that there are indeed some reasons for caution, in particular that there is a concern around having a two-tier system of legal provision� keywords: clinical; clinics; education; http://www; human; justice; law; law schools; legal; new zealand; rights; rights clinic; students; university; work cache: ijcle-31.pdf plain text: ijcle-31.txt item: #114 of 325 id: ijcle-32 author: Drake, Philip; Toddington, Stuart title: Clinical Pathways to Ethically Substantive Autonomy date: 2014-07-08 words: 6112 flesch: -142 summary: In fact, to be effective, legal ethics must be circumscribed and differentiated as a discipline from the purely philosophical sciences� However, it must answer the questions it appears centrally to 22 See L� S Vygotsky Mind in society: The Development of Higher Psychological Processes� ( Cambridge, MA: Harvard University Press, 1978�) p�86)� Saul McLeod, says: The zone of proximal development ��� has been defined as “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers” See S�A� McLeod The Zone of Proximal Development� http://www� simplypsychology�org/Zone-of-Proximal-Development�html 23 This is reflected in Boon’s (2011) definition of legal ethics as��� The study of the relationship between morality and Law, the values underpinning the legal system, and the regulation of the legal services market, including the institutions, professional roles and ethics of the judiciary and legal professions� ���� If we accept that definition, all of these options are possible���” 319 Clinical Pathways to Ethically Substantive Autonomy set itself - especially about its rationale and method – and if in so doing, it must inevitably draw on the philosophical sciences, it must acknowledge its debt to them� In approaching our concluding remarks on this problem, however, it is worth noting that one very important substantive value is presented to us as a fait accompli requiring no philosophical effort of analysis whatsoever, namely the constitutional and moral issue of access to justice� It is in the context of a much reduced legal aid budget that our clinical students will encounter the general public and their legal needs� Whatever ‘justice’ might be, ‘access to it’ in a world of commodified legal services and limited funding generally means ‘being able to hire a skilled legal representative’ or be provided with one free of charge� On the premise that ‘access to justice’ in a constitutional system of laws (i�e� all such systems) means ideally, access to all who require it, or, realistically, as much of it as can feasibly be provided, and that a failure in this regard is unethical and unconstitutional, ‘legal professionals’ are ‘ethically underdeveloped’ to the extent to which they are unaware of this substantive failure� From here we can make a further connection to another aspect of our wish-list of virtues noted above by Rowe et al: namely, the ethical requirement for practitioners to ‘recogni[e] the broader implications of [their] work’� Reflection on these ‘broader implications’ leads to a wider remit for ‘considering the ‘interest and values of clients’ and ‘others’� Here, ironically, ‘others’ will increasingly denote persons who are unable to attain the status of being someone’s ‘client’� keywords: autonomy; client; ethical; ethics; law; problem; professional; skill; values cache: ijcle-32.pdf plain text: ijcle-32.txt item: #115 of 325 id: ijcle-33 author: Prosun Sarker, Shuvro title: Empowering The Underprivileged: The Social Justice Mission For Clinical Legal Education In India date: 2014-07-08 words: 11219 flesch: -94 summary: 321 Empowering The Underprivileged: The Social Justice Mission For Clinical Legal Education In India Shuvro Prosun Sarker* I. Introduction The 1960s and 1970s were an important time in the history of legal education in India, when the legal aid movement and various legal aid committees’ reports started to draw attention to the importance of experiential learning, or learning on the job, in legal education� The main aim of involving law students in the national legal aid movement was to make them feel more responsible for the considerable part of the Indian population who, because of their socio-economic status, couldn’t access justice� The history of how India’s clinical programs were introduced has a lot in common with the history of clinical programs in other parts of the world� There was a desire to create a pool of lawyers, who would serve as soldiers in the fight for social justice for underprivileged groups in the country� While some prestigious universities started their clinical programs in the 1970s, most of the regulators of legal education took a long time to include clinical papers in the curriculum� In 1997 the Bar Council of India introduced four practical papers in the curriculum� The spirit of public service, and the widespread poverty in a country, has always been central to the push for clinical programs everywhere� But in India, the legal aid committees’ and other statutory bodies’ reports calling for clinical programs to support social justice, were always ignored� The National Knowledge Commission’s working group on legal education specifically mentioned the need to * The Third Wave, 7 Clinical L� Rev� 1, 38 (2000)� 5 N� R� Madhava Menon, Foreword, in A Handbook on Clinical Legal Education (N� R� Madhava Menon ed�, 1998)� 323 advocacy skills in the traditional role of conflict resolution in court’�6 Avrom Sheer emphasizes that understanding, imagination and the ethics of justice are central to clinical legal education�7 Accordingly, clinical legal education plays an important role in making access to justice a reality for many low-income people� It does so not only by exposing law students to the legal problems that the poor face but also by allowing students to experience an obligation to find substantive and creative ways to respond to unmet legal needs�8 This chapter analyzes the social justice orientation of clinical legal education in the United States of America and how the legal realism movement influenced the social justice mission� It concludes with its impact on the Indian clinical legal education� B. keywords: aid; bar; clinic; community; education; india; justice; law; law schools; legal; programs; rights; schools; services; social; social justice; south; students; university cache: ijcle-33.pdf plain text: ijcle-33.txt item: #116 of 325 id: ijcle-34 author: Noone, Mary Anne title: Time to rework the brand ‘Clinical Legal Education’ date: 2014-07-08 words: 6102 flesch: 17 summary: This paper given as a keynote address at the 10th International Journal of Clinical Legal Education Conference in July 2012 Durham, UK� 2 Evans, A�, Cody, A�, Copeland A�, Giddings, J�, Noone M�A� & Rice S�, Best Practices Australian Clinical Legal Education Office of Teaching and Learning 2013 accessible at http://www�olt�gov�au/resources?text=clinical legal education ; See also Strengthening legal education by integrating clinical experiences http://www�law�monash�edu�au/ about-us/legal/altc-project/ � 342 International Journal of Clinical Legal Education Issue 19 Carer’s Victoria story To put the focus of my paper in context I recount a short story� I am a Board member of a not-for- profit organisation representing carers� It works to support and advocate on behalf of carers and caring families�3 The organisation is primarily reliant on government funds but it has recently gone through a strategic planning exercise and wants to decrease its reliance on government funding and increase non-government funding� This would enable the organisation to become sustainable into the future and be more involved in advocacy and policy work� As part of this process, the organisation engaged a consultant company to help with fundraising and organising fundraising events� Obviously the answers to these questions are going to be jurisdiction and university specific� In this paper I address one possible response, the branding of clinical legal education� Although my comments are informed by what is happening in Australian university sector and my recent work with five Australian clinicians in our best practices project,2 I hope my remarks have some common resonance to differing clinical legal education environments� 1 keywords: brand; branding; community; education; engagement; law; learning; service; students; university cache: ijcle-34.pdf plain text: ijcle-34.txt item: #117 of 325 id: ijcle-35 author: Olomola, Omolade; Bamgbose, Oluyemisi title: Collaborating with other Disciplines: Best Practice For Legal Clinics - A Case Study of the Women’s Law Clinic, University of Ibadan Nigeria date: 2014-07-08 words: 9661 flesch: -32 summary: At inception, clients who came to the clinic were those that were financially poor and could not afford the services of a lawyer� However, the clinic came to realize that some women were being denied access to justice because of political factors� These categories of women were deemed to be politically indigent� The clinic therefore took in such clients and extended the services to them� The goal of the clinic is therefore to educate them and give assistance with pro bono legal services� The student clinicians who work in the clinic are trained to put into practice their theoretical legal knowledge, using clinical legal education� They interact with, and advise live clients under the supervision and guidance of staff clinicians�8 A Day in the WLC A normal day in the WLC starts at 8�am with the clinic administrator and clerk opening up the clinic and resuming for the day’s work� Women walk in as new clients, referral cases or on appointment� A roster which is prepared by the clinic administrator is available at the clinic, showing the staff and student clinicians on duty for the day� Clinicians on duty for the day report at the clinic and in their cubicles� The cubicles are to ensure confidentiality and privacy during discussions� In the case of new clients; it is the duty of the clinic administrator to preliminarily determine if the client is eligible for representation in the clinic� Once this is determined, the case is assigned to a group of student clinicians on duty� A case note is opened for the client and all the necessary details and information are recorded� Clients are usually asked what they want or expect from the clinic before any advice is given� In a few cases where clients need to be represented in court, members of these two associations have volunteered their services pro-bono and assisted the clinic� With this approach, the clinic has had clients whose legal issue has not only been looked into or solved successfully, but other non legal related problems dealt with� Interdisciplinary work has to a great extent assisted in the training of the law students in solving problems using creative methods while it has also introduced a holistic approach to solving cases in the clinic� Knowledge is power� All women who walk into the clinic, whether they are eligible or not are attended to� Clients, who are not eligible, are still educated and directed appropriately� The collaboration model used in the women’s law clinic and some case studies will be discussed� Collaborative models and the wlc model The WLC works closely with other departments and units of the University of Ibadan� The experts from these disciplines, and those from other organizations within Ibadan metropolis, work together to enhance services for the clients� keywords: case; case wlc; clients; ibadan; jaja clinic; law clinic; services; university; university health; wlc; women cache: ijcle-35.pdf plain text: ijcle-35.txt item: #118 of 325 id: ijcle-36 author: Preložnjak, Barbara title: Clinical legal education in Croatia – from providing legal assistance to the poor to practical education of students date: 2014-07-08 words: 4688 flesch: -76 summary: Organizational structure of the Legal Clinic The Ordinance on the study prescribes the organizational structure of the legal clinic, according to which the clinic is governed and its work coordinated by the Head of the clinic (Clinical Director), who is law professor and member of Faculty�25 The administrative affairs of the clinic are carried out by two assistant managers with the help of two clinic administrators, who are appointed amongst students�26 All the important decisions on the provision of legal assistance in specific cases are brought independently by students� Strategic questions about the direction of clinical actions, organization and other decisions that require the engagement of additional resources or work, are decided on joint meetings by students in agreement with the Clinical Director, his deputies and assistants, academic mentors�27 28 The clinic has clinical groups that serve as working groups� They are independently formed in accordance with characteristics of specific cases and areas to which they pertain�29 In the beginning 23 Legal Clinic in the period 2011 – 2012 recorded several projects that gave her the possibility of cooperation with foreign partners and acquire new knowledge and experience regarding the clinical legal education� Beside the project with British Embassy the most interesting projects are: “Public and Private Justice� Exchange program between students in London and Oslo “with Norwegian Embassy,” Assistance mechanism for effective social integration of Roma and People with Disabilities “with Finish Embassy�� See http://klinika�pravo�unizg�hr/ medunarodna-suradnja-i-pomoc (5�5�2012) 24 See http://klinika�pravo�unizg�hr/medunarodna-suradnja-i-pomoc (5�5�2012) 25 Art� 14� b� para� 2� Ordinance of study� See: http://klinika�pravo�unizg�hr/sites/default/files/pravilnik_o_studiju� pdf 26 Uzelac 2010, p� 3 27 Meetings of clinicians are held monthly in the form of the Small Council� The clinical director, his deputies, assistants, academic mentors, administrators and students which represent clinical groups discuss important questions of clinical organization, collaboration with civil society organizations, government agencies, legal practices, as well as presenting and analyzing the performance achievements of students in providing of legal aid� Also at the meetings current difficulties in the work with which students and their mentors meet are discussed with the aim of proposing concrete suggestions for their successful resolution� 28 Uzelac 2010, p� 3 29 Ibid� 377 of its work or during the academic year 2010/2011, the clinic was operating through three working groups: civil and family law group - in which the cases concerning the property and status were handled; administrative and labor law group - in which the cases concerning labor and social issues were handled; and criminal law group - in which the cases concerning criminal implications in the broader sense (criminal, misdemeanor, disciplinary and similar cases) were handled�30 However, since this classification of the working groups was too general and less client oriented, at the end of academic year 2010/2011 a new classification of working groups was made� Thus, the clinic now operates in eight working groups: a group for asylum seekers and foreigners, a group for anti- discrimination and rights of minorities; a group for the rights of children and family support; a group for protection and assistance of crime victims; a group for protection of workers’ rights; a group for protection of patients’ rights; a group for PR; and a group for special cases and projects� 31 3.2. Conclusion Clinical legal education is a novelty in Croatian law schools curriculums and poses new challenges to Law Faculties regarding the improvement of student education� Apart from its significant role in legal education, existence of legal clinics is also very important in terms of enhancing the legal aid system by broadening the cycle of legal aid providers to which underprivileged citizens can turn when they are in need of legal aid� Moreover, clinical legal education has a positive impact on the strengthening of public policies of exercising constitutional principles of equality before the law, the right of access to justice and a fair trial within a reasonable period�54 These important goals, which clinical legal education aims to achieve, are closely linked and should be constantly improved by powering the law schools curriculums through the process of learning from best clinical legal practices� keywords: aid; cases; clinic; education; faculty; law; students cache: ijcle-36.pdf plain text: ijcle-36.txt item: #119 of 325 id: ijcle-37 author: Russell, John title: Running drop-in advice services in a university setting date: 2014-07-08 words: 5241 flesch: -59 summary: In order to describe the drop-in model, it will help to explain the generally accepted hierarchy of legal advice provision for social welfare matters� The lowest level of advice is basic information� Typically, this will involve giving a client a leaflet or a factsheet, or in some other way taking them through standardised information which is not tailored to them as an individual� Anyone living in the UK can access that advice by going to the Citizens Advice Bureaux website, where they maintain a publicly available online resource called adviceguide�7 If a client visits a CAB in the UK, they will typically get a 10 minute triage appointment with a “gateway assessor” who will see if they can resolve the enquiry at the level of basic information� 6 Bleasdale-Hill (2011 – n1) confirms that written advice clinics can be “desperate for clients” and available interview slots are unfilled (p11)� 7 www�adviceguide�org�uk Running drop-in advice services in a university setting 386 International Journal of Clinical Legal Education Issue 19 The next level of advice is generalist advice� This is much more sophisticated than basic information� The adviser is now dealing with the client as an individual, tailoring advice to their particular circumstances� It will be based on advice resources that the general public does not have direct access to – principally, Advisernet which is a vast subscription-only resource maintained by CAB,8 and supplemented by various weighty practitioners handbooks on welfare benefits and other matters�9 The vast majority (62%) were resolved at the level of generalist advice in the sense that the client was now able to take action and had no immediate need for further legal advice (though they might return to us or another service at a later stage, when there had been some further development)� Another very substantial portion (25%) were referred to our own specialist advice evening sessions� Only a very small portion of enquiries (9%) were given basic information and signposted on; in practice, that was all immigration enquiries and a small number of commercial cases that were outside our expertise The overwhelming majority were handled internally in our daytime or evening sessions� These statistics show that we ran a very busy and effective Clinic, with the majority of drop-in enquiries being resolved at the level of generalist advice� The high resolution figure is important because it means that we are providing a genuinely useful service for the public, which in turn means that our students get a real sense of satisfaction and completion from the work� Figure 2 389 Running drop-in advice services in a university setting 25% 3% 9% 1% 62% Outcome at daytime drop-in sessions Client advised and taking action Basic information & signposted to agency Advice & referral to agency Advice & referral to external solicitors Advice & referral to specialist evening sesssion 390 International Journal of Clinical Legal Education Issue 19 For our first 2011-12 session, we recruited 20 student volunteers� We selected applicants by way of application form and short interview� All law students were invited to apply; however we recruited towards the end of semester 2 to begin the following year, so in practice all our volunteers would be in at least their second year of study before they started their placement� We required a minimum of sixteen 3-hour sessions in order to deem a volunteer placement fulfilled� Upon completion of the placement, we provided a Certificate of Clinical Legal Education Placement and permitted the students to use the Clinic Directors as referees on any job or training applications they made� We promised them a detailed reference based on their work in the Clinic� We gave our student volunteers two days initial training in the week prior to Week 1 of the semester� This was jointly delivered by us and local Citizens Advice Bureau staff and covered general matters such as working with clients, interview skills, using information resources, our policies and procedures, and how to refer and signpost to the local community advice network� All the rest of our training (i�e� all the substantive law) was delivered on-the-job� This is very different to how the CABx trains and works� A CAB Generalist Adviser training is much more front-loaded – there will typically be many weeks of training sessions about the substantive law before an adviser ever goes near a client, but once trained an adviser works under arms-length supervision� One CAB Advice Session Supervisor will supervise multiple Generalist Advisers working individually (figure 3)� Figure 3: CABx supervision We chose to run our project on a much more modelling and experiential learning basis – partly from choice and wanting to ensure the project had educational benefit (rather than simply being pro bono work) and partly because we had no scope to timetable a longer initial training� Our students work in teams of two with a dedicated supervisor� This means we are committed to a very high staff/student ratio, and there are no economies of scale in our model – if we want to add another student team then we need to add another supervisor� Supervisor Generalist Adviser Generalist Adviser Generalist Adviser Generalist Adviser 391 Figure 4: Drop-In Clinic Supervision By joining the LawWorks group of clinical legal education projects, our student volunteers also had access to the comprehensive programme of LawWorks training sessions�11 This programme cycles through a wide range of social welfare matters and advice skills every semester� The sessions are principally intended for volunteer solicitors working in clinical projects and they are delivered at a fairly high level� We encouraged our students to attend as many sessions as possible, or listen to the accompanying podcasts available online� Generally students found that they got more out of the training sessions once they had a certain level of experience in the Clinic� Student progression and retention For our 2011-12 session, we recruited 20 volunteers� With hindsight, we under-recruited� Two volunteers dropped out over the summer for personal reasons and did not attend the initial training� Two volunteer placements were terminated at the start of Semester 2 – one at the student’s own request and one for persistent unreliability� Three further students reluctantly withdrew from the project for personal reasons� We still managed to run the Clinic very successfully, and never had to close the Clinic due to low student numbers� However, for the 2012-13 session we recruited substantially more students to give sufficient allowance for terminated placements and withdrawals� At the start of a student’s placement, the supervisor modelled every stage of the 4-part process: keywords: advice; client; clinic; drop; education; face; law; sessions; students cache: ijcle-37.pdf plain text: ijcle-37.txt item: #120 of 325 id: ijcle-38 author: Clubb, Karen title: Masters of our Destiny – The Integration of law clinic into post graduate Masters provision date: 2014-07-08 words: 5865 flesch: -174 summary: However the changes in the funding of higher education render the ‘employability’ agenda a more critical consideration regardless of whether students go onto the later vocational stage of legal training or take the route of further postgraduate study of law� Equally postgraduate provision also requires students to have ‘an eye’ on the employment context to convert their enhanced academic study into clear transferable skills that are relevant and valuable to future employers and to demonstrate they are in touch with the employment context in which theses skills will be delivered� The Experiential Learning Model The integration of CLE and experiential learning at undergraduate level remains firmly grounded in addressing the educational goals relevant to this academic stage of study�11 The engagement within a work-based learning context affords students the opportunity to develop their knowledge of the substantive law alongside their knowledge of the relevant legal processes, as well as developing generic and transferable skills under supervision, equally relevant to those students focused on careers outside law�12 Experiential learning is recognised as promoting more effective, deeper and contextualised learning, promoting insight into the professional values, and can illuminate as to the impact of ‘policy’ and the concepts of what some term ’social justice issues’�13 Students are also able to develop an understanding of the commercial context and pressures relating to the delivery and operation of legal services� The experiential learning associated with CLE is highly motivating and rewarding for learners,14 taking them beyond the classroom where learning from ‘action’ is rooted in ‘real life’ situations� It also affords students the chance to see the tangible benefits to their contribution to both individuals and the community� Each learning experience remains unique with students taking a greater role and responsibility for their participation and reflection on their learning, preparing them for the ethos of continuing professional/ skills development�15 In the academic environment the context of theory and practice – legal knowledge and participation in the legal process are more often divorced from each other or limited to specific simulated skills, tasks or problem orientated assessment involving other students� Experiential ‘law clinics’ places 11 Plowden P�, ‘Model standards for live-client clinics’ Clinical Legal Education Organisation (CLEO) 1995, See Appendix 4 for suggested learning outcomes� 12 The Lord Chancellor’s Advisory Committee on Legal Education and Conduct, ‘The First Report on Legal Education and Training’(ACLEC) London 1996, para 1�11� 13 Plowden P�, ‘Model standards for live-client clinics’ Clinical Legal Education Organisation (CLEO) 1995, para 1�1-1�4 14 Cruess R�L�, Cruess S�R� ‘Teaching Professionalism: General Principles’ Medical Teacher Vol 28(3) (2006) 205- 208 15 Rees C�, Forbes P�, Kulber B�, ‘ Student Employability Profiles A Guide for Higher Education Practitioners HEA ( September2006) 397 Masters of our Destiny – The Integration of law clinic into post graduate Masters provision learning in a realistic, genuine and dynamic context offering potentially rich insights into the legal values and norms� The reflective process, which accompanies the experiential learning model16 ensures that students are more highly attenuated to the learning process and their learning needs� Experiential learning can be instrumental in offering clarity on future career options� Additionally students are further motivated by the perceived value in the engagement with services which have an impact on and offer a value and contribution to the wider community� Given the advantages of experiential learning in the context of CLE at undergraduate level, the need for students to develop transferable work skills linked to the attainment of generic and subject specific graduate profiles; one wonders why this has not been more readily replicated in postgraduate Masters programmes in law� Postgraduate Masters Clinic Masters level study is a distinctly different educational provision from undergraduate legal studies, not least as postgraduate law students at Masters level may not in every case have an undergraduate law degree, and may indeed have a law degree from a different jurisdiction� For some students their work experience and employment history may secure entry to the programme� Masters level provision is a more intensive time constrained pathway of study, demanding a greater degree of learner autonomy and critical reflection� Postgraduate study is undertaken with a view to developing niche areas of knowledge and expertise in a distinct and specific programme of study offering intellectual challenge� Increasingly programme selection is made in light of anticipated future career pathways and employment opportunities� Masters study aims to develop advanced research skills through engagement with a critical analysis and examination of substantive areas of law and theoretical and doctrinal approaches to the selected area� At Masters level this requires further consideration of contemporary and emerging approaches to the relevant legal issues as well are a more detailed critique of their rationale and effectiveness� Students are expected to demonstrate a greater degree of originality in their work in preparation for possible further doctrinal study� A crucial feature of Masters level study is the examination of both the substantive and procedural aspects of the law, and This required students to select an appropriate methodology and to consider the application and viability of this in practice� Additionally students selected an appropriate area of substantive law and through observation of legal proceedings together with further reflection and research of specific aspects of legal process and procedure, considered comparatively with other jurisdictions and where appropriate, the international context� Students were offered regular support and opportunities for formative feedback on the progression of their clinic experience and importantly clear guidance on the expected standards of academic engagement required for postgraduate level study� The response from students was positive in that they felt able to apply in practice what they had learnt in their core legal scholarship modules in the context of delivery of legal services affording them a greater appreciation of the context and the relevant ethical issues� Students can readily adopt a comparative element in their research, benefitting home, EU and international students thus promoting inclusion� The module was particularly instructive in merging practical observation which stimulated reflection and curiosity, comparison and a critical and questioning approach� keywords: action research; clinic provision; education; law clinic; learning; masters level; postgraduate law; practice; research cache: ijcle-38.pdf plain text: ijcle-38.txt item: #121 of 325 id: ijcle-385 author: McNamara, Judith; Campbell, Catherine; Hamman, Evan title: Community Projects: Extending the Community Lawyering Model date: 2014-11-05 words: 8569 flesch: 46 summary: Recently, Australian clinics have even experimented with interdisciplinary models where students from different disciplines assist in resolving complex socio-economic issues faced by disadvantaged clients.12 At the Monash-Oakleigh Legal Service (MOLS) in Victoria, for instance, finance and social work students work alongside law students to provide a broader range of assistance to clients.13 Pedagogical outcomes achieved through the MOLS model include: a ‘lateral analysis’ of problem solving, opportunities for collaborative team work, and a better understanding of the non-legal aspects of legal work.14 9 Ibid. This article argues that community project legal clinics can result in positive student learning outcomes in relation to the development of a pro bono ethos and commitment to social justice, lawyering skills including client communication, and the development of a positive professional legal identity. keywords: cle; clinical; clinics; community; education; justice; law; lawyering; learning; legal; service; skills; social; students; work cache: ijcle-385.pdf plain text: ijcle-385.txt item: #122 of 325 id: ijcle-386 author: Spencer, Rachel title: ‘First they tell us to ignore our emotions, then they tell us to reflect’: The development of a reflective writing pedagogy in clinical legal education through an analysis of student perceptions of reflective writing. date: 2014-11-05 words: 9145 flesch: 53 summary: Student responses to Question 1 identified a number of reasons as to why they found reflective writing to be a positive experience, including the ability to be objective about their own progress and development. Rachel Spencer* University of South Australia Rachel.Spencer@unisa.edu.au ABSTRACT The use of reflective writing has long been recognised as an important component of clinical legal education pedagogy, not least because it provides an important link between the twin pillars of CLE. keywords: education; experience; focus; law; placement; reflection; research; responses; students; writing cache: ijcle-386.pdf plain text: ijcle-386.txt item: #123 of 325 id: ijcle-387 author: Spencer, Rachel title: Private Lives: Confronting the inherent difficulties of reflective writing in clinical legal education date: 2014-11-05 words: 13227 flesch: 54 summary: The New Rhetoric view of reading and writing reflectively encompasses the idea that student reflection involves the ‘continuing audit of meaning’7 which should occur ‘by continuously monitoring their current understanding of what they are reading, writing, researching, or thinking.’8 The setting of personal goals and then the monitoring of those goals across a term can be very 35 Gibson, Ben, ‘How Law Students Can Cope: A Student’s View’, (2010-2011) 60 Journal of Legal Education 140. empowering for students. keywords: analysis; clinical; course; education; experience; focus; journal; law; need; placement; reflection; research; students; writing cache: ijcle-387.pdf plain text: ijcle-387.txt item: #124 of 325 id: ijcle-388 author: Grimes, Richard title: Delivering legal education through an integrated problem-based learning model – the nuts and bolts date: 2014-11-05 words: 8742 flesch: 66 summary: Judging by the number of enquiries received, visits made and conference discussions wide interest has been shown by academics and students alike in the form and content of legal education at the York Law School (YLS). At the start of the following academic year students are assigned to a new firm. keywords: chair; group; harassment; issues; learning; outcomes; pbl; problem; process; slf; student cache: ijcle-388.pdf plain text: ijcle-388.txt item: #125 of 325 id: ijcle-389 author: Antoniou, Nicola; Hassan-Morlai, Patrick title: Live Client Clinics: Bridging the Gap date: 2014-11-05 words: 7011 flesch: 49 summary: Substantive Law Did your participation in Law Clinic work increase your understanding of the law as discussed during the Law Clinic training? Problem Solving Did your participation in Law Clinic work increase your capacity to apply the law to practical problems? keywords: advice; case; client; clinic; education; experience; law; law clinic; learning; skills; student; uel; university; work cache: ijcle-389.pdf plain text: ijcle-389.txt item: #126 of 325 id: ijcle-39 author: Krupová, Tereza; Pošíková, Lenka; Friedel, Tomáš; Potucký, Jan title: Do moot courts belong to high schools? And if so, under what circumstances? date: 2014-07-08 words: 2682 flesch: 0 summary: The purpose of our article is to offer basic information about the moot court simulation itself, present our survey research of high school students’ simulation perception and share our 1 Authors of this text are Street Law assistants at Charles University Law Faculty Street Law Course� Tereza Krupová, Lenka Pošíková and Tomáš Friedel have received their Master degree at Faculty of Law, Charles University, Prague, and are currently Ph�D� students at this faculty� Jan Potucký is an undergraduate student at Faculty of law� They all teach law at secondary schools (high schools) in Prague and apart from this they help teaching Street Law� 406 International Journal of Clinical Legal Education Issue 19 experience which might serve as encouragement for moot court organisation and also as basic advice on which common mistakes to avoid and what to pay close attention to� Street Law programme at Charles University Law Faculty The Street Law programme was founded at Charles University three years ago and it is designed as an optional course with one semester duration usually attended by fifteen students� Seminars are taught by one teacher and three assistants who help with lesson preparations and provide mentoring for street law students� The course is divided into two parts� The first part is the “theoretical” one and initiates the semester� University students are taught basic teaching skills and methods and work to improve their presentation skills� The second part is the “practical” one� University students are split into groups of three and teach at high schools under the Street Law teacher or assistant supervision� This part lasts approximately six weeks (each group should teach at least ten 45minute long lessons) and represents the peak of the course� Street law students are expected to conclude their teaching efforts in an appropriate way� Some of them choose a written test, some prefer a closing discussion and some decide to organise a high school moot court� keywords: court; law; school; students cache: ijcle-39.pdf plain text: ijcle-39.txt item: #127 of 325 id: ijcle-390 author: Mkwebu, Tribe title: THE GLOBAL CLINICAL MOVEMENT: EDUCATING LAWYERS FOR SOCIAL JUSTICE date: 2014-11-05 words: 3285 flesch: 33 summary: The benefits of clinical legal education transcend borders as clinicians all over the world try to make legal academies and the legal profession more permeable to the advancement of the cause for social justice. Reaching out to other proponents of clinical legal education on a global level and setting up and running a law clinic in any jurisdiction requires a deep understanding of the socio- economic, political and cultural fabric of each targeted country. keywords: book; education; global; justice; law; movement cache: ijcle-390.pdf plain text: ijcle-390.txt item: #128 of 325 id: ijcle-394 author: Hall, Elaine title: Editorial date: 2014-11-05 words: 538 flesch: 49 summary: These papers also emphasise the number and complexity of process skills and interpersonal development necessary for clinical learning and while work in this area has a long tradition, there has been a lack of clear guidance for teachers wanting to develop and assess these skills and attributes. Four of the papers in this edition address the underlying pedagogies of clinical education and, in doing so, reveal the authors’ key beliefs about the educational and societal priorities of clinical educators. keywords: learning; review cache: ijcle-394.pdf plain text: ijcle-394.txt item: #129 of 325 id: ijcle-4 author: Bliss, Lisa; Caley, Sylvia; Pettignano, Robert title: A Model for Interdisciplinary Clinical Education: Medical and Legal Professionals Learning and Working Together to Promote Public Health date: 2014-07-08 words: 9572 flesch: -158 summary: The FOM class opens that window for collaborating directly with lawyers and law students to address health disparities more holistically� The entire third year class is exposed to the message� While fourth year medical students clearly self-select to enroll in the Law and Medicine elective and only a limited number do so, information about their experiences and the value of the time spent at HeLP and the HeLP Clinic spreads throughout 37 Some other benefits of interdisciplinary education have been identified as the development of “necessary analytical skills; necessary practical skills; teamwork training; future marketability; recognition of the increasing client desire for one-stop shopping; understand��� roles��� knowledge of the limitations of legal training; and adding fun to the classroom�” Connolly, supra note 20, at 36� 38 The authors, Lisa Bliss and Sylvia Caley, were appointed as Adjunct Assistant Professors in the Department of Pediatrics at Morehouse School of Medicine and are the Supervisors of this elective rotation� 161 A Model for Interdisciplinary Clinical Education: Medical and Legal Professionals Learning and Working Together to Promote Public Health 162 International Journal of Clinical Legal Education Issue 18 the class� A form of indirect “learning by association” takes place� Morehouse graduates begin their professional careers as physicians and surgeons appreciating the utility of comprehensive solutions to patients’ problems� The law students, who experienced the opportunity to work shoulder-to-shoulder with medical students in the HeLP Clinic, feel both valued and hopeful that relationships between lawyers and doctors will be more collaborative in their generation of professional practice� Student Assessment The HeLP Clinic course is three credit hours of the ninety credit hours students must successfully complete to be eligible for a juris doctor degree� Unlike some experiential learning opportunities that are pass/fail, this course is graded� Law students in the Clinic are assessed in their performance of the multiple learning objectives of the course, including professionalism in relationships and client-centered practice, legal problem-solving, research and writing, professional identity and independent learning, ethical and professional practice, case management, and course participation and collaboration with legal and other professionals� The only other professional students who receive formal assessment of their HeLP Clinic participation at this time are the Morehouse School of Medicine fourth year medical students who enroll in the Law and Medicine elective� The medical students are evaluated on Clinical utilization of knowledge, academic preparedness, oral presentations, case notes, interpersonal relationships, insight, student effort, reaction to supervision and overall performance� This elective is pass/fail� Challenges of the HeLP Clinic Model and Opportunities for Further Development Many of the components of the HeLP Clinic that make it unique and exciting also provide challenges in keeping the program manageable and cohesive� Involving medical students and residents from two different medical schools in different and meaningful ways can be difficult to coordinate� Law students, medical students, and even the residents sometimes experience a feeling of “culture clash,” when they are first asked to learn together� While the Clinical law students are required to journal about their experiences engaging with the medical culture and their observations, up until now there has been no formal journal requirement for the medical students� Medical school may not encourage this kind of reflection, but we have decided to incorporate a reflection component for the medical students participating in the four-week elective� The only feedback received from medical students taking the elective thus far is through the course evaluation forms� However, medical students have responded positively to the course overall� At the hospital, law students are exposed to the dialog, language, learning, and problem-solving process that takes place during rounds and medical training� They also learn about individual diseases and the process of diagnosis in medicine� Law students are invited to ask questions and participate actively in rounds� Their presence reminds the attending physician and residents that a previously untapped resource exists for families who may have a legal problem affecting the health or well-being of the patient� For example, students attending patient rounds have suggested to the attending physician or residents that an asthma patient’s family be referred to HeLP for a consult regarding housing conditions that may be impacting the child’s disease� Law students generally react favorably to this experience� The rounds serve not only as an opportunity for the attending physician to teach residents, but also an opportunity for the residents and law students to teach and learn from one another� Participating in rounds allows law students to see how patient care is coordinated and how medical professionals communicate with one another to help patients get well� By joining patient rounds, law students gain a greater appreciation for what it is like to work in the hospital environment, and learn how medical professionals solve patient problems� 32 Goals to be achieved during case rounds include developing professional identity, appreciating the ethical frameworks of the different professions, focusing on client-centered lawyering techniques, understanding complex medical diagnoses that affect the legal services to be provided, developing and improving effective communication skills, and developing appropriate professional boundaries� 33 These competencies are set by the American Council of Graduate Medical Education,http://www�acgme�org� 34 keywords: care; clinical; education; health; health law; help clinic; hospital; law students; learning; legal; medicine; rounds; school cache: ijcle-4.pdf plain text: ijcle-4.txt item: #130 of 325 id: ijcle-40 author: Foster, Richard title: Multi-disciplinary practice in a community law environment: new models for clinical legal education date: 2014-07-08 words: 3917 flesch: -147 summary: They are also 415 required to participate in weekly file reviews in the MDC, or regular meetings in FLAP� Their assessment is slightly different to that of law students as it is based 50% on their clinical work (supervisory observations of the quality of casework, client and team interaction) and 50% on their report and presentation� Supervision Two different models of supervision operate between the MDC and FLAP� In the MDC, weekly meetings involving each team of students and the supervisor from each discipline are conducted� In these meetings each student is required to provide both a verbal and written update on the progress and activity of each case that they are working on from the perspective of their academic discipline� In turn, supervisors provide feedback and advice on each case whilst at the same time paying due regard to the progress of each matter and the well-being of clients� The supervision model in FLAP differs markedly insofar as there is not a regular cross-disciplinary meeting between students and supervisors� Instead, the non-law disciplines convene a meeting of their respective students on either a weekly or fortnightly basis in which general issues and unique cases are discussed� In this way, students not involved in a particular case can also share in the experience and learning of other students� To compensate for this lack of intensive and specific advice on individual cases during meetings, supervision during non-clinical periods in FLAP is more intense with administrators and non-law supervisors being available to students during every aspect of follow-up work� By comparison, the MDC favours a model whereby students use their own initiative to progress cases based on in-principle advice by supervisors, which is then confirmed and added to during weekly meetings� In both the MDC and FLAP, any action taken on a file and advice given to clients is provided and confirmed by the relevant clinical supervisor� Learning and pedagogical outcomes Orientation programs occur prior to the commencement of student placements and are conducted separately in each discipline� Law students attend a comprehensive seminar program running over several days which covers information on specific areas of law likely to be encountered during their placements, as well as interview skills, social justice, communication skills, and procedural/ administrative information� Social work students and finance students undergo a more general orientation that introduces them to the role of MOLS and the MDC, and canvasses the types of matters they are likely to encounter� It is intended that, over time, more advanced and specific sessions will be developed for non-legal students� To date, they have also been encouraged to attend legal seminars on a voluntary basis� In addition to the casework of the MDC, non-law students also have the opportunity to assist with Court appearances� Of course, the vast majority of learning for all disciplines occurs in the conduct of casework in the live clinical environment� Priority is given, at least initially, to legal issues although this often quickly expands to financial and social issues� Students are required to prioritise the client’s needs irrespective of which discipline’s expertise may be required, and then prepare a strategy in order Multi-disciplinary practice in a community law environment: new models for clinical legal education 416 International Journal of Clinical Legal Education Issue 19 to address all issues that have been presented� 413 Multi-disciplinary practice in a community law environment: new models for clinical legal education Richard Foster Introduction The Monash-Oakleigh Legal Service (MOLS) is a community legal service auspiced by Monash University, Melbourne Australia, and partly funded by Victoria Legal Aid� MOLS was principally established to provide practical legal education to Monash law students over 30 years ago, but has since evolved to focus also on serving community legal needs� Incorporated within MOLS is the Family Law Assistance Program (FLAP) which, as the name suggests, deals exclusively with family law matters� FLAP students attend the Family Court each week with lawyers who provide assistance to clients in a duty lawyer capacity, as well as operating four clinical sessions each week within MOLS� Like many community legal services, most MOLS clients experience a form of disadvantage and resultant financial difficulty� Consequently, MOLS deals with a range of legal matters including: criminal law, family law, tenancy and neighbourhood disputes, and a number of credit, debt, and bankruptcy issues� In July 2010, the Multi-Disciplinary Clinic (MDC) was established at MOLS to provide a holistic service to clients by involving students from three academic disciplines to deal with client issues� Later, in December 2010 (the commencement of the university’s summer semester), students from one other discipline were included in FLAP and a third discipline was also adopted in the following semester� The MDC Within the MDC the law practicum is combined with finance students and social work students who, as a team, provide assistance to clients of MOLS� The three students simultaneously take instructions from clients and refer the cases to supervisors together (one supervisor from each 414 International Journal of Clinical Legal Education Issue 19 discipline) who then provide advice to the client� The students then return to their client to issue the advice and take any further questions or instructions� The three supervisors sit together with the three students at the same time so that it is a collaborative exercise� There are currently eight teams of three students operating over two clinical sessions each week� Law students tend to lead client interviews and legal matters will usually be prioritised over financial or social issues in the first instance, although often non-legal issues come to share a priority and sometimes take precedence� Students from each discipline are required to isolate aspects of the client’s situation that they can assist with in the context of their own discipline� For example, a client presenting with a request for assistance with a criminal theft matter may also be experiencing financial difficulties that the finance student may assist with, this may also be relevant to the Court at the time of sentencing� Similarly, a family law client may also need assistance with social issues from the social work student (as well as financial assistance)� FLAP The nature of supervision in FLAP varies somewhat to the rather structured system developed for the MDC� This is mostly due to the different resources available to FLAP which have resulted in a more fluid yet equally as effective supervisory model� With the benefit of two administrators (one of which is a lawyer) students are able to receive immediate guidance on the progression of matters� FLAP also has a comprehensive database of precedents, which has developed extensively over several years, accessible by students to assist with their cases� keywords: client; community law; issues; law students; mdc; students; work cache: ijcle-40.pdf plain text: ijcle-40.txt item: #131 of 325 id: ijcle-405 author: Cody, Anna title: What does legal ethics teaching gain, if anything, from including a clinical component? date: 2015-02-09 words: 9893 flesch: 43 summary: When the Latrobe University ethics course was offered through West Heidelberg Community legal service it included a component which encouraged clinical students to recognise the limitations of the law and develop law reform solutions to problems which they identified through their work on client cases44. A commentary on the clinical model as a vehicle for teaching ethics to law students. keywords: clinical; component; education; ethics; issues; law; lawyer; learning; legal; professional; students; teaching; volunteer cache: ijcle-405.pdf plain text: ijcle-405.txt item: #132 of 325 id: ijcle-406 author: Gold, Neil title: Clinic is the Basis for a Complete Legal Education: Quality Assurance, Learning Outcomes and the Clinical Method date: 2015-02-09 words: 15905 flesch: 44 summary: The importance of the role of the clinic supervisor in explicating and supporting student learning cannot be understated.37 This interpretive and reflective modeling and methodology can contribute to students’ lifelong habits of learning and problem solving. The greatest challenge for live-client learning is organizing student learning so that it is sufficiently comprehensive when the time for programme completion has arrived. keywords: ability; client; clinical; degree; education; graduates; knowledge; law; learning; legal; level; live; method; outcomes; pbl; practice; problem; professional; role; skills; stuckey; students; teaching; university; uudles; work cache: ijcle-406.pdf plain text: ijcle-406.txt item: #133 of 325 id: ijcle-407 author: McKeown, Paul title: Law student attitudes towards pro bono and voluntary work: The experience at Northumbria University date: 2015-02-09 words: 7546 flesch: 49 summary: Abstract This study considers whether participation in pro bono legal work during a programme of academic study at Northumbria University increases the likelihood of future participation in pro bono activity amongst law students. It is suggested that ‘encouraging law students to become involved in pro bono work is likely to develop their commitment to, and understanding of, professional values, which should in turn lead to their active involvement in pro bono work later in their professional lives. keywords: clinical; education; january; law; legal; programme; respondents; school; students; study; work cache: ijcle-407.pdf plain text: ijcle-407.txt item: #134 of 325 id: ijcle-408 author: Hall, Elaine title: Editorial - Walking the talk: clinic and our values date: 2015-02-09 words: 853 flesch: 35 summary: Editorial Walking the talk: clinic and our values Elaine Hall Northumbria University, UK Elaine.Hall@northumbria.ac.uk Is clinical legal education an inherently moral undertaking? Finally, Neil Gold gathers together many years of clinical education experience to give an extended reflection on the untapped potential of clinic. keywords: clinic; university; values cache: ijcle-408.pdf plain text: ijcle-408.txt item: #135 of 325 id: ijcle-41 author: Hall, Jonny title: Foreword date: 2014-07-08 words: 879 flesch: -75 summary: This is to assist librarians and others in tracking sequential volumes� The IJCLE conference, Durham, England, 11-13th July 2012 A reminder of this conference in Durham� I look forward to seeing old friends and making new ones from around the World� For more information please visit www�ijcle�com� In this edition Ross Hyams and Faye Gertner’s article recognises that the environment in which lawyers practice is changing rapidly and, in many jurisdictions, a multidisciplinary approach is becoming more important alongside a move away from the adversarial paradigm� They go on to ask how clinical legal education programmes can assist students by beginning to address these factors prior to entering professional practice� There is a surprising dearth of research in this area and this study provides an important wake up call to clinicians and the profession as to the need for far more investigation� For those of us who are clinicians, the more we know about the key issues for early practitioners, the more we can design clinic around assisting students to make the transition� This initial research adds to our understanding of how clinic can help prepare students to become successful reflective practitioners� The clinical practice section of this edition of the journal focuses on Africa� There are two articles considering the (rapidly growing) Nigerian clinical experience� S Mokidi and C Agbebaku argue that there are significant deficiencies in the academic and vocational education for prospective lawyers 4 International Journal of Clinical Legal Education Issue 17 in Nigeria� They argue for the introduction of clinic at not just the final one year vocational study stage but also during the three year academic stage� They also recognise some of the barriers to such a project� Those barriers will not be unfamiliar to clinicians from a range of jurisdictions� Kevwe Omoragbon’s paper moves us from the general to the specific, as she considers the Women’s Law Clinic at the University of Ibadan keywords: clinic; journal cache: ijcle-41.pdf plain text: ijcle-41.txt item: #136 of 325 id: ijcle-415 author: tribe.mkwebu title: ijcle-415 date: 2015-11-27 words: 8893 flesch: 40 summary: Identifying key words Clinical legal education is referred to by different terms that essentially mean one and the same thing such as law clinic, clinical programme, student law office, clinical legal education programme, legal aid clinic and clinic. Management Information Systems Quarterly, 22, 13-23. Excluded clinical education in the healthcare professions development of clinical education in the healthcare professions management of clinic in the healthcare professions pedagogy for clinic in the healthcare professions Search Limits Language - English language, Geography - Global (including UK, USA, Europe, Asia, Australia and Africa) Years - All years Types - peer-reviewed publications, articles and books Keywords and String Searches legal education AND clinical legal education AND Zimbabwe legal education AND Zimbabwe law clinic AND Zimbabwe legal aid clinic AND Zimbabwe clinical legal education AND University of Zimbabwe clinical legal education AND Midlands State University clinical legal education AND Midlands State University AND Zimbabwe clinical legal education programmes AND management AND opposition clinical legal education clinical legal education programmes challenges AND developing AND clinical legal education programme establishment AND sustainability AND clinical legal education programme creating AND maintaining AND clinical legal education programme influential factors AND management AND clinical legal education programme Main Search Terms legal education in Zimbabwe law clinics in Zimbabwe legal aid clinic at the university of Zimbabwe legal aid clinic at midlands state university development of clinical legal education management of a law clinic pedagogy for law clinic clinical legal education programmes in Zimbabwe Articles identified through database searching �(n = 8904) keywords: articles; clinic; education; factors; journal; law; literature; n=1; programmes; research; review; sustainability; systematic cache: ijcle-415.doc plain text: ijcle-415.txt item: #137 of 325 id: ijcle-416 author: Amy title: ijcle-416 date: 2015-11-27 words: 10799 flesch: 41 summary: First examining the context of Hong Kong law, this article considers the development of public interest law in Hong Kong and the role of socio-legal courses in fostering the development of public interest lawyers. Significantly, a number of international human rights instruments were extended to Hong Kong by the British Colonial Government[footnoteRef:10] prior to the handover, including the International Covenant on Civil and Political Rights (ICCPR)[footnoteRef:11] as well as the International Covenant on Economic, Social and Cultural Rights (ICESCR).[footnoteRef:12] Article 39 of the Basic Law acknowledges that the ICCPR remains in force and shall be implemented through Hong Kong laws. keywords: article; course; education; government; groups; hong kong; icl; interest; interest law; kong law; law; lawyers; problems; public; research; social; society; socio; students cache: ijcle-416.docx plain text: ijcle-416.txt item: #138 of 325 id: ijcle-42 author: Foley, Tony; Rowe, Margie; Holmes, Vivien; Tang, Stephen title: Teaching professionalism in legal clinic – what new practitioners say is important date: 2014-07-08 words: 9245 flesch: -25 summary: I just didn’t know what I was doing, I had to guess and after that I thought, well, if I can handle that then, no worries� Ideally, the practice in which new lawyers are based will provide them with opportunities to address these feelings of uncertainty through adequate mentoring and preparation� One supervising partner was alert to this: They don’t get sent down to the court, without [preparation]� Before [X] went to court, we would practice� I would throw things at her which I thought the magistrate was going to ask her to make sure that she had the answers� She might say ‘I’ve got to do [some type of matter] in court today’, and I would say ‘okay, let’s sit down and do it”� Law students may find themselves well trained to think in terms of applying the law to concrete, well-defined problems (to ‘pick out the issues from the facts, apply the law, and come to a conclusion’) but much less prepared to deal with potential uncertainties, particularly those produced by the emotional aspects of practice� As Maharg and Maughan contend the ‘academic stage is grounded upon technical rationality [which effectively] engineers out the affective’�28 These ‘affective’ aspects involve the emotional and interpersonal aspects of practice which constitute an underlying element to most legal activities� Technical rationality may remain a critical part of legal practice but new lawyers must also learn to deal with the non-rational aspects� In this sense new lawyers need to learn to live with and adjust to the unknown� For beginning lawyers the strength of the emotions involved may come as a surprise� Alison said: I entered into my law degree with the ambition of working in [an area of litigation] and I didn’t have many illusions� I suppose the only real thing I wasn’t expecting was the terror of the court work…I wasn’t expecting it to be so painful� We found strong support in the literature for the need to find an appropriate balance between independence and control� Self-determination theory, for instance, draws a strong connection between the satisfaction of certain basic psychological needs (principally autonomy and competence) as one means to psychological health and well-being�9 Acquiring such a sense of competence and autonomy was seen as crucial to gaining the ‘essential nutriments’ of psychological health�10 We see competency as a baseline professional duty for lawyers� The work that legal professionals do requires the resolution of legal issues, the creative documentation of transactions, the consideration of rapidly changing areas of law, and (at times) the conduct of controversial litigation�11 Even routine and repetitive tasks require varying degrees of discretion, challenge, skill and expertise� The new lawyer must gain sufficient competency to begin to meet each of these basic requirements� Acceptance by a legal practice of incompetent work can constitute a breach of the practice’s obligations to the court, and to its clients and can lead to disciplinary proceedings against the new lawyer� ‘Autonomy’ refers to action characterised by choice rather than by actual independence� ‘Autonomy’ in the context of legal practice involves the exercise of judgment or discretion to select the relevant knowledge and appropriate techniques for performing particular legal tasks�12 Autonomy does not denote a completely free rein� Lawyers will remain subject to their clients’ interests and demands, to instructions from their supervisors, and to external constraints of legality, procedure and shared professional norms� Legal practices must provide the necessary ‘autonomy support’ for new lawyers to acquire this capacity�13 Such ‘autonomy-support’ involves giving them choice as to how to approach tasks where such scope is feasible, and providing a clear rationale when the choice is limited to ensure their perspective as to how things should be done is at least taken into account�14 9 Deci, E L and R M Ryan, Intrinsic Motivation and Self-Determination in Human Behavior (1985); keywords: autonomy; education; journal; lawyers; legal; new; participants; practice; professional; students; uncertainty; work cache: ijcle-42.pdf plain text: ijcle-42.txt item: #139 of 325 id: ijcle-425 author: Hall, Elaine title: Locating clinic and ourselves within it date: 2015-07-14 words: 805 flesch: 46 summary: Adrian Evans and Ross Hyams’ paper is particularly useful as an aid to future travel, since they give us the benefit of a range of perspectives: they provide a large scale map of externship practice in Australian clinical legal education, then swoop down to street level to give a case example of externship partnerships at Monash University before gaining reflective distance on externships as a phenomenon, offering an analysis of strengths and weaknesses. Please send me news of clinical events for our November edition as well as your papers from GAJE, IJCLE and ENCLE. keywords: conference; practice; university cache: ijcle-425.pdf plain text: ijcle-425.txt item: #140 of 325 id: ijcle-426 author: Evans, Adrian; Hyams, Ross title: Specialist Legal Clinics: their pedagogy, risks and payoffs as externships date: 2015-07-14 words: 7137 flesch: 43 summary: Clinical pedagogy involves a system of self-critique and supervisory feedback so that law students may learn how to learn from their experiences of simulated environments, observation and, at its most effective level, personal responsibility for real clients and their legal problems. CLE is, in summary, a learning methodology for law students that compels them, through a constant reality check, to integrate their learning of substantive law with the justice or otherwise of its practical operation. keywords: clinic; education; experience; externship; law; learning; legal; practice; specialised; staff; students; supervision; supervisors; work cache: ijcle-426.pdf plain text: ijcle-426.txt item: #141 of 325 id: ijcle-427 author: Bartoli, Clelia title: The Italian legal clinics movement: Data and prospects date: 2015-07-14 words: 4436 flesch: 48 summary: Fig. 11 – Relationships with other clinics These observations seem to indicate the birth of a movement of Italian legal clinics, in fact a movement – differently from a simple network – promotes not only specific actions but its members share a vision. THE INQUIRY It is not more than 5 years since legal clinics were founded in Italian Universities: a very recent history indeed and similar to that of other Western European countries 1. keywords: clinics; dipartimento; diritto; education; european; fig; law; rights; students cache: ijcle-427.pdf plain text: ijcle-427.txt item: #142 of 325 id: ijcle-428 author: Campbell, Elaine title: Transferring Power: a reflective exploration of authentic student-centred small group work in clinical legal education date: 2015-07-14 words: 8958 flesch: 61 summary: In fact, one of the consequences of my experiences of implementing student led firm meetings has been that I now join the circle right at the start of the academic year and someone else (usually on a rotating basis) sits at the top seat (which no longer is seen as such). Student led sessions should not be an alternative. keywords: education; firm; group; law; learning; meetings; office; power; session; skills; student; student law; teaching; team; work cache: ijcle-428.pdf plain text: ijcle-428.txt item: #143 of 325 id: ijcle-429 author: Lofthouse, Rachel title: Book Review - 'Learning in Landscapes of Practice: Boundaries, Identity, and Knowledgeability in Practice-Based Learning' date: 2015-07-14 words: 696 flesch: 48 summary: Book Review LEARNING IN LANDSCAPES OF PRACTICE: BOUNDARIES, IDENTITY, AND KNOWLEDGEABILITY IN PRACTICE-BASED LEARNING edited by Etienne Wenger-Trayner, Mark Fenton-O'Creevy, Steven Hutchinson, Chris Kubiak, Beverly Wenger-Trayner I came to this book familiar with (but not wholly well-versed in) the work of Etienne Wenger and therefore curious about the developments in his previously proposed themes of communities of practice and social learning through this new multi-editor text. There is substantial space given to stories of learning in practice. keywords: learning; practice cache: ijcle-429.pdf plain text: ijcle-429.txt item: #144 of 325 id: ijcle-43 author: Hyams, Ross; Gertner, Fay title: Multidisciplinary clinics – broadening the outlook of clinical learning date: 2014-07-08 words: 7399 flesch: -105 summary: The study of law does not guarantee students a particular perspective or understanding about social justice and certainly does not usually deal in the social sciences� The training provided to students at a multidisciplinary clinic needs to be specialised in subject matter and skills as well as philosophically relevant� The pedagogical underpinnings of the Domestic Violence multidisciplinary clinic described by St� Joan firstly involved the provision of information (about Domestic Violence) to students� Professional skills and interdisciplinary collaboration are also taught during an intense orientation period and throughout the students’ time at the clinic� In addition, case reviews with the students occurred regularly� Students were provided with written materials, but the focus was on discussion and reflection�16 The role of specialised training that evaluates processes and methods of collaboration in addition to the training of students in traditional lawyering skills ensures that students are encouraged to reflect and provide input� Specialised training in collaborative processes itself has tangible pedagogical benefits for students� St Joan identifies two distinct styles of collaboration that emerged which she describes as “side- by-side” and “hand-on-hand” styles� The first involves the law and social work students working separately on different matters for the one client� The second style involves the students working together at the same time and place on the same or different issues for the one client� Research showed that most students drew from both styles depending on their need at a particular time�17 The “side-by-side’ style enabled students to be more efficient and effective with their time and enabled law students to work separately or together with social work students as required - however there was always the risk of “triangulation” where the client is part of a three-way relationship�18 This is less likely to occur in the “hand-in-hand” style� The flexibility afforded by collaboration is evidenced by the fluidity of adapting and adopting the different styles of collaboration at different times in attempting to fulfil different needs� Allowing students to work matters out for themselves allows them to develop a style of working with others that best suits their personality and interpretation of their respective roles� However, supervisors having provided clear guidance and ongoing training as to the expectations and framework of the clinic ensures that students are clear about their boundaries and the goals and aims of the multidisciplinary clinic� 15 Ibid at 405� 16 Ibid at 418� 17 Ibid at 417� 18 Ibid at 418-419� Multidisciplinary clinics – broadening the outlook of clinical learning 27 The importance of clear boundaries from a pedagogical perspective is that the multidisciplinary clinic has an established and apparent framework for its operation� However, there must be sufficient flexibility within it to provide guidance to students and supervisors whilst also enabling students to engage in ways that is most meaningful for them individually -- ultimately this ensures the maximum benefit for the client� From a pedagogical viewpoint, students being encouraged to participate in, reflect upon and contribute to the methodology and operating systems of a clinical framework with a sound educational objective would serve to only enhance their experience� In St� Joan’s paper, students identified various benefits of collaboration, including provision of improved client services; a broadened student perspective; and the advantage of sharing the experience of caring about a client�19 Social work students stated that they had helped the law students deal with their emotional needs and that they had learnt more about the law and the legal system�20 The social work students also indicated that they felt there was a power imbalance in favour of the law student at times� St Joan explains that, as the clinic is primarily a law clinic, clients generally perceive lawyers as being more authoritative than social workers and that lawyers are seen to be more devoted to the client’s case than a social worker�21 These matters go to the very core of the issues that underlie multidisciplinary clinics� Changing a client’s perception of different professionals and their role will alter only with their own individual experience� Social worker and law students’ perceptions and understanding of each other and the role that they each play in relation to a particular client will be reinforced or re-evaluated based on experience� This is augmented by formal teaching and a developing understanding (based on knowledge) of the other’s role and guiding philosophy� The Social Justice Agenda The Drug Treatment Court Networks’ 47 British Journal of Criminology 42 at 48� Multidisciplinary clinics – broadening the outlook of clinical learning 25 workers�9 These modes of hearing are no longer pilot programs or idiosyncratic initiatives, but are becoming an integral part of the Australian legal system, as are many other types of problem-solving courts such as mental health courts, family violence courts, alcohol courts and neighbourhood justice centres�10 All these courts have processes and requirements of teamwork which are a far cry from the traditional adversarial paradigm that law students are usually exposed to in their legal education� Thus, clinicians need to acknowledge that the current style of clinical legal education does not prepare students very well for working in a multidisciplinary team environment� Students need to understand the language and philosophy of professionals in other disciplines; they need to have at least a rudimentary understanding of the fundamentals of other disciplines in which lawyers regularly intersect and interact�11 It is exceedingly rare that a client of a legal clinic presents with a problem that can be defined strictly as “legal” only – more often than not, clients’ legal problems are combined with a myriad of social, financial, psychological and other issues� Often, despite lack of training, clinical supervisors are able to identify these issues and refer clients to appropriate professionals� Whether clinic students have the skills to do this is debatable� Clinicians need to acknowledge that legal knowledge does not have hegemony over the resolution of clients’ problems and that other professionals can assist towards a positive resolution of the issues that clinical clients present� Further, both clinicians and law students need to resile from the “superior” status that they give the legal system and accept that clients’ problems may be better resolved by taking a multidisciplinary and holistic approach� Educational Benefits of Collaboration in a Specialist Clinic The majority of writings on multidisciplinary clinics relate to specialist clinics�12 These clinics involve law students working with students from other disciplines – usually from the social sciences, in clinics that deal with domestic violence, children’s interests and criminal defence�13 St Joan14 refers to the educational benefits of collaboration and the influence of social sciences to inform clinical legal education, specifically in the context of the domestic violence specialist clinic known as The Domestic Violence Civil Justice Project (DVCJP) established by the University of Denver College of Law� Having referenced the many writings by academics and clinical practitioners, she distils the essence of the influence of the social sciences on clinical legal education to include – • strengthening the development of case theories; 9 Marchetti M & Daly K (2007) “Indigenous Sentencing Courts: Towards a Theoretical and Jurisprudential Model” 29 Sydney Law Review 415 at 421� 10 King et al, n 6� 11 Id� 12 See Schlossberg D “An Examination of Transactional Law Clinics and Interdisciplinary Education “ (2003) 11 Washington University Journal of Law & Policy 195; Benson S “Beyond Protective Orders: Interdisciplinary Domestic Violence Clinics Facilitate Social Change” 14 Cardozo J. L. & Gender 1; keywords: clients; clinical; education; law; law students; lawyers; multidisciplinary; social; students; work cache: ijcle-43.pdf plain text: ijcle-43.txt item: #145 of 325 id: ijcle-44 author: Mokidi, S. K.; Agbebaku, C. A. title: Legal Clinics and Professional Skills Development in Nigeria date: 2014-07-08 words: 6087 flesch: -107 summary: At the end of the course and on passing the prescribed examination, the Council of Legal Education issues the law graduate with a qualifying certificate� He is then called to the Nigerian Bar, if he is certified and found fit and proper by the Body of Benchers� We have seen the circumstances that led to the setting up of E�I�G� Unsworth’s Committee that recommended the establishment of the law School� The Unsworth report was to serve as a blue print for tackling the challenges of the legal profession then, and for shaping the future of the Nigerian Legal profession� The question is whether that report of 1959 can still serve the needs of the legal profession for the 21st Century? The first stage is the academic training at university while the second is the vocational training at the Nigerian Law School� The academic stage involves the acquisition of university education leading to the award of Bachelor of Laws (LL�B) degree�6 The LL�B is a five-year program for those students who entered university through the University Matriculation Examination (UME) and four years for those who entered through the direct entry�7 At the academic stage the focus is on stuffing the student with legal principles and basic tools of 6 To ensure minimum standards the NUC designs a uniform curriculum, which the Council approves for all faculties of law� 7 To qualify for admission by UME to study law the candidate must possess a minimum of the senior secondary school certificate or its equivalent with at least five credits at a sitting; for the direct entry he must have a minimum of GCE ‘Advanced’ level or its equivalent� Prior to the NUC report on minimum academic standard for legal education from 1990/1991 academic session the LL�B programme was four years for those who entered by UME and three years for direct entry� 41 legal analysis� keywords: education; law; law school; law students; lawyer; nigeria; skills; students; training; university cache: ijcle-44.pdf plain text: ijcle-44.txt item: #146 of 325 id: ijcle-45 author: Omoragbon, Kevwe title: Interface of Law and Medicine in Clinical Legal Education: Success story of the Women’s Law Clinic in improving the health of women and ensuring women’s access to Justice in Nigeria date: 2014-07-08 words: 5104 flesch: -53 summary: 17 No� 1 p�93 24 There are three types of marriage recognized under Nigeria law� The first is marriage under the Marriage Act which provides for a one man one wife relationship to the exclusion of all others� The second is marriage under customary law which varies from custom to custom and permits a man to marry more than one wife� The third is Islamic marriage� 56 International Journal of Clinical Legal Education Issue 17 or guardian who denies a child the basic necessities of life including food, shelter and education� High Level of Illiteracy The high level of illiteracy stems from the fact that culturally, women are seen as home makers rather than professionals� The consequence of this illiteracy is a lack of knowledge about their rights as highlighted in the earlier part of this paper� Funding Law clinics cannot function effectively without funding� Lack of funding leads to delay in expediting casework which may sometimes lead to denial of justice for clients� The procedure for domestication in the 1999 Constitution of Nigeria provides that, ‘No treaty between the Federation and any other country shall have the force of Law except to the extent to which any such treaty has been enacted into law by the National Assembly’� For a treaty to enacted by the National Assembly, it must be passed by a majority of the thirty-six Houses of Assembly in the thirty-six states of Nigeria� Interface of Law and Medicine in Clinical Legal Education 57 about the introduction of law clinics at health centres, many observers sometimes react to them with scepticism� If clinics are able to hold out and justify their existence by rendering useful service to their communities, public support will only be a matter of time� Capacity Building The lack of trained and experienced clinicians is another challenge� This can however be overcome by sending members of the academic staff for training by institutions locally and abroad that have acquired experience and expertise in the delivery of clinical legal education� The opportunity to observe the actual operation of law clinics will go a long way in stimulating the interest of aspiring clinicians� Conclusion This paper has examined the linkage and synergy between the legal and medical profession through the instrumentality of Clinical Legal Education� Lessons drawn from the Health-Legal collaboration of the Women’s Law Clinic, University of Ibadan can be applicable in law school clinics in any part of the world� This sort of collaborative effort helps to promote interdisciplinary study� It is important that law students be encouraged to participate in community service as students benefit from the experiential learning� It is hoped that other law clinics will take a leaf from the Women’s Law Clinic’s book, improving on our strengths and learning from our weaknesses� 58 International Journal of Clinical Legal Education Issue 17 keywords: education; health; justice; law clinic; legal; medical; nigeria; nigeria law; women cache: ijcle-45.pdf plain text: ijcle-45.txt item: #147 of 325 id: ijcle-46 author: Rosenbaum, Stephen title: Clinique ToGo: Changing Legal Practice in One African Nation in Six Days date: 2014-07-08 words: 25982 flesch: -40 summary: The Bureau of Consular Affairs’ succinct, unflattering (and constant) description reads: “Togo is a small West African country with a stagnant economy in a state of political uncertainty�” http://travel�state�gov/travel/ cis_pa_tw/cis/cis_1041�html#country� (last visited 15 July 2010)� 10 Commentators first applied this term in the late 1960s to the short stints at African universities made by American law professors “arriv[ing] in foreign territory unencumbered by any significant understanding of the local language, law, polity, economy, or culture�” Kirsten A� Dauphinais, Training A Countervailing Elite: The Necessity Of An Effective Lawyering Skills Pedagogy For A Sustainable Rule Of Law Revival In East Africa, 85 N�D� L� Rev� 53, 72 (2009)(citations omitted)� Professor Dauphinais is mindful that not every expert who visits [East] Africa can stay long term� Still, “the Western law professor involving him or herself in this process must nurture an ethos the opposite of cut and run�” Id� at 105� 11 Professor Richard Wilson refers to the “how I spent my summer vacation developing clinics in [insert developing country name here]” phenomenon� Richard J� Wilson, Western Europe: Last Holdout in the World-wide Acceptance of Clinical Legal Education, 10 German L�J� 823, 823 (2009) (brackets in original)� 12 Self-criticism is still in order� I must neither become (nor be perceived as) just another privileged overseas traveler – a charge that can be leveled against the legal elites in the countries I visit when they travel abroad in “study tours�” See infra note 132� As for the “privileged” part, one disability rights colleague characterizes these visits as “grueling” and underpaid� (Telephone Conversation with P�B�, 11 Aug� 2010)� Préparations The scope of the programme had been defined broadly with a focus on the mechanisms for reform� Thus, as was the case with my previous visits to other countries, I was free to exercise virtually independent judgement about the project format and the content of my remarks� It was important to me that I not be viewed as yet one more speaker on the circuit—much less the Great White Saviour— jetting in and out, offering standard bromides for reform�13 The irony was that I was probably better positioned than my prospective Togolese hosts to access the texts which are fundamental to reforms in African legal education and practice of law� Whether due to the cost of printing, or transportation and communication obstacles, the very codes, reported appellate decisions and international accords on which African jurists rely actually may be unavailable to the judges and lawyers themselves� 23 During an earlier State Department visit to Guinea, for example, I discovered a curious collection in my hotel gift shop: copies of legal codes on the bottom of a display case, mingled with local crafts and trinkets� While these “goods” were being offered to tourists, Guinean judges bemoaned their lack of access to legal materials� My research24 fell into three main topical areas: approaches to clinical education25 with an emphasis on developing countries; 26 model civil law statutes for free legal services delivery; and reform campaigns aimed at reducing prison populations� 27 Email exchanges with embassy contacts from an earlier visit to Senegal, visits to websites operated by prison reform advocates and French- language jurists, 28 and materials housed in the Boalt Hall29 law library30 formed the bulk of my research� 23 Professors Geraghty and Quensah, supra note 14 at 90, describe in graphic terms how “African law schools are starving,” and no less so when it comes to library collections, legal information, technology and (updated and relevant) course books� Id� at 90, 97-99, 102� Professor Dauphinais also writes about insufficient quantities of local statutes and other legal materials amongst students and lawyers� Although their articles focus on law schools in African Commonwealth nations and Ethiopia, the analyses and recommendations from Geraghty and Quensah and Dauphinais are equally apt in francophone Africa� Dauphinais, supra note 10 at 104� 24 Only after my trip did I discover some of the most insightful and useful articles on topic – some of which had not yet been written� 25 “Clinical education” encompasses many meanings, ranging from “in-house, live-client” settings in law schools to field placements or externships to simulation classes� AALS Section on Clinical Legal Education, Clinicians’ Desk Reference (Apr� 2009), n� 2� “Applied legal education” may be a more useful term insofar as it describes “a reflective and experiential learning process without the economic and efficiency pressures of the workplace, to help students understand how the law works in action while providing sorely needed pro bono representation to the poor�” See, Center for the Study of Applied Legal Education, http://www�csale�org/need�html (last visited 9 Aug� 2010)� 26 See, Richard J� Wilson, Three Law Schools in Chile, 1970-2000: Innovation, Resistance and Conformity in the Global South, 8 Clin� L� Rev� 515, 517 n�5 (2002) on the term “global south” in lieu of what he deems to be the more pejorative and imprecise “developing” country or “Third World�” 27 See Paddington Garwe, Developments in Penal Reform in Africa, in Access to Justice in Africa, supra note 3 at 33-35� Interestingly, “[p]risons have not been a target of U�S� rule-of-law assistance, despite the horrendous state of prisons in most transitional societies and governments’ interest in receiving external aid to improve them�” Carothers, supra note 14, at 167� According to Carothers, founder and director of the Carnegie Endowment’s Rule of Law Project, the potential for criticism from Congress or human rights groups “has scared away most U�S� officials�” Id� 28 L’association des des cours judiciaires francophones, for example, maintains a website, www�ahjucaf�org (last visited 9 Nov� 2011) and reference materials on court-related developments in the francophone world� 29 keywords: access; africa; aid; american; assistance; association; bar; clinic; clinique; countries; country; d �; education; embassy; faculty; geraghty; government; http://www �; human; international; issue; justice; law; law faculty; law school; law students; lawyers; legal; professor; programme; reform; rights; rule; s �; state; students; supra note; system; term; time; togo; training; united; university; wortham cache: ijcle-46.pdf plain text: ijcle-46.txt item: #148 of 325 id: ijcle-47 author: Hall, Jonny title: Foreword date: 2014-07-09 words: 1197 flesch: -97 summary: In following this model we may be making assumptions about student learning that rests upon a generalisation that firstly our students will benefit most from group activity and secondly that exposure to social justice work as identified by the professor will necessarily lead to increased pro bono activity by students in their later professional life� Professor Patton describes his different approach at Whittier Law School� This self directed policy clinic is based upon student choice of the area in which they wish to work in a “client-less” clinic� Students then complete tasks such as: preparing letters to the editor of a newspaper; legislative analysis of a pending bill; an appellate brief or working on a community lawyering project� The clinic allows students to self direct, thus giving them ownership and the ability to select projects in accordance with their own ethical and political views rather than those of the teacher’s� In doing this, Professor Patton postulates, the clinic lays the foreground for deeper engagement in lifelong pro bono activity � The article is a persuasive call for a different kind of clinical experience� It might be argued that both this and the live client clinic ought to form part of the learner’s experience� Undoubtedly a self directed policy clinic affords the student more autonomy and the opportunity to follow an individual learning path� It is less likely to offer the learning that can take place in more team oriented clinics or the motivation and learning that can occur when working for a real client when a real person’s experiences and problems are immediate for the student� He rightly points out the need to move beyond a traditional approach to dispute resolution which focuses upon litigation� Despite more than a 15 years having passed since Lord Woolf’s plan for litigation in England and Wales to be seen as a last resort, the teaching of alternative dispute resolution in England and Wales is patchy at best� The initiative at Canterbury Christ Church University in Kent is an example of how students on a substantive law course can benefit from a clinical experience within the curriculum and how the next generation of lawyers can experience at first hand the benefits and challenges of mediation� Professor William Patton’s article reminds us that clinical education can sometimes proceed on a model that is based upon group activity directed at social justice goals identified by the professor� keywords: clinic; conference; law cache: ijcle-47.pdf plain text: ijcle-47.txt item: #149 of 325 id: ijcle-471 author: Ann Thanaraj title: ijcle-471 date: 2015-11-30 words: 7386 flesch: 38 summary: Digital lawyering skills will help law students learn core competencies needed in an increasingly technological profession, and it may help close the gap between offering access to justice by making legal services available online in the most accessible and convenient way possible and in equipping law graduates with a modernised and digital legal education. To offer law students the opportunity to undertake digital lawyering experience · Develop understanding and gaining experience in online dispute resolution for solving disputes, using the practice of digital lawyering skills and e-practice management, · Gaining a realistic view of the future of legal services and the profession · keywords: client; clinic; delivery; education; law; lawyering; learning; online; portal; services; students; terms; vlc cache: ijcle-471.docx plain text: ijcle-471.txt item: #150 of 325 id: ijcle-473 author: rachel.a.dunn title: ijcle-473 date: 2015-11-27 words: 4864 flesch: 53 summary: The European Network for Clinical Legal Education (ENCLE) was established in 2013 with the aim of bringing individuals and organisations together to exchange ideas and work collaboratively to promote justice and increase the quality of law teaching through clinical legal education. According to its mission statement, ‘ENCLE aims to support the growth and quality of [clinical legal education] programmes in Europe through facilitating transnational information sharing, fostering CLE scholarship and research, convening conferences, workshops and training session, establishing a website as an open resource for information sharing and promoting collaboration between CLE programmes and legal professionals. keywords: clinic; clinicians; education; profession; programmes; scholarship; work cache: ijcle-473.docx plain text: ijcle-473.txt item: #151 of 325 id: ijcle-48 author: Waters, Ben title: Mediation and Experiential Learning: How a Mediation Clinic Can Inform a Law-based Curriculum date: 2014-07-09 words: 2777 flesch: -215 summary: In addition the combination of the live clinical experience with simulation arguably helps to produce a rather less prosaic undergraduate Law curriculum� Mediation and Experiential Learning 94 Reference List Brayne H, Duncan N, & Grimes R, (1998), Clinical Legal Education, Active Learning in Your Law School, Blackstone Press Limited� Bush R�A�B� Using Process Observation to Teach Alternative Dispute Resolution: Alternatives to Simulation (1997) 37 Journal of Legal Education 46� Columbia University Law School at http://www�law�columbia�edu Deutsch, M, Coleman, P & Marcus, E, (2006), The Handbook of Conflict Resolution, Theory & Practice, Jossey-Bass (San Francisco)� Fordham Law School at http://www�law�fordham�edu Frank J, ‘Why not a Clinical Lawyer School’ (1933) 81 University of Pennsylvania Law Review and Law Register 907� Fry H, Ketteridge S, & Marshall S, (2006), A Handbook For Teaching & Learning in Higher Education (2nd Edition), Routledge Falmer (Abingdon)� Higher Education Academy at http://www�ukcle�ac�uk Jenkins A & Healey M, (2005), Institutional Strategies to Link Teaching and Research, The Higher Education Academy� John Jay College of Criminal Justice (City University New York ) at http://www�jjay�cuny�edu Kolb, D, (1984), Experiential Learning, Prentice Hall� Marton F, and Saljo R, ‘On Qualitative Differences in Learning’ (1976) 46 British Journal of Educational Psychology 115, 117� Menkel-Meadow C, To Solve Problems Not to Make Them: Integrating ADR in the Law School Curriculum (1993) The first aim is to provide mediation services to the local and wider community� This we have started to do and have so far, in the space of nearly two years, undertaken nearly twenty mediations� The second aim is to enhance teaching across curricula within the university; this is where the clinical element links in� Thirdly, the clinic aims to provide a focus for research� Mediation and the Live clinical Experience The aims of ‘live’ clinics According to the Higher Education Academy UK Centre for Legal Education (UKCLE) the broad aims of ‘live’ clinics are: • to enhance the students’ learning experience and understanding of the substantive law, legal process, ethics and the role of law in society • to produce students that can take the learning experience offered by live client clinics and reflect upon how and why cases were progressed and how this fits into the overall context of their legal studies • to empower the students to become pro-active in the process of learning • to provide formative assessment methods which are in themselves a strategic and integral part of the learning experience A mediation clinic provides an example of how experiential learning can be implemented in an undergraduate curriculum� The research undertaken by those responsible for setting up and establishing the clinic at CCCU, both with regard to the discipline itself and the possible pedagogical opportunities available, has reinforced views about the importance of understanding conflict resolution methods in a variety of different settings from the community forum to those conflicts within the international arena� The mediation clinic at CCCU therefore places an emphasis on encouraging and enabling students of Legal Studies and Law as a core part of the practical level of their undergraduate study, to understand how conflict can be resolved through a recognised and effective alternative dispute resolution process� Early research into the project revealed that in other common law jurisdictions, notably, The United States, Canada and Australia, mediation has been taught at university level for many years and in some of the universities in those countries students are given a clinical experience based around the study of dispute resolution and particularly mediation� Reflective practice Students can also develop an understanding of how a mediation service provider operates and we are involving students in the process as assistant mediators, under the guidance and supervision Mediation and Experiential Learning 92 of experienced members of academic staff, and by being involved in office administration� The assistant positions offered to students are observational in nature enabling them to learn through reflection� Part of the early discipline based research acknowledged that reflective practice is a key component for successful experiential learning and that mediation lends itself perfectly to the reflective practice paradigm, being an active process of exploration and discovery which often leads to very unexpected outcomes� Learning in this context may, as Mezirow has observed [enable the learner to make] a new or revised interpretation of the meaning of an experience, which guides subsequent understanding, appreciation, and action� By experiencing the process of mediation at first hand, students should be able to gain a better understanding and appreciation of a different approach to conflict resolution and undertake comparative studies with other recognised methods� R�A�B� Bush outlines the following benefits that “live” observation has over simulation in the context of studying methods of alternative dispute resolution (ADR): • the observations keywords: clinic; dispute resolution; law; learning; mediation; mediation clinic cache: ijcle-48.pdf plain text: ijcle-48.txt item: #152 of 325 id: ijcle-482 author: Elaine Hall title: ijcle-482 date: 2015-11-27 words: 712 flesch: 63 summary: Editorial How do we know what we know about clinical legal education? Elaine Hall Northumbria University, UK Elaine.Hall@northumbria.ac.uk My habit of relying on a poet’s eloquence to support my editorial comment continues. Tribe Mkwebu’s paper breaks new ground in clinical legal education as the first systematic review of the clinical literature. keywords: conference; law cache: ijcle-482.docx plain text: ijcle-482.txt item: #153 of 325 id: ijcle-487 author: Elaine Hall title: ijcle-487 date: 2016-01-12 words: 796 flesch: 33 summary: The challenge of how to assess and what to assess in work integrated learning, problem and enquiry based learning, clinical legal education and simulated leaning is emerging as an important and developing issue and was eagerly and critically discussed by our speakers and participants, addressing the following key questions: Why has experiential learning (and clinic in particular) historically been a voluntary element in legal education? The international move towards an increasingly outcomes based approach to legal education and training has raised the profile and encouraged the development of a wide range of experiential learning practices in legal education. keywords: assessment; education; university cache: ijcle-487.docx plain text: ijcle-487.txt item: #154 of 325 id: ijcle-488 author: Elaine Hall title: ijcle-488 date: 2016-01-12 words: 6422 flesch: 36 summary: Bates, Bates and Bates (2007, p. 127) suggest that: “University and workplace staff should also supervise student assessment collaboratively, negotiating the detailed requirements with each student and ensuring that appropriate personal reflection on the experience has occurred”. The paper proceeds to explain the distinction between the learning outcomes versus professional competencies curricula, where WIL belongs to the latter and where WIL assessment has strong potential to incorporate multiple viewpoints and be discerning about the development of the student’s professional judgment. keywords: assessment; competence; der; education; knowledge; learning; outcomes; skills; van; vleuten; wil cache: ijcle-488.docx plain text: ijcle-488.txt item: #155 of 325 id: ijcle-489 author: Elaine Hall title: ijcle-489 date: 2016-01-12 words: 4383 flesch: 42 summary: Multiple small conversations take place between supervisor and clinic students on a daily basis about strategies on cases and how to respond to developments; it is a short step to use these in a more strategic way. As Bradney6 succinctly states “being a lawyer is not the same as studying law and being a lawyer is what only a minority of law students will be”. keywords: assessment; clinic; clinical; knowledge; law; learning; legal; skills; students; work cache: ijcle-489.docx plain text: ijcle-489.txt item: #156 of 325 id: ijcle-49 author: Patton, William Wesley title: Getting Back to the Sandbox: Designing a legal policy clinic date: 2014-07-09 words: 25205 flesch: -52 summary: Age In Lawyering Courses, 45 Stan� L� Rev� 1807, 1807 (1993)� 21 Fran Quigley, Seizing The Disorienting Moment: Adult Learning Theory And The Teaching Of Social Justice In Law School Clinics, 2 Clinical L� Rev� 37, 37–38 (1995)� 22 “Public interest law is usually defined broadly as legal practice in the service of otherwise unrepresented or underrepresented persons or interests��� however, In A Baby Boomer Firm, 29 Cal� U� L� Rev� 911, 912 (2001)� 8 Eric Hoover, The Millennial Muddle: How Stereotyping Students Became a Thriving Industry and a Bundle of Contradictions, The Chronicle of Higher Education (2009) keywords: adult; advocacy; california; child; children; clinic students; clinical; course; court; d �; development; education; experience; group; individual; interest; j �; justice; l �; law; law school; law students; lawyering; lawyers; learning; motivation; new; play; policy; policy clinic; practice; problem; professor; projects; public; rev �; s �; sandbox; self; social; students; supra �; teacher; teaching; theory; work cache: ijcle-49.pdf plain text: ijcle-49.txt item: #157 of 325 id: ijcle-490 author: Elaine Hall title: ijcle-490 date: 2016-01-12 words: 4972 flesch: 51 summary: Only to clarify concepts, it should be mentioned that formative assessment is a systematic and systematized reflection that aims to improve student learning: “it has been described as assessment that “refers to all those activities undertaken by teachers, and by the students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged” (Black and Williams, 1998).” (Lack of) consistency Variation in assessment methods and practices. keywords: assessment; der; education; law; learning; methods; reflection; students; van; vleuten cache: ijcle-490.docx plain text: ijcle-490.txt item: #158 of 325 id: ijcle-491 author: Elaine Hall title: ijcle-491 date: 2016-01-12 words: 12506 flesch: 45 summary: Thus, like Goldsmith and Bamford, I do not see engagement with practice in purely vocational or technocratic terms, but as providing opportunities for connecting the “aspirations of law students with professional ideals (justice, service, fairness) and the goals of a university-based education” (Goldsmith and Bamford 2010, p. 163; see also Goldsmith 1999, 2002; Boon 1998, 166). Public investment in their education enables law students to enjoy substantial financial rewards. keywords: assessment; case; client; clinic; education; ethics; experience; issues; justice; law; lawyers; learning; performance; reflection; skills; students cache: ijcle-491.docx plain text: ijcle-491.txt item: #159 of 325 id: ijcle-492 author: Elaine Hall title: ijcle-492 date: 2016-01-12 words: 8053 flesch: 44 summary: Whether or not the students receive marks or grades we suggest that feedback is, unless we are concerned only with the immediate demonstration of competency (such as a driving test), a vital component application of smart goals can contribute to achievement of student learning outcomes, Developments in Business Simulation and Experiential Learning, volume 39, 259, 2012 6 For a very clear explanation of the importance of shared ownership between learner and teacher (albeit in a school context) see: Finally, by way of introduction, the word ‘assessment’ is intended to include the measurement of both the quality and extent of student learning (regardless of whether academic credit is gained) and the perceived value of what is being delivered from a learning and teaching perspective, by the ‘us’, the ‘them’ and the ‘others’. keywords: assessment; client; clinic; education; example; experience; experiential; group; law; learning; outcomes; students; work cache: ijcle-492.docx plain text: ijcle-492.txt item: #160 of 325 id: ijcle-493 author: Elaine Hall title: ijcle-493 date: 2016-01-12 words: 5707 flesch: 25 summary: Practices Report, suggests that assessment methods may have more influence on how and what students learn than any other factor.10 The benefit of assessment in providing information to students is touched on by Foxhoven; ‘Assessment is a powerful tool because law students uniformly desire to be prepared to become competent lawyers, but, being novices in the legal profession, they are unable to identify core competencies themselves. ASSESSING REFLECTIVE PRACTICE There is widespread use of reflections as a key part of clinic assessment; some clinics incorporate a presentation as well as written work, but no assessment of casework carried out by students.23 Others are all written but include formative pieces such as a ‘critical incident’ report.24 All appear to embrace the concept of reflection with gusto, although there have been critiques of the use of reflections.25 In looking to apply Van der Vleuten’s work on assessing competence, the area of student reflection is one which has been of concern to clinic staff. keywords: assessment; clients; clinic; education; good; law; skills; students; use; work cache: ijcle-493.docx plain text: ijcle-493.txt item: #161 of 325 id: ijcle-494 author: Elaine Hall title: ijcle-494 date: 2016-01-12 words: 2993 flesch: 49 summary: Reflection: a link between receiving and using assessment feedback. The papers provide an excellent insight in a number of assessment practices in different law schools. keywords: assessment; competency; education; feedback; learning; medical; van cache: ijcle-494.docx plain text: ijcle-494.txt item: #162 of 325 id: ijcle-5 author: Galowitz, Paula title: The Opportunities and Challenges of an Interdisciplinary Clinic date: 2014-07-08 words: 10283 flesch: -102 summary: 165 The Opportunities and Challenges of an Interdisciplinary Clinic Paula Galowitz Introduction Law school clinics in many countries increasingly provide the major opportunities that law students have to engage in interdisciplinary collaborations with other professionals�1 The collaboration may be with a wide range of professionals, such as: doctors and medical students; social workers and social work students; business school students; engineering faculty and students including biomedical engineering students; nursing students; and experts in public health, education, mental health or palliative care�2 It can occur in diverse contexts or targeted to specific populations, such as children, the elderly, victims of domestic violence or low-income business owners� Some examples of these interdisciplinary clinics illustrate their variety� Clinical legal education initiatives in South Africa, Thailand and Ukraine promoted public health through programs that partnered with the Law and Health Initiative of the Open Society Institute’s Public Health 1 One of the ways in which the practice of law, including public interest law, is changing in this century is the increased focus on interdisciplinary and collaborative lawyering� See Karen Tokarz et al., Conversations on “Community Lawyering”: The Newest (Oldest) Wave in Clinical Legal Education, 28 Wash� U� J�L� & Policy 359, 362 (2008)� 2 In addition, an interprofessional medico-legal problem-cased learning program was developed for medical students and students of law at Palacky University� See http://oto. sagepub.com/content/143/1_suppl/124.1.full 7 See Susan Jones, Promoting Social and Economic Justice through Interdisciplinary Work in Transactional Law, 14 Wash� U� J�L� & Policy 249 (2004)� 8 The Intellectual Property and Business Formation Clinic at Washington University in St� Louis is described in the article by Anthony J� Luppino, Minding More Than Our Own Business: keywords: challenges; clients; clinic; collaboration; education; health; issues; law students; lawyers; medical; opportunities; professional; residents; supra note cache: ijcle-5.pdf plain text: ijcle-5.txt item: #163 of 325 id: ijcle-50 author: Wilson, Richard title: An essay on the stages of the clinical year in law school: Group process with existentialist roots date: 2014-07-09 words: 8486 flesch: -87 summary: The core written sources for my knowledge of functional education and the units are sparse indeed� They come from a literature used at St� Mark’s to plan and carry out adult classes, collectively gathered under the rubric of functional education� Functional education’s theories and structures provide the basic framework, both theological and practical, for our religious teaching, with strong echoes in clinical legal education� The core ideas of functional education were put into writing by Dr� Charles Penniman, who served as an educational consultant to the parish in the 1950s during a time when church attendance was falling off generally�4 Penniman’s terse writings, completed in 1954 and later annotated by a former rector, the Rev� James Adams, still guide functional education at a thriving St� Mark’s today�5 All of the adult courses at St� Mark’s, as I said above, are experiential� There is an eloquent explication by Penniman of his own meaning of functional education that bears brief repetition here because it echoes so powerfully in my own clinical teaching� “People learn functionally and in problem situations,” Penniman begins his Categories� “Therefore, we start with life � � � We specifically do not start with the straightjacket of goals where life is only hinted at� We start with life and only hint at goals�”6 Later, Penniman sets out what he calls the “laws of learning: (a) People learn what they are ready to learn; (b) People learn where there is a positive effect � � �; (c) People learn what they can use, and use now � � �” The commentary notes that “these are the principles of what has been called ‘progressive’ or ‘experiential’ education�”7 Progressive education is the early twentieth-century movement most identified with the writings of John Dewey, the great American educational theorist�8 Penniman further explicates functional learning when he suggests that any issue can be approached at three levels: the ideological, the organizational and the functional� “It will be seen that the first two will never get us into the issue – that it is only on the third level that we get into the issue�” By this, the commentary suggests, he means that it is not enough to think intellectually about an issue (ideological), or to feel the emotional connection of loyal and enthusiastic group membership (organizational), but that true knowledge occurs only when people learn “how they function under pressure and where they find the resources they need� They are engaged at a personal level, what the Bible calls the level of spirit�”9 133 International Journal of Clinical Legal Education Autumn 2011 10Frank S� Bloch, The Case for Clinical Scholarship, 6 Int’l J� Clinical Educ� 7 (2004) (“There is an inherent tension in legal education between its academic and professional missions, sometimes characterized as a conflict between theory and practice�”)� 11Peter A� Joy, Clinical Scholarship: Improving the Practice of Law, 2 Clinical L� Rev� 385, 394 (1996) (“� � � [T]here is an inherent tension between [teaching and scholarship], especially for clinical teachers�”)� 12Rev� Paul R� Abernathy, rector of St� Mark’s, sets out the basic tenets in Introduction to Functional Education: Theological Underpinnings of St� Mark’s Christian Education Program, http://www�stmarks� net/christian_ed/functional_education/intro�html(last visited on April 7, 2010)� So, a typical class at St� Mark’s is designed to explore religious issues in a real-life context� Each class session during my time there was carefully planned around day-to-day issues that put the class into the moral and religious dilemmas of the day - what Penniman called “the issue�” A typical early class session in an adult confirmation class might begin, for example, with a scenario asking paired class members to identify the types of credentials by which people identify each other, or with small groups preparing skits on a topic such as depiction of an occasion in which people who did not know each other are gathering before a formal meeting� “The Issue” in the first scenario might be as follows: “I want to be known to the world by my credentials, and I want to be accepted for who I am�” The Issue in the second might be, “I want to make new friends, and I want to maintain my autonomy and privacy�” These issues are what are often referred to in clinical scholarship as the “inherent tension” between two competing dynamics, as for example, the alleged tension between theory and practice in legal education generally10 or between teaching and scholarship11 for clinical teachers� These are not choices between good and evil but between competing goods� Yet we will, indeed we must, choose a course of action� Another typical example has been the use of role-plays� Leaders request, for example, that class participants divide into two groups, one to prepare the husband and the other to prepare the wife, to role-play a household discussion� In one such typical scenario, the wife has obtained an attractive job offer in another city, one that would require the husband to give up his well-paying job without the certainty of getting similar employment in the new location� The groups are given about a half-hour to prepare one of their members to be the role-player, after which the two role- players play out the scene for the class, in role, hopefully moving toward solution� The role -play goes on for 15 to 20 minutes, after which the role players and groups are de-briefed, followed by guided discussion, ending with some lesson on how one might approach this issue from a religious or faith perspective� As the course evolves, the issues become more central to life’s ultimate questions and thus more poignant� A typical role-play toward the end of the course involves two role-players, prepared by their groups, one playing a dying grandmother, covered in blankets and unable to speak, who is visited by a grand-son or daughter who must do all the talking in their brief meeting� These powerful role-plays open the class to discussion of their values, what matters, and how they might use a framework of religious faith to resolve the issues� There was, during my own classes and teaching, no overt suggestion that life problems would be resolved by “coming to Jesus” or any other such proselytizing solution� Participants were left to decide their path of their own faith journeys� Many chose to take this journey within the St� Mark’s community, a generally activist parish with extensive community outreach programs and a vibrant parish life� While the program allowed personal experience to drive the decision for involvement, as time went on, the courses offer a deeper meaning, “found in probing that relation between belief and behavior, that intersection of life at which issues of faith often freely arise and confront us�”12 An Essay on the Stages of the Clinical Year in Law School 134 13Abernathy, supra n� 4� 14ROBERT C� SOLOMON, EXISTENTIALISM 2-28 (2D ED� 2004)� 15See, e�g�, Maurice R� Green, Anticipation, Hope, and Despair, 5 J� Am� Acad� Psychoanalysis 215 (1977); Julius E� Heuscher, Inauthenticity, Flight from Freedom, Despair, 36 Am� J� Psychoanalysis 4 (1976) (using the language from the units, and quoting extensively from the existentialists)� In that long period where the end is not easily discerned, I am also more likely to be short and temperamental or to flee the scene of my students’ angst� I’m more impatient with the late work-product and increasingly reluctant to spend all- nighters finishing and filing a brief or other court document� We all feel exhausted, and the week of spring break is only a tantalizing reminder of rest, not a real respite from the pace and demands of the uncontrollable schedule of law firm practice within a law school� UNIT 5 – ANTICIPATION (Full year, weeks 24-28; one semester, weeks 13-14) (Church seasons: Easter, Ascension, Pentecost) Spring and new life are finally here, the season of new beginnings � � � and school endings� The first flowers bloom, the cherry blossoms adorn the Tidal Basin near the Capitol Mall, and warm, gentle breezes return� The spring equinox brings the world back into balance, but then tips toward longer, sunnier days� “Primitive people must have felt this same energizing effect of enthusiasm 41A WAY TO BELONG, supra n� 22, at 55� 42Id� 43Abernathy, supra n� 4� 44Id� 45A WAY TO BELONG, supra n�22, at 56� 46Categories, supra n� 6, at Confirmation Class, Unit IV, Despair, 9� An Essay on the Stages of the Clinical Year in Law School 142 for life� � � keywords: church; clinical; education; law; life; school; st �; stages; students; supra; time; units; work; year; � mark cache: ijcle-50.pdf plain text: ijcle-50.txt item: #164 of 325 id: ijcle-506 author: Elaine Hall title: ijcle-506 date: 2016-02-29 words: 708 flesch: 44 summary: Here again the balance has to be struck between celebrating new developments and assessing the barriers and threats to sustainability in clinic. Moreover, she steps back from the process as a whole to engage with the promises of eternal partnerships for law school clinics and assesses whether the hoped-for benefits of time and cost are realised and then, in a final reflexive turn considers whether these benefits were the only or the most important outcomes. keywords: clinic; education; time cache: ijcle-506.docx plain text: ijcle-506.txt item: #165 of 325 id: ijcle-507 author: Elaine Hall title: ijcle-507 date: 2016-02-29 words: 896 flesch: 46 summary: Despite this I would like to recognise his contribution as a strong and driven personality who believed in the fundamental concept of clinical legal education, made it happen in this North East corner of the UK, provided a platform for positive influence globally and transformed the lives of many students and others including my own as an educator. At a time in the UK when universities were publically funded at quite a low level for law students, Phil was prepared to fight for and provide the resources to fund such activities. keywords: law; phil cache: ijcle-507.docx plain text: ijcle-507.txt item: #166 of 325 id: ijcle-508 author: Elaine Hall title: ijcle-508 date: 2016-02-29 words: 9723 flesch: 43 summary: At the same time, law students and the profession are demanding more nuanced and practice focused legal education for law graduates. Medical students pay the same tertiary fees as law students, but $21700 is paid to the school. keywords: australia; case; clinic; community; education; law; legal; practice; school; solicitors; students; supervision; supervisors; time; university; work cache: ijcle-508.docx plain text: ijcle-508.txt item: #167 of 325 id: ijcle-509 author: Elaine Hall title: ijcle-509 date: 2016-02-29 words: 8730 flesch: 35 summary: This paper discusses the demand and various possibilities for the reform of Vietnamese legal education. Vietnamese legal education is a relatively new and underdeveloped system. keywords: cle; education; education reform; law; learning; professional; reform; schools; skills; social; students; system; teaching; training; vietnamese cache: ijcle-509.docx plain text: ijcle-509.txt item: #168 of 325 id: ijcle-51 author: Urban, Michal title: How to Discover Students’ Talents and Turn Them into Teaching date: 2014-07-09 words: 5985 flesch: -47 summary: This paper offers a description of the Prague Street Law Programme with an emphasis on the way of working with law students, who possess clear talent for teaching� Students enrolling for Street Law clinics are students of law, who have obviously decided to study law rather than pedagogy� However, when being provided with an opportunity to teach, some law students prove to possess clear pedagogical talents, which they themselves might not realise� This article analyses Czech experience regarding running Street Law clinics, whose aim goes beyond traditional aims of Street Law clinics, i�e� beyond putting theory into practice, looking at law through the eyes of the lay people, communicating legal matters to lay people, improving presentation skills and serving the community� Understandably, the faculty teacher will have to guide and supervise the teaching practice anyway, but an active involvement of older Street Law students would no doubt ease the teacher’s task, not to mention having a positive educational impact on participants of the upgraded Street Law clinic� This fact, after all, corresponds with one of the mottos of all Street Law programmes, which goes as follows: What you hear, you forget, what you teach, you remember� 11) Learn by writing� Because the standard Street Law clinic has been introduced only recently, there is neither a course-book, nor a reader of relevant texts for Street Law students� Our plan is to put such a reader together and invite students of the upgraded Street Law clinic to participate in preparation of the reader, be it in the form of proofreading, editing or identifying relevant texts� As has been mentioned above, the upgraded Street Law clinic was opened in Autumn 2010, which prohibits the paper from presenting concrete statistical data, which would provide the reader with empirical support for this Street Law clinic� For the time being, there is only entrance data available, documenting the situation at the beginning of the project� It has been explained earlier that the upgraded Street Law clinic is opened only for the most successful graduates of the standard Street Law clinic, on average 5 out of 15 of the students� Out of these 5, on average 4 accept the invitation for the clinic, which is considered a rather positive response, especially considering all other options in terms of legal practice� It became rather popular for law students in later years of their studies to start working in legal firms, which certainly pays far better than teaching law in public schools� However, taking part in the upgraded Street Law clinic depends also on the interest of secondary schools in accepting law students as teachers of law and allowing them to teach two lessons a week the whole year round� So far, we have managed to place two pairs of students in two different Prague grammar schools and we are close to an agreement with another grammar school� Clearly, the presented numbers are relatively small in comparison with the total number of students studying at the law faculty�20 Bearing this fact in mind, it seems to be inevitable that Street Law clinics will continue to be offered as voluntary subjects, which may accept only a small percentage of law students� keywords: law clinic; law programme; law students; prague street; street law cache: ijcle-51.pdf plain text: ijcle-51.txt item: #169 of 325 id: ijcle-510 author: Elaine Hall title: ijcle-510 date: 2016-02-29 words: 1094 flesch: 51 summary: The book aims to provide “the history, present status, and possible future models of clinical legal education” in Asia. Its various chapters demonstrate a shared commitment to the social justice mission of clinical legal education that is emblematic of a vibrant global clinical movement. keywords: asia; book; cle cache: ijcle-510.docx plain text: ijcle-510.txt item: #170 of 325 id: ijcle-514 author: Colin James title: ijcle-514 date: 2016-11-29 words: 9437 flesch: 46 summary: Teaching and Learning in Clinic ENHANCING EMOTIONAL COMPETENCIES WITH LAW STUDENTS Colin James and Felicity Wardhaugh* The University of Newcastle and the Australian National University, Australia In our earlier paper we discussed why it is becoming increasingly important for law students to be introduced to the concept of EI and provided with the opportunity to develop and enhance their EI abilities.[footnoteRef:1] As stated there, the Teaching and Learning Outcomes (especially TLO 5) in legal education recognise that employers expect law graduates to have well-developed self-awareness and the kind of good communication skills that require emotional capacities.[footnoteRef:2] keywords: client; emotions; group; intelligence; intervention; interview; law; legal; practice; research; responses; students; test; training cache: ijcle-514.docx plain text: ijcle-514.txt item: #171 of 325 id: ijcle-52 author: Hall, Jonny title: Foreword date: 2014-07-17 words: 2856 flesch: 48 summary: In contrast to this country, in several jurisdictions, the legal aid that is available has been channelled to a certain extent through university legal clinics. Second, the current government will have sought to radically reform legal aid with the intention of reducing the legal aid budget by £315 million by 2014–151 and at the same time, significant reductions in government spending will reduce the provision by other legal advice centres, such as the Citizens Advice Bureau2. keywords: clinic; clinical; education; justice; law; legal cache: ijcle-52.pdf plain text: ijcle-52.txt item: #172 of 325 id: ijcle-521 author: clearingcall title: ijcle-521 date: 2016-11-29 words: 12524 flesch: 37 summary: However, despite the support for CLE, there is little evidence in existing literature to help academics understand how, why and in what context clinics can deliver the educational benefits and to explain the relationship between CLE and the practical and professional development of law students. The formation of professional responsibility in law students has been of global interest amongst the legal professions.[footnoteRef:31] Major work in this area include the MacCrate Report which sets out ten fundamental lawyering skills[footnoteRef:32] and four professional values[footnoteRef:33] that “every lawyer should acquire before assuming responsibility for handling a legal matter”[footnoteRef:34] as part of a standard legal education.[footnoteRef:35] keywords: cle; client; development; education; experience; knowledge; law; learning; professional; report; research; responsibility; skills; students; study; supra cache: ijcle-521.docx plain text: ijcle-521.txt item: #173 of 325 id: ijcle-525 author: Martha Simmons title: ijcle-525 date: 2016-11-29 words: 10105 flesch: 40 summary: The individualized attention given to clinical students and the smaller class sizes of clinical seminars help ensure that relationships are established with both faculty and peers and that accessibility can be assured. Some examples of such disabilities include: mental health disabilities, learning disabilities, medical disabilities, mobility disabilities, physical disabilities, sensory disabilities, among others.] keywords: ableism; accommodation; body; disabilities; disability; education; experiential; faculty; law; learning; model; note; people; programs; service; students cache: ijcle-525.docx plain text: ijcle-525.txt item: #174 of 325 id: ijcle-526 author: None title: ijcle-526 date: 2016-11-30 words: 6521 flesch: 49 summary: Finally, the fourth section discusses the general financial implications for clinical legal education sustainability based on the Zagreb Law Clinic (the Law Clinic) experience and discusses whether clinical legal education should be as done so traditionally, financed by law school, or if the burden should be also divided among legal practitioners, local community and the state. Keywords: clinical legal education, legal aid, financial sustainability 1. keywords: aid; clinic; costs; education; ibid; justice; law; law clinic; schools; students; work cache: ijcle-526.docx plain text: ijcle-526.txt item: #175 of 325 id: ijcle-529 author: Elaine Hall title: ijcle-529 date: 2016-07-11 words: 716 flesch: 44 summary: In October the European Network for Clinical Legal Education (ENCLE) will host its 4th annual conference on 27th and 28th October 2016 (2 days Conference) at the Faculty of Law, University of Valencia, Valencia (Spain). The conference, entitled “Clinical Legal Education and Access to Justice for all: from asylum seekers to excluded communities”, aims to bring clinicians together from across Europe to discuss all aspects of teaching and learning, learn from each other and share best practices on how to improve the access to justice to, in particular, vulnerable persons, through clinical legal education. keywords: clinic; conference; education cache: ijcle-529.docx plain text: ijcle-529.txt item: #176 of 325 id: ijcle-53 author: Gibson, Frances title: “The Convention on the Rights of Persons with Disabilities”: The Response of the Clinic date: 2014-07-17 words: 6724 flesch: 39 summary: This approach focuses on the particular attributes of a person with a disability with a view to providing treatment, or cures to help the person get as close as possible to what is regarded as a social norm.6 The social model of disability on the other hand “locates the experience of disability in the social environment, rather than impairment and carries with it the implication of action to dismantle the social and physical barriers to the participation and inclusion of persons with a disability”.7 In the past the most common approach to disability law has been what Fredman8 describes as a “minority approach” whereby a class of persons is identified that is entitled to protection from discrimination and to special measures to compensate for disadvantage. We should be asking questions in our teaching such as -Why in some jurisdictions are charities excluded from disability discrimination laws, do migration laws deny entry to people with 20 International Journal of Clinical Legal Education Summer 2011 34 Jennifer Gundlach in Robert Dinerstein, ‘Assisting Law Students with Disabilities in the 21st Century Brass Tacks: Panel 2 Clinical and Externship Programs’ (2007) 15 American University Journal of Gender, Social Policy & the Law 817 keywords: clinics; convention; disabilities; disability; education; justice; law; lawyers; legal; people; persons; rights; staff; students cache: ijcle-53.pdf plain text: ijcle-53.txt item: #177 of 325 id: ijcle-530 author: Diana Pan title: ijcle-530 date: 2016-08-10 words: 9932 flesch: 54 summary: And, how do these experiences vary between law schools, and among law students? Most literature and representations of law students focus on those who immediately transition to law school after college graduation, which is the typical pathway. keywords: american; asian; capital; conventionals; education; experience; latino; law; law school; law students; legal; professional; returnees; school; students; work cache: ijcle-530.docx plain text: ijcle-530.txt item: #178 of 325 id: ijcle-531 author: None title: ijcle-531 date: 2016-08-17 words: 7882 flesch: 49 summary: In this case, the sensitive nature of domestic violence created several ethical issues to be addressed. The student volunteer selection process started with the circulation of a detailed advertisement highlighting the area of research in domestic violence and skills involved in carrying out the project, including research, communication and technology skills. keywords: community; india; law; needs; nepal; people; questions; research; survey; team; violence; women cache: ijcle-531.docx plain text: ijcle-531.txt item: #179 of 325 id: ijcle-532 author: Donald Nicolson title: ijcle-532 date: 2016-07-13 words: 13941 flesch: 45 summary: Such impact can be both direct, in the form of the actual legal services offered to those in need, or indirect, in the form of encouraging law clinic students to commit to assisting those most in need of legal service after they graduate either through career choice or other forms of assistance. If law clinic students can play both a direct (and tangible) and indirect (but less tangible) role in contributing to social justice, the question then becomes how to maximise these two - as we shall see, often competing - means of doing so. keywords: activities; african; clinical; clinics; community; education; impact; justice; law; law clinics; legal; note; rev; services; social; south; staff; students; university; work cache: ijcle-532.docx plain text: ijcle-532.txt item: #180 of 325 id: ijcle-533 author: User title: ijcle-533 date: 2016-08-10 words: 2882 flesch: 41 summary: [12: J. Lunney, The Law Society of Ireland, Dead bodies and live minds – the Michael Morton story: Street Law students as detectives, Street Law Conference, Durban 2016.] Based on the premise that it is assumed that raising public awareness and understanding of the law and legal system should arm and empower people to tackle legal problems and contribute to addressing existing inequalities, this strand concluded with a call for empirical research to substantiate anecdotal evidence that improving levels of legal literacy could enhance access to justice more generally. They were: · Street Law curriculum development · Building capacity for Street Law programmes · Youth-based Street Law programmes · Using Street Law as a pathway to Law School · Street Law and democracy education · Street Law and human rights education · general human rights education · the protection of the rights of vulnerable groups · Using Street Law to teach about commercial and labour law The conference consisted of a series of sessions/workshops in which best practice approaches addressing these themes were presented. keywords: conference; durban; education; law; programme; rights; south; street; university cache: ijcle-533.docx plain text: ijcle-533.txt item: #181 of 325 id: ijcle-534 author: Elaine Hall title: ijcle-534 date: 2016-07-13 words: 6083 flesch: 58 summary: 233-8.] Didactically, to organize Street Law seminars at Roma summer school was a real challenge. Despite having taught for seven years at different secondary schools and high schools in Prague, teaching at Roma summer school has been a new and unique experience for me. keywords: czech; experience; law; participants; roma; school; street; summer; workshops cache: ijcle-534.docx plain text: ijcle-534.txt item: #182 of 325 id: ijcle-535 author: Elaine Hall title: ijcle-535 date: 2016-08-10 words: 6832 flesch: 46 summary: The United Nations Principles and Guidelines on Access to Legal Aid in Criminal Justice Systems[footnoteRef:6] (hereinafter the Principles and Guidelines) that provides the internationally agreed definition of the term ‘legal aid’[footnoteRef:7] requires States to establish a nationwide legal aid system involving a wide range of stakeholders as legal aid service providers in order to increase outreach, quality and impact, and facilitate access to legal aid in all parts of the country.[footnoteRef:8] Teaching and Learning in Clinic INTEGRATION OF LEGAL AID ACTIVITY IN LAW SCHOOL CURRICULUM: AN OVERVIEW OF BANGLADESH AND INDIA Farzana Akter, University of Dhaka, Bangladesh* Abstract If law students at the formative stage of their career are exposed to legal aid services, they become motivated to deliver the service when they enter into professional life. keywords: access; aid; bangladesh; education; india; justice; law; legal; note; services; supra cache: ijcle-535.docx plain text: ijcle-535.txt item: #183 of 325 id: ijcle-54 author: Hall, Jonny; Kerrigan, Kevin title: “Clinic and the wider law curriculum” date: 2014-07-17 words: 7783 flesch: 44 summary: Our argument is that these levels should be added to the panoply of existing methods of educating law students. Tactics such as the use of “consulting professors” whereby academic lawyers provide legal guidance to clinical students provides real assistance to the provision of the legal service and goes some way to making academics feel valued as part of the clinic’s case work but is still very much an arm’s length collaboration. keywords: case; clinical; curriculum; education; experience; knowledge; law; learning; legal; practice; problem; school; students; teaching cache: ijcle-54.pdf plain text: ijcle-54.txt item: #184 of 325 id: ijcle-542 author: None title: ijcle-542 date: 2017-03-21 words: 13244 flesch: 39 summary: Legal research generally is a relatively solitary activity – a scholar identifies a question of interests, searches and reviews the literature, and writes. Although the authors’ discussion focuses on clinical research – i.e., research designed to test the safety and effectiveness of medical treatment, drugs, devices, and diagnostic tools – the criteria are adaptable to other contexts and serve as a useful guide for developing a good research question for measuring the impact of social justice teaching. keywords: clinical; data; education; evaluation; experience; health; human; impact; justice; law; learning; legal; medical; note; partnership; project; research; services; social; students; study; subjects; supra cache: ijcle-542.docx plain text: ijcle-542.txt item: #185 of 325 id: ijcle-55 author: Landsberg, Brian title: Walking on two legs in Chinese law schools: A Chinese/U.S. Program in Experimental Legal Education date: 2014-07-17 words: 13047 flesch: 52 summary: The history of that movement has been marked by continued challenges which persist to the present day, but overall clinical education has advanced in the United States, and the American Bar Association recognizes its importance to legal education.5 Our program for Chinese law professors began in 2006 with a “rule of law” grant from the United “Walking on two legs in Chinese law schools” 39 advocacy skills. http://www.law.georgetown.edu/ clinics/fellowships.html, viewed on March 4, 2010. Georgetown and other Law Schools.20 It differs from other prior U.S. involvement in Chinese legal education, which largely consisted either of U.S. teachers teaching Chinese law students or of U.S. entities funding programs they deem beneficial. keywords: china; chinese; clinical; courses; education; experiential; law; law schools; lawyering; lawyers; learning; legal; professor; program; rule; schools; skills; students; system; teaching; training; u.s; university cache: ijcle-55.pdf plain text: ijcle-55.txt item: #186 of 325 id: ijcle-558 author: Elaine Hall title: ijcle-558 date: 2016-11-29 words: 970 flesch: 42 summary: These will be in traditional conference paper format, with a twenty minute presentation followed by questions. Papers are invited which consider one or more of these themes below while still encouraging participants to locate their papers either mainly in one of those areas or by exploring the overlaps. keywords: clinic; paper; students cache: ijcle-558.docx plain text: ijcle-558.txt item: #187 of 325 id: ijcle-559 author: Claire Eastwood title: ijcle-559 date: 2016-08-10 words: 515 flesch: 45 summary: The benefits of Pro Bono work to law students go far beyond the metaphorical moral pat on the back that is received by helping a client who may not otherwise be able to afford legal representation or advice which due to cuts in legal aid has become more prevalent in certain facets of the law. The inclusion of Pro Bono client work in a degree ensures that legal graduates have some understanding of the personal effects of legal decisions. keywords: law cache: ijcle-559.docx plain text: ijcle-559.txt item: #188 of 325 id: ijcle-56 author: Lasky, Bruce; Nazeri, Norbani Mohamed title: The Development and Expansion of University-Based Community/Clinical Legal Education Programs in Malaysia: Means, Methods, Strategies date: 2014-07-17 words: 7551 flesch: 40 summary: In university based CLE programs, the targeted communities vary, ranging from those of urban areas, rural areas, government staffs, community organizations, youth organizations, community leaders, correctional houses, religious organizations to high school students.9 More recently, the model adopted in the Philippines—once an anomaly in Southeast Asia—has been recognized increasingly as an effective means of creating a more social-justice-minded legal 62 International Journal of Clinical Legal Education Summer 2011 6 In June 2010, BABSEA CLE and its local Vietnamese partner, the Institute on Policy, Law and Development Vietnam (PLD-Vietnam), were engaged by the UNDP to spearhead an applied CLE research project throughout Viet Nam, whereby they will be working with universities throughout the country to develop and/or strengthen CLE programs by, in part: 1) Assessing the value of different forms of support to clinical legal education programs in Viet Nam; 2) Demonstrating how CLE programs contribute to the enhancement of legal education in Viet Nam through improving the educational and lawyering skills value of students enrolled in law faculties; 3) Providing evidence-based and objective recommendations to assist the Government of Viet Nam, university law faculties, UNDP and other development partners to formulate broader and longer-term programs of support. keywords: asia; babsea; cle; community; development; education; faculty; law; malaysia; partners; programs; southeast; students; university cache: ijcle-56.pdf plain text: ijcle-56.txt item: #189 of 325 id: ijcle-560 author: callum bland title: ijcle-560 date: 2016-11-30 words: 510 flesch: 50 summary: The skills developed in Pro Bono legal practice are invaluable to the pursuit of a career as a practicing lawyer. I for one can say that prior to my experience in Pro Bono legal work certainly wasn’t confident in pursuing a career as a lawyer. keywords: students cache: ijcle-560.docx plain text: ijcle-560.txt item: #190 of 325 id: ijcle-561 author: Elaine Hall title: ijcle-561 date: 2016-11-30 words: 644 flesch: 43 summary: The Advantageous nature of Pro bono to students is recognised internationally; In Georgetown (U.S), Students of Law are expected to perform 50 hours of Pro Bono work on a compulsory basis[footnoteRef:5]. Law students from the University of Manchester have emphasised that Pro Bono, “ offers students the opportunity to gain practical legal experience, foster links to legal professionals, firms and advice agencies, and develop legal skills that aren’t taught in the classroom,”[footnoteRef:6] an attitude that incorporates the most pertinent benefits to the law student. keywords: law; student cache: ijcle-561.docx plain text: ijcle-561.txt item: #191 of 325 id: ijcle-562 author: Elaine Hall title: ijcle-562 date: 2016-11-30 words: 516 flesch: 48 summary: In the current recruitment climate, work experience and a commitment to the legal profession has become a pre-requisite, not a bonus. To the careerist, it offers necessary work experience to compliment applications for training contracts and pupillages. keywords: work cache: ijcle-562.docx plain text: ijcle-562.txt item: #192 of 325 id: ijcle-563 author: Elaine Hall title: ijcle-563 date: 2016-12-16 words: 853 flesch: 44 summary: These will be in traditional conference paper format, with a twenty minute presentation followed by questions. Papers are invited which consider one or more of these themes below while still encouraging participants to locate their papers either mainly in one of those areas or by exploring the overlaps. keywords: clinician; education; papers cache: ijcle-563.docx plain text: ijcle-563.txt item: #193 of 325 id: ijcle-564 author: Sarah Buhler title: ijcle-564 date: 2017-01-16 words: 6934 flesch: 51 summary: When we think about clinical legal education in this way, we can see that it can take its place as a crucial part of the soul of legal education – as the part of legal education where questions of injustice and justice are taken seriously and where we practice, theorize, and reflect on the role of law, legal systems, and lawyers in our world. I would like to suggest then that rather than merely training students to adapt to the world as it is, clinical legal education bears witness to a world in crisis and builds and renews the justice commitment within legal education: it can give legal education “dreams to fight for”. keywords: clinics; communities; community; education; injustice; justice; law; people; practice; risk; students; university; violence; work; world cache: ijcle-564.docx plain text: ijcle-564.txt item: #194 of 325 id: ijcle-565 author: CDU title: ijcle-565 date: 2016-12-16 words: 13309 flesch: 45 summary: In Australia, law students have been able to obtain their law degree online for a number of years. While only an idea in 2000, the ability of law students to undertake a clinical unit while studying fully online has become a reality in at least one Australian law school; Charles Darwin University (‘CDU’). keywords: australia; cdu; clinical; degree; education; face; global; justice; law; law students; learning; legal; online; placement; program; rev; school; students; teaching; university cache: ijcle-565.docx plain text: ijcle-565.txt item: #195 of 325 id: ijcle-566 author: Collins, David title: ijcle-566 date: 2016-12-16 words: 7468 flesch: 43 summary: While the startup phenomenon itself, including London’s “Silicon Roundabout” cluster has received much attention from scholars[footnoteRef:9], as well in the media[footnoteRef:10], there remains surprisingly little research into the legal problems faced by early stage startups, nor, crucially the extent to which it can be serviced by legal clinics based in universities. Better identification of the nature of the legal queries brought by startups to their lawyers could help contribute to the streamlining of basic legal services by legal clinics (as well as law firms), particularly if this identification were to include an understanding of the difference between the startups’ perceptions of their own legal problems (often based on misinformation) and reality. keywords: advice; business; clients; clinic; law; lawyers; legal; london; sessions; startups; students; |_| cache: ijcle-566.docx plain text: ijcle-566.txt item: #196 of 325 id: ijcle-567 author: Yohana Gadaffi title: ijcle-567 date: 2016-12-16 words: 7115 flesch: 52 summary: The Act covers law school clinics under legal aid providers. High accreditation fees may serve as an entry barrier for law school clinics which seek to provide legal aid services. keywords: access; act; aid; education; justice; kenya; law; law clinics; law school cache: ijcle-567.docx plain text: ijcle-567.txt item: #197 of 325 id: ijcle-57 author: Dignan, Frank title: ‘Bridging the Academic/Vocational Divide: the Creation of a Law Clinic in an Academic Law School’ date: 2014-07-17 words: 4120 flesch: 56 summary: Post Script Hull University Legal Advice Centre has been shortlisted in the annual LawWorks Attorney Generals Pro bono Awards 2011 for best contribution by a law school. the Creation of a Law Clinic in an Academic Law School’ Frank Dignan, Practising Barrister; Director, University of Hull Law School Legal Advice Centre In January 2009 I joined the Law School at the University of Hull. keywords: advice; cases; centre; clinic; community; hull; law; local; school; students cache: ijcle-57.pdf plain text: ijcle-57.txt item: #198 of 325 id: ijcle-579 author: Elaine Hall title: ijcle-579 date: 2017-03-21 words: 1132 flesch: 50 summary: It is well known (although not always acknowledged) that clinical education was not invented by lawyers and although clinical legal education has developed into a distinctive and highly successful strand of experiential learning, it remains a methodology that is at least potentially applicable right across the academy. We return to the debate around assessment and the value of clinical education for students with the first of our practice reports from Patrick Koroma and Nicola Antoniou which looks at the perceived benefits of CLE. keywords: education; ijcle; papers; university cache: ijcle-579.docx plain text: ijcle-579.txt item: #199 of 325 id: ijcle-58 author: Kerrigan, Kevin title: Foreword date: 2014-07-18 words: 1769 flesch: 34 summary: 257699B_IJCLE_July_09 5 Foreword Foreword IJCLE conference July 2009, Western Australia The 7th International Journal of Clinical Legal Education conference was held in conjunction with the 10th Australian Clinical Legal Education conference on 9th–11th July 2009 in Perth and Fremantle, Western Australia. It focused on the global reach of clinical legal education and the many ways in which clinical projects cross geographical, social and cultural frontiers The range of delegates was reflective of the conference theme with contributors from a very wide range of jurisdictions including: Australia, Canada, China, India, Hong Kong, Japan, Malaysia, Nigeria, South Africa, Thailand, United Kingdom and the USA. keywords: clinic; conference; education; law; school; students cache: ijcle-58.pdf plain text: ijcle-58.txt item: #200 of 325 id: ijcle-580 author: SamsungRV511 title: ijcle-580 date: 2017-03-21 words: 7792 flesch: 46 summary: However, we hope the results inform fellow legal education clinicians of the perceived and real benefits that law clinic students derive from their legal clinic experience and provide a basis for further research on this subject, such as the correlation between clinical legal education and black-letter law. [4: Wizner, S. and Aiken, J. H. (2004), Teaching and Doing: The role of law school clinics in enhancing access to justice, Fordham Law Review, Vol 73, 997-1011 at p997.] From a pedagogical perspective, pro bono law clinic experience provides ‘…opportunities for connecting the “aspirations of law students with professional ideals (justice, service, fairness) and the goals of a university-based education”’.[footnoteRef:5] Law clinics are in essence a vehicle through which students learn by working in the role of a lawyer to provide legal advice, legal writing or drafting, advocacy or representation to clients in a live or simulation setting. keywords: clinic; education; experience; law; law clinic; learning; letter; letter law; skills; students; vol cache: ijcle-580.docx plain text: ijcle-580.txt item: #201 of 325 id: ijcle-59 author: Schehr, Robert title: “The Lord Speaks Through Me”: Moving Beyond Conventional Law School Pedagogy and the Reasons for Doing So date: 2014-07-18 words: 23747 flesch: 48 summary: Similarly, law school students may find that their experiences are marginalized in juridic discourse, thereby serving to generate what Lacan referred to as the “not all,” the experience of being psychologically and emotionally divided. While the skills that law school students learn are important (rules, issue spotting, case analysis, case holdings, etc.), they are instrumental, technical skills presented to students via a master narrative that presumes priestly omnipotence. keywords: analysis; application; class; clinical; curriculum; discourse; education; experience; faculty; justice; knowledge; law; law school; learning; legal; lord; master; method; new; note; pedagogy; practice; process; rev; school pedagogy; school students; schools; skills; students; supra; teaching; theory; university; way; ways cache: ijcle-59.pdf plain text: ijcle-59.txt item: #202 of 325 id: ijcle-595 author: Elaine Hall title: ijcle-595 date: 2017-06-30 words: 267 flesch: 50 summary: Next edition will see the return of ‘archive dive’ in November – unless the flow of clinical scholarship continues at its current rate and we need to have an extra edition in September. One final piece of exciting news, the 2018 IJCLE conference will take place in Hong Kong in collaboration with the Faculty of Law at the Chinese University of Hong Kong – more details soon! keywords: conference; edition cache: ijcle-595.docx plain text: ijcle-595.txt item: #203 of 325 id: ijcle-596 author: None title: ijcle-596 date: 2017-06-30 words: 9559 flesch: 49 summary: Secondly, there is evidence that legal students need to acquire business skills to enhance their employability. This article, by looking at a project where students started mapping unmet legal need in their locality, will consider the pedagogical issues associated with identifying unmet legal need and how it might enable university law clinics to be better embedded into their local communities by considering aspects of physical and human geography when considering injustice. keywords: advice; area; clients; clinic; community; data; law; mapping; need; problems; project; services; students; university; unmet cache: ijcle-596.docx plain text: ijcle-596.txt item: #204 of 325 id: ijcle-597 author: Paul McKeown title: ijcle-597 date: 2017-06-30 words: 9580 flesch: 47 summary: Reviewed Article – Teaching and Learning in Clinic PRO BONO: WHAT’S IN IT FOR LAW STUDENTS? Law students may be a resource that can help fill the access to justice gap, whilst at university and onwards in their future careers. keywords: bono; education; essay; experience; ibid; justice; law; law students; lawyers; motivation; profession; reasons; skills; students; work cache: ijcle-597.docx plain text: ijcle-597.txt item: #205 of 325 id: ijcle-598 author: Rachel Dunn title: /docProps/thumbnail.jpeg date: 2017-06-30 words: 9244 flesch: 55 summary: It is now common, and accepted, that other evidence useful to systematic review research questions can now be included, changing the procedure slightly. Narrative or systematic literature reviews? keywords: articles; clinical; education; europe; legal; literature; papers; research; review cache: ijcle-598.docx plain text: ijcle-598.txt item: #206 of 325 id: ijcle-599 author: Street Law Clinic title: ijcle-599 date: 2017-06-30 words: 33551 flesch: 53 summary: In Ireland, the Law Society of Ireland places Street Law trainees in fourteen different schools. For more on the DEIS designation, see: http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/. In Scotland, the Law Society of Scotland places Street Law trainees in XX schools. keywords: activities; activity; civic; classroom; community; education; engagement; group; journal; law orientation; law society; law students; law trainees; learner; learning; lesson; mock; new; orientation; practice; program; research; school; skills; street law; students; teacher; teacher education; teaching; trainees; training; trial; weekend; work cache: ijcle-599.docx plain text: ijcle-599.txt item: #207 of 325 id: ijcle-6 author: Spencer, Rachel title: Holding Up the Mirror: A theoretical and practical analysis of the role of reflection in Clinical Legal Education date: 2014-07-08 words: 18410 flesch: -30 summary: Interactive reflective writing to support medical students’ rites of passage,’ in Medical Teacher, 2010; 32(4): e178-e184� 167 Wald, Reis, Monroe & Borkan, above, e182� 168 Above, e183� 169 MacCurdy M, ‘From trauma to writing – A theoretical model for practical use’, in CM Anderson & M MacCurdy (Eds), 2000, Writing and healing: towards an informed practice, Urbana, I L: National Council of Teachers of English� 170 Wald, Reis, Monroe & Borkan, above, n165, e179� See also Reis SP, Wald HS, Monroe AD, Borkan JM, 2010, ‘Begin the BEGAN – Brown educational guide to the analysis of narrative’, Patient Education Counselling� DOI:1�1016/j�pec�2009�11�014� 171 Wald, Reis, Monroe & Borkan, above, n165, e178� 203 acknowledge, explore and learn from their emotional experience, potentially bolstering resilience and student well-being’�172 Similar emotionally powerful experiences can occur in the clinical legal education context – e�g� client being imprisoned; client accused of heinous crime e�g� paedophilia, difficult client; delivering bad news etc� This can also develop emotional intelligence and lessen the sense of emotional isolation�173 Ogilvy also recommends using prompts to address some common problems when providing feedback; some of his suggestions are included in Appendix E� CONCLUSION In addition to analysing and reflecting on their personal experiences, students are required to consider the role of legal professionals in the legal system and in society generally� There is no ‘black letter law’ in my course� It has been acknowledged that one of the challenges of modern legal education is that students need to be taken beyond their own assumptions about the parameters of what the study of law entails�140 This course recognises this need� Students in my course are required to produce three pieces of written summative assessment: a seminar presentation, a critical incident report and a reflective portfolio� The critical incident report is a short (1000 words) reflective exercise, designed to prepare students for the larger reflective portfolio� In the critical incident report, students are required to identify a critical incident or situation that has taken place either during the first few weeks of their placement or in preparing for their placement� It may be critical because it was a learning experience, it was significant in some way, it identified an area of law that the student was either attracted to or repelled by, it may have generated excitement or influenced the student in some way� Students are required to describe the incident and its impact and to reflect on the reason for the impact� This involves the students considering their own values, preconceived ideas and prejudices� keywords: analysis; article; assessment; context; course; education; experience; incident; issue; journal; law; learning; placement; practice; professional; reflection; review; students; teaching; use; work; writing cache: ijcle-6.pdf plain text: ijcle-6.txt item: #208 of 325 id: ijcle-60 author: Murray, Victoria; Nelson, Tamsin title: Assessment– Are Grade Descriptors the Way Forward? date: 2014-07-18 words: 6600 flesch: 53 summary: This is supported by Brustin and Chavkin’s findings that numerical grading had a “significant positive impact” on clinical students’ motivation.15 Whereas Rice16 is wholeheartedly in favour of assessing clinic, that is where his support for assessment comes to a halt. Unlike other classroom based modules, clinical students will invariably have each piece of work formatively assessed and often appraisals, together with regular supervisor contact, are a feature of the unit. keywords: assessment; clinic; criteria; descriptors; grade; grade descriptors; law; student; year cache: ijcle-60.pdf plain text: ijcle-60.txt item: #209 of 325 id: ijcle-600 author: Max title: ijcle-600 date: 2017-06-30 words: 869 flesch: 45 summary: And that is exactly the story of Palacký Law School and its failures and successes in clinical legal education. But every idea no matter how noble it is including clinical legal education needs the right conditions to thrive. keywords: law; palacký cache: ijcle-600.docx plain text: ijcle-600.txt item: #210 of 325 id: ijcle-601 author: Elaine Hall title: ijcle-601 date: 2017-06-30 words: 9015 flesch: 50 summary: Applying Condlin’s model to our own work on complex legal education, it is clear that storytelling in the persuasion mode can be very beneficial to those of us who are committed to experiential legal education. I could not have done my own empirical and theoretical research on student legal reasoning without the significant assistance of faculty members at Columbia Medical School’s Department of Biomedical Informatics. keywords: client; clinical; complex; education; experiential; law; learning; mode; practice; research; students; study; teaching; use cache: ijcle-601.docx plain text: ijcle-601.txt item: #211 of 325 id: ijcle-602 author: christopher.morris title: ijcle-602 date: 2017-06-30 words: 936 flesch: 33 summary: The editors have compiled an interesting and diverse set of contributions, drawing from the growing body of human rights research. When considered as a publication, the handbook serves to advocate for more a critical approach within the field, as well as serving to guide the researcher through the various methodological tools that have proliferated into human rights research. keywords: research; rights cache: ijcle-602.docx plain text: ijcle-602.txt item: #212 of 325 id: ijcle-61 author: Sedillo Lopez, Antoinette; Crandall, Cameron; Campos, Gabriel; Rimple, Diane; Neidhart, Mary; McCarty, Teresita; Clark, Lou; McLaughlin, Steve; Martell, Carrie title: A Medical/Legal Teaching and Assessment Collaboration on Domestic Violence: Assessment Using Standardized Patients/Standardized Clients date: 2014-07-18 words: 4456 flesch: 47 summary: Law students indicated that they would have liked to have general interviewing skills training prior to the pre-test, the first two SP cases, so that they would have been more prepared 66 International Journal of Clinical Legal Education July 2009 A Medical/Legal Teaching and Assessment Collaboration on Domestic Violence 67 to interact with clients. Educational Foundation Learning theory indicates students learn best when they are engaged, when they have an immediate “need to know”; when learning is active; 15 and, when they receive timely, constructive feedback.16 Problem based learning can help teachers identify students’ misconceptions and can help students build on their prior knowledge.17 A goal was to use best practices in education to boost knowledge about DV and interviewing and counseling skills in DV among law students and medical 16 (12 cont) for legal education); Karen Barton, Clark Cunningham, Gregory Todd Jones & Paul Maharg, Valuing What Clients Think: Standardized Clients and the Assessment of Communicative Competence, 13 Clinical L. Rev. 1 (2006) (measuring effectiveness of use of standardized client in a Scottish law school); Paul Maharg, Transforming Legal Education: Learning and Teaching the Law in the Early 21st Century (2007) (describing vision for reform of legal education in Scotland, including the unique use of standardized client). keywords: assessment; client; clinical; education; emergency; law; legal; medical; medicine; school; students; violence cache: ijcle-61.pdf plain text: ijcle-61.txt item: #213 of 325 id: ijcle-62 author: Sparrow, Claire title: Reflective Student Practitioner – an example integrating clinical experience into the curriculum date: 2014-07-18 words: 3332 flesch: 60 summary: CAB students also need to get into the Bureau so that they can observe interviews and other Bureau procedures. 257699B_IJCLE_July_09 70 International Journal of Clinical Legal Education July 2009 Reflective Student Practitioner – an example integrating clinical experience into the curriculum Claire Sparrow* Abstract This project began in 2004 and involves LLB students training (in year two) and then acting as Citizens Advice Bureau (‘CAB’) advisers for 120 hours (in year three). keywords: bureau; cab; students; training; unit; year cache: ijcle-62.pdf plain text: ijcle-62.txt item: #214 of 325 id: ijcle-63 author: Kerrigan, Kevin title: Foreword date: 2014-07-18 words: 984 flesch: 38 summary: Together these articles serve to reinforce the need when educating students to be aware of the plethora of potential professional roles and to understand one’s own professional and ethical compass and the influence this is likely to have on student lawyers. However, using the National University of galway as a case study, he shows how clinic may continue to develop and become more accepted as a mainstream method of educating law students. keywords: clinic; innocence; students cache: ijcle-63.pdf plain text: ijcle-63.txt item: #215 of 325 id: ijcle-64 author: Levy-pounds, Nekima; Tyner, Artika title: The principles of Ubuntu: Using the legal clinical model to train agents of social change date: 2014-07-18 words: 8391 flesch: 46 summary: CJP students work collaboratively with psychology and social work students as they strive to meet the needs of underserved communities while gaining practical real-world experience and cultural competency skills.28 Using the legal clinical model to train agents of social change Professor Nekima Levy-pounds Esq and Artika Tyner Esq1 For the past few decades, the legal clinical model has been used as a tool to teach law students the art of practising law.2 Typically, this model focuses on providing law students with an opportunity to work with clients and to handle legal cases in a safe environment, and often in slow motion.3 Although the legal clinical model has a number of advantages in assisting students to safely transition from law students to lawyers, it falls short in stressing the importance of using the law as a tool to achieve social justice within our society. keywords: african; agents; change; cjp; cjp students; communities; community; justice; law; law students; lawyer; model; principles; process; servant; social; students; ubuntu cache: ijcle-64.pdf plain text: ijcle-64.txt item: #216 of 325 id: ijcle-65 author: Hyams, Ross title: “On teaching students to ‘act like a lawyer’: What sort of lawyer?” date: 2014-07-18 words: 6535 flesch: 46 summary: Clinical legal education can and should focus on these requirements and clinicians may be fostering these aptitudes implicitly, but it is possible to be more explicit in mentoring clinical students in these qualities. Legal educators must ask themselves whether this is currently being inculcated in law students. keywords: client; clinical; clinicians; education; law; lawyer; learning; professional; skills; students; teaching cache: ijcle-65.pdf plain text: ijcle-65.txt item: #217 of 325 id: ijcle-66 author: Brown, Geneva title: Deconstructing Innocence: Reflections from a Public Defender: Can student attorneys accept the paradigm of guilt and continue zealous representation? date: 2014-07-18 words: 7675 flesch: 46 summary: Gary L. Wells, Eyewitness Identification: Systemic Reforms, Wis. L. Rev. 615 (2006); Katherine R. Kruse, Instituting Innocence Reform: Wisconsin's New Governance Experiment, Wis. L. Rev. 645 (2006); Rodney Uphoff, Convicting the Innocence: Aberration or Systemic Problem?, Wis. L. Rev. 739 (2006). L. Rev. 1239 (1993); Abbe Smith & William Montross, The Calling of Criminal Defense, 50 Mercer L. Rev. 443 (1999). keywords: cases; client; clinical; court; criminal; dana; death; innocence; justice; l. rev; law; legal; penalty; porter; representation; rev; system; u.s cache: ijcle-66.pdf plain text: ijcle-66.txt item: #218 of 325 id: ijcle-665 author: Elaine Hall title: ijcle-665 date: 2017-12-20 words: 424 flesch: 44 summary: In our second practice report, Cosmos Nike Nwedu gives us a rich account of the clinic at Ebonyi State University in Nigeria, describing the history and current practice as well as the impact on local communities. Many of us are looking forward to a short break from the managerial aspects of clinic – dealing with competing demands, balancing accountability and action - and it is therefore comforting to recognise that we have been here before: Volume 6 from 2004 has papers on quality (Hugh Brayne and Adrian Evans) and context (Roy Stuckey and Martin Wilson), impact (Liz Curran) and management (Ross Hyams). keywords: conference; practice cache: ijcle-665.docx plain text: ijcle-665.txt item: #219 of 325 id: ijcle-666 author: Elaine Hall title: ijcle-666 date: 2017-12-20 words: 8010 flesch: 37 summary: For example, GSU health law certificate students have participated in health law competitions, including the University of Maryland Compliance & Regulatory Competition, the SIU National Health Law Moot Court Competition, and the Loyola Health Law Transactions Competition. Not only does the program require students to take a range of health law courses, but students take multiple courses that incorporate experiential learning, including clinics, externships, and other courses that integrate clinical teaching methodology. keywords: certificate; courses; curriculum; faculty; health; health law; law; learning; note; practices; program; skills; students; supra; values cache: ijcle-666.docx plain text: ijcle-666.txt item: #220 of 325 id: ijcle-667 author: Microsoft Office User title: ijcle-667 date: 2017-12-20 words: 12727 flesch: 39 summary: Some authors refer to “legal skills” while others refer to “lawyering skills” or “professional skills.” While they refer to the capacity of clinical courses to build in students an ability to practice ‘lawyering” skills;”[footnoteRef:29] the authors of the Australian Clinical Best Practices emphasized potential learning outcomes well beyond narrow conceptions of legal skills and substantive legal knowledge. keywords: clinical; critique; development; education; externship; faculty; identity; justice; law; learning; legal; note; practice; professional; program; skills; students; supervisor; supra; values; work cache: ijcle-667.docx plain text: ijcle-667.txt item: #221 of 325 id: ijcle-668 author: Sean title: ijcle-668 date: 2017-12-20 words: 4902 flesch: 47 summary: And what role can clinical programmes play in this admittedly worrying time, when a lot of existential questions are being asked, in best preparing law students for their careers in an environment that has been changed utterly by technology and globalisation?[footnoteRef:19] Of course, upper level, well-resourced clinics have a unique capacity to engender disorienting moments that give law students serious pause for thought and reflection. keywords: clinics; education; ibid; irish; justice; law; learning; moments; school; students cache: ijcle-668.docx plain text: ijcle-668.txt item: #222 of 325 id: ijcle-669 author: Cosmos Nike Nwedu title: ijcle-669 date: 2017-12-20 words: 7302 flesch: 41 summary: In Nigeria, the extent of legal aid and access to justice delivery encompasses three major areas that include criminal defense service, advice, assistance and legal representation in civil cases and community-based legal services for which legal aid recipient will not have earned an income exceeding national minimum wage,[footnoteRef:3] save in exceptional circumstances as encapsulated under the Legal Aid Act.[footnoteRef:4] Abstract The provision of legal aid to underprivileged and vulnerable citizens who could not have ordinarily been able to provide for self legal representation and access to the court system is infrequent in many societies today, especially in most developing countries. keywords: aid; cle; clinic; clinical; ebsu; education; justice; law; law clinic; legal; nigeria; students; university cache: ijcle-669.docx plain text: ijcle-669.txt item: #223 of 325 id: ijcle-67 author: Krasnicka, Izabela title: Legal Education and Clinical Legal Education in Poland date: 2014-07-18 words: 5063 flesch: 41 summary: Naturally, Polish legal clinics vary in size having between 20 to 120 students enrolled into the course and between 3 and 20 teachers working with students. In December 2001 three representatives from Polish legal clinics were invited to participate in a study visit to the Republic of South Africa, where the clinical teaching program had been successfully developing for the past 30 years.23 keywords: clinics; education; foundation; law; legal; poland; polish; program; students; year cache: ijcle-67.pdf plain text: ijcle-67.txt item: #224 of 325 id: ijcle-670 author: Sinead.Research title: ijcle-670 date: 2017-12-19 words: 2561 flesch: 47 summary: The group of students who selected this project above others were law students with an interest in securing professional traineeships in Ireland’s top law firms and they had an interest in commercial law. Final year law students at University of xxx also take “lawyering” modules where they work on projects in small groups and are guided by a member of faculty. keywords: agreement; contract; law; master; students cache: ijcle-670.docx plain text: ijcle-670.txt item: #225 of 325 id: ijcle-68 author: Donnelly, Lawrence title: “Irish Clinical Legal Education Ab Initio: Challenges and Opportunities” date: 2014-07-18 words: 4778 flesch: 44 summary: Generally speaking, teachers simply cannot expect the same level of interest, participation and passion from undergraduate law students and their approach to teaching is likely to reflect that.5 The article next examines the establishment, organisation and maintenance of a placement programme for final year law students. keywords: education; ireland; journal; law; placement; research; skills; students; university; year cache: ijcle-68.pdf plain text: ijcle-68.txt item: #226 of 325 id: ijcle-69 author: Macfarlane, Angela; McKeown, Paul title: “10 lessons for new clinicians” date: 2014-07-18 words: 3080 flesch: 60 summary: “The transition from student to professional does not always run smoothly” The purpose of clinic is to enhance students’ motivation from being just to attain a reward, such as a good grade (assessment motivated) or achievement motivated which Biggs describes as when “Students (may) learn in order to enhance their egos by competing against other students and beating them”6 to intrinsic motivation where “there are no outside trappings necessary to make students feel good. It is a method of teaching law students to represent clients effectively in the legal system, and at the same time to develop a critical view of that system. keywords: clinic; learning; students; teaching; university cache: ijcle-69.pdf plain text: ijcle-69.txt item: #227 of 325 id: ijcle-692 author: Elaine Hall title: ijcle-692 date: 2018-04-04 words: 542 flesch: 36 summary: Francina Cantatore contributes an important study into the development of professional skills during pro-bono student work. Continuing our discussion of mediation, in his ‘Proposal for an Italian Family Mediation Clinic’, Andrea Gallinucci-Martinez argues the case for more clinic based learning for law students globally, and specifically the introduction of a family mediation clinic at Libera Università Maria SS. keywords: students; university cache: ijcle-692.docx plain text: ijcle-692.txt item: #228 of 325 id: ijcle-693 author: Isobel Ryder title: ijcle-693 date: 2018-04-04 words: 8599 flesch: 42 summary: It describes a situation where law students provide free legal advice for members of the community, and this is how we use the term in this article. Law Clinics, it is suggested, are seen as vehicles to enhance the learning of law in law students and to address legal problems of clients.[footnoteRef:25] There is little literature to be found on initiatives to develop an interdisciplinary approach to law clinics in the UK. keywords: care; client; clinical; education; health; idsc; journal; law; lawyers; learning; legal; nursing; practice; professional; review; students; teaching; university cache: ijcle-693.docx plain text: ijcle-693.txt item: #229 of 325 id: ijcle-694 author: Jackie Weinberg title: ijcle-694 date: 2018-04-04 words: 11118 flesch: 46 summary: In so doing, it provides students with real-life reference points for learning the law.[footnoteRef:174] Clinical legal education also invites students to see the wider context and everyday realities of accessing an imperfect legal system, enabling them to integrate their learning of substantive law with justice implications of its practical operation.[footnoteRef:175] Evans et al, suggest that both the aims[footnoteRef:176] and the ‘learning outcomes’[footnoteRef:177] are central to the clinical design of a course, which is ‘designed to promote specified student learning outcomes’.[footnoteRef:178] Best Practices [footnoteRef:179] proposes possible learning outcomes for clinical legal education, which include ‘an understanding, and appropriate use, of the dispute resolution continuum (negotiation, mediation, collaboration, arbitration and litigation)’.[footnoteRef:180] Clinical legal education is a subset of legal education that focuses on educating law students about professional legal practice. keywords: adr; client; dispute; education; ibid; justice; law; lawyers; learning; legal; macfarlane; new; practice; resolution; skills; students; teaching cache: ijcle-694.docx plain text: ijcle-694.txt item: #230 of 325 id: ijcle-695 author: None title: ijcle-695 date: 2018-04-10 words: 16866 flesch: 40 summary: For all these reasons and in light of Professor Liebman’s suggestions (see paragraph B.II), LUMSA family mediation clinic should adopt facilitative mediation, with transformative tendencies when family conflicts seem rooted, serious, and repetitive to require a much deeper inquiry into reasons and dynamics that create disagreement within the family and threaten the underlying relationships. In the future, once LUMSA family mediation clinic becomes a structured and well-established reality, it may be advisable to create an advance clinic model capable of furthering students’ learning experiences and generating revenues, for example in the form of trainings that assign professional and ethics credits to Italian qualified lawyers and practitioners. 44 98 keywords: article; clinics; columbia; conflict; education; european; family; italian; journal; justice; law; law review; law school; lumsa; mediation; mediation clinic; mediators; model; new; parties; practice; process; professor; resolution; review; role; students; supra cache: ijcle-695.docx plain text: ijcle-695.txt item: #231 of 325 id: ijcle-696 author: Francina Cantatore title: ijcle-696 date: 2018-04-04 words: 6059 flesch: 40 summary: Only one Criminal Law Clinic participant reported a perceived overall decrease of 2% in their competency. b) Group 2: In comparison, the control group of non law clinic students showed a perceived overall increase in their graduate skills of 2.7%, with 17.6% of students indicating an increase in competency above 10%. Group 1 surveys were distributed to clinic students at the beginning and end of semester by an administrator who collected and stored the surveys securely. keywords: clinic; employability; experience; group; law; law clinic; research; skills; students; survey cache: ijcle-696.docx plain text: ijcle-696.txt item: #232 of 325 id: ijcle-697 author: Louise Hewitt title: ijcle-697 date: 2018-04-04 words: 8422 flesch: 51 summary: [52: C P White (2004) Student portfolios: an alternative way of encouraging and evaluating student learning, New Directions for Teaching and Learning, 100, pp 37-42] THE EMPLOYER/ EMPLOYEE ENVIRONMENT Louise Hewitt, Lecturer, School of Law, University of Greenwich Introduction The Innocence Project London is a pro bono project dedicated to investigating wrongful convictions in the context of individuals who claim actual innocence i.e. they did not commit the crime for which they have been convicted.[footnoteRef:1]  Law students undertake work on the cases of convicted individuals who have maintained their innocence but have exhausted the criminal appeals process. keywords: case; education; employees; group; innocence; ipl; law; learning; process; project; skills; students; work cache: ijcle-697.docx plain text: ijcle-697.txt item: #233 of 325 id: ijcle-698 author: JamesHand title: TF_Template_Word_Windows_2010 date: 2018-04-04 words: 3139 flesch: 37 summary: Setting Objectives In the same way as employees discuss objectives with their manager for the year ahead, at the beginning of the autumn term CLE students are asked to consider their own objectives (student equivalent of SMART targets) for the coming year. TF_Template_Word_Windows_2010 From the Field APPRAISAL AS AN EFFECTIVE MEANS OF ASSESSING STUDENT PERFORMANCE IN CLINICAL LEGAL EDUCATION AT THE UNIVERSITY OF PORTSMOUTH Pat Heather Feast, Principal Lecturer, School of Law, University of Portsmouth, United Kingdom keywords: appraisal; cle; objectives; portsmouth; students; university cache: ijcle-698.docx plain text: ijcle-698.txt item: #234 of 325 id: ijcle-7 author: Mohd Suhaimi, Asnida; Mohd Zulkifli, Nur Farzana title: Street Law Based CLE: A Student-Impact-Assessment date: 2014-07-08 words: 3991 flesch: -115 summary: This was the take-off point for Street Law in the country, igniting local awareness on the matter and stimulating an array of local publications on the subject� What followed however, is of more significance to this research, as illustrated next� COMMUNITY LEGAL EDUCATION & UNIVERSITY OF MALAYA Despite positive feedback from especially the Malaysian academic community, there is only one existing academic programme which is Street Law-based in Malaysia, offered as an elective academic paper known as the Clinical Legal Education course by the Faculty of Law, University of Malaya� The oldest university and law school in the nation, the university has been a pioneer in the introduction and incorporation of Street Law, Community Legal Education and the improvement of the clinical legal education model in Malaysia� The Street Law and Community Legal Education concept in Faculty of Law here is a product of student and professor involvement� It began when four students of the faculty attended a clinical legal education programme workshop in the Philippines, Manila in the academic year of 2006/2007� What they brought home was an idea that broke new ground in establishing a faculty- based project for the teaching of law to marginalised groups, using the law students themselves as the primary educators� The project was named C�L�E�, which then stood for Community Legal Education� By the following academic year, the teaching project was in full swing, with the founding members already trained in the unorthodox Street Law teaching methodologies� A chain reaction from fellow student-members created a teaching team from within the faculty, together with the faculty’s professors and lecturers being trained in the same manner acting as advisors on the project� The project works on an entirely voluntary basis and is non-profit� The University of Malaya (UM) CLE project began training its own educators, developing lessons, and started teaching a select group of juvenile offenders in a state penitentiary, Kajang Prison, immediately in the same year� The project grew and received national acknowledgement when it was officially launched as a university project by a representative from the Ministry of Women, Family and Community Development in the International Juvenile Justice Conference, held in the Faculty of Law, University of Malaya on 16th March 2008� By then, it was renamed C�O�P�, or ‘Community Outreach Programme’5 to avoid misnomer and confusion when the faculty received a mandate to introduce the academic course of Community Legal Education that very year� The 2nd and 3rd year undergraduates became the first academic batch of students for the course, with a majority of them being separate members of COP� The academic course to date receives continuing support from students for its own unique qualities but the COP remains an integral part of the faculty identity as an established programme� Its student-trainers have in fact participated in the consultation and training programmes for other law schools in Malaysia which intend to set up a similar project of their own, managing projects such as the training workshop for students of the Faculty of Law, University Teknologi Mara (UiTM) in the academic year of 2009/2010 and many others� It continues to promote growth of clinical and Community Legal Education on a national and even international level, through cooperative efforts with regional law schools via exchange programmes with similar structures 5 Hereinafter the Community Outreach Programme is referred to as the “COP”� 221 like the UiTM workshop, enriching its own band of educators in the process� This module compels the student- trainers to perform in-depth legal research on a subject matter they collectively decide to teach� As they obtain the necessary material on the subject matter, they must selectively choose a topic according to its relevance to their target audience, then narrow it down in terms of actual bulk- content and rename it in a simplified and direct manner to make it possible to be taught� This second exercise sharpens issue-identification skills and application skills, which are fundamental skills in legal practice� The second, third, and fourth modules together improve the students’ inter-personal and management skills� The training in teaching methods which are designed to avoid the typical lecture/classroom environment the students are so accustomed to, provide working alternatives to their own methods in learning their academic material� It also trains them to teach in the same way; maximising attention and concentrating on ‘learning-by-doing’ methods� Training in evaluative measures and classroom management strategies encourage them to objectively assess the efficacy of the lessons they planned and taught almost immediately, asking them to self-reflect and learn from their mistakes while learning to manage interaction and person-to-person communication all at the same time� keywords: cop; education issue; law students; programme; street law; students cache: ijcle-7.pdf plain text: ijcle-7.txt item: #235 of 325 id: ijcle-70 author: Plowden, Philip title: Foreword date: 2014-07-18 words: 786 flesch: 47 summary: I am obviously delighted to see the IJCLE conference developing in its role as the major annual conference for clinicians to share experiences across jurisdictions and for us as clinical teachers of Law to share best practice and to develop in our roles as we draw on the widest range of models of clinical practice and reflection. One of the justifications for an international journal of clinical education is that it serves to analyse not only the contexts which are unique to each jurisdiction – and sometimes to each law school – but also to identify what is common in the experiences of clinicians. keywords: journal; law cache: ijcle-70.pdf plain text: ijcle-70.txt item: #236 of 325 id: ijcle-71 author: Morales-Cruz, Myrta title: “No me des el pescado, enséñame a pescar” “Do not hand me fish, teach me how to fish” Community Lawyering in Puerto Rico: Promoting empowerment and self-help date: 2014-07-18 words: 7018 flesch: 51 summary: At the time we did not know that the Juan Domingo community was holding a meeting to which it had invited other Guaynabo communities that were facing a similar problem. In such cases, the municipality had to obtain a Joint Resolution from the Legislative Assembly of Puerto Rico authorizing the expropriation.14 We decided that we could try to submit a similar amendment in the case of expropriation of land located in special communities. keywords: communities; community; guaynabo; law; lawyering; power; process; public; puerto rico; work cache: ijcle-71.pdf plain text: ijcle-71.txt item: #237 of 325 id: ijcle-72 author: de Klerk, Willem title: Unity in Adversity: Reflections on the Clinical Movement in South Africa date: 2014-07-18 words: 6739 flesch: 51 summary: The published research covers areas such as clinical methodology (see for example Y Vawda “Learning from Experience: The Art and Science of Clinical Law” (2004) Journal for Juridical Science 116 and “Lost in Translation: Language and diversity issues in clinical law teaching” (2006) De Jure 295); the role of clinical teaching in the law degree (see for example W. de Klerk “University law clinics in South Africa” (2005) South African Law Journal 929 and “Integrating Clinical Education in the Law Degree: Some thoughts on an alternative Model” (2006) De Jure 244); quality review and assessment methods (see M. Osman “Meeting quality requirements: A qualitative review of the clinical law module at the Howard College Campus” (2006) De Jure 252); substantive law dealt with at clinics (see for example R du Plessis “A Consumer Clinic as a Specialised Unit” (2006) The workshop was to be presented by the Association of University Legal Aid Institutions, or AULAI as it is commonly known.3 As a new recruit to our law clinic I barely knew of the existence of other university law clinics in South Africa, let alone a national association of law clinics. keywords: africa; clinics; education; journal; law; lawyers; practice; schools; south; south africa; students; university cache: ijcle-72.pdf plain text: ijcle-72.txt item: #238 of 325 id: ijcle-720 author: Elaine Hall title: ijcle-720 date: 2018-08-06 words: 617 flesch: 46 summary: The next pair of papers speak to the responsive and dynamic nature of clinic: Jan-Gero Alexander Hannemann and Georg Dietlein from Germany and James Marson and Katy Ferris from England give insight into and perspective upon the refugee crisis, the roles that clinics are playing in the immediate services needed by refugees on their arrival and the variety of ongoing support that they need. Finally in this edition, Victoria Roper reports from the second annual Commercial Law Clinics Roundtable at the University of Sheffield, demonstrating the vibrancy of this form of clinic and the key role that law school clinics can have in supporting local economies. keywords: clinic; papers; university cache: ijcle-720.docx plain text: ijcle-720.txt item: #239 of 325 id: ijcle-721 author: Louise Hewitt title: ijcle-721 date: 2018-08-14 words: 10350 flesch: 42 summary: In undertaking these tasks at undergraduate level such law students are preparing themselves for the world of professional employment, whilst at the same time helping to provide the kind of legal services which many service users would have received from legal services providers before the withdrawal of legal aid. Abstract Against the background of the current graduate skills agenda and its considered importance in relation to a UK law degree, this article considers the value of the CLOCK Community Legal Companion scheme, a collaborative social justice project involving law students, legal services providers, third sector advice agencies and law courts based in two areas of the country namely; Canterbury and Brighton. keywords: brighton; canterbury; clcs; clock; community; court; education; experience; justice; law; legal; role; scheme; service; skills; students; support; university cache: ijcle-721.docx plain text: ijcle-721.txt item: #240 of 325 id: ijcle-722 author: H.J.Mcfaul title: ijcle-722 date: 2018-09-06 words: 10543 flesch: 41 summary: Indeed, in the UK, the focus of online and technologically-enhanced pro bono activities to date does appear to have been on the use of technology within the Law Clinic setting, mirroring the predominance of this form of clinical legal education activity (Drummond and McKeever, 2015). One of the key opportunities afforded by online clinical legal education programmes is the potential development of a new generation of digital lawyers, who have the skills to become the legal professionals of the future. keywords: access; activities; advice; clinic; digital; education; face; issues; justice; law; new; online; skills; students; technology; trust; use cache: ijcle-722.docx plain text: ijcle-722.txt item: #241 of 325 id: ijcle-723 author: None title: The Past, Present and Future of Clinical Legal Education in Poland date: 2018-08-06 words: 8730 flesch: 45 summary: The previous section discussed developments in legal education and the practice of working with real clients in Polish legal clinics. Our paper critically examines the history of clinical legal education in Poland. keywords: act; assistance; charge; clinical; clinics; education; knowledge; law; learning; legal; outcomes; poland; polish; services; skills; students; university cache: ijcle-723.docx plain text: ijcle-723.txt item: #242 of 325 id: ijcle-724 author: None title: ijcle-724 date: 2018-08-06 words: 8938 flesch: 46 summary: During the visit, Australian law students conducted a workshop with Chinese law students as well as visited several NGOs in Wuhan and Beijing to grasp a better understanding of the environmental issues the country faces. The ‘traditional’ model of CLE involves law students attending lawyer-client advice sessions or assisting with upcoming cases. keywords: china; clinic; community; education; elcs; environmental; issues; law; litigation; pei; public; research; school; students; type; university; work cache: ijcle-724.docx plain text: ijcle-724.txt item: #243 of 325 id: ijcle-725 author: None title: LAW CLINICS AND REFUGEES date: 2018-08-06 words: 6276 flesch: 57 summary: In Germany refugee law clinics cooperate with catholic and protestant church institutions (Caritas, Diakonie) as well as welfare institutions and social initiatives. Also in other areas like civil law refugee law clinics try to help their clients. keywords: advice; asylum; clinics; germany; gjle; law; law clinics; legal; refugee; students cache: ijcle-725.docx plain text: ijcle-725.txt item: #244 of 325 id: ijcle-726 author: None title: ijcle-726 date: 2018-08-06 words: 9734 flesch: 48 summary: It seeks to address two of the most significant limitations in the current system – the reintroduction of legal aid for refugee family reunion cases (to mirror the access that continues to be available in Scotland) and to allow children to sponsor their family members to join them in the UK. There are many examples of refugees using out of date application forms that are still circulating when seeking refugee family reunion. keywords: application; case; children; client; clinic; family; family reunion; jurisprudence; law; law clinic; problems; process; refugee; refugee family; students; support; university cache: ijcle-726.docx plain text: ijcle-726.txt item: #245 of 325 id: ijcle-727 author: Louise Hewitt title: ijcle-727 date: 2018-08-06 words: 8161 flesch: 51 summary: Despite the changes introduced by the Bologna process in the European higher educational system, both the Italian and the Spanish factual reality shows that law students continue to receive master classes in their formation, at the expenses of a more collaborative group-based one. The second example is the one published by professor Gavigan, where she describes the reality she encountered when supervising law students at Parkdale Community Legal Services. keywords: approach; clients; clinical; clinics; education; empathy; justice; law; people; social; students; work; working cache: ijcle-727.docx plain text: ijcle-727.txt item: #246 of 325 id: ijcle-728 author: None title: ijcle-728 date: 2018-08-06 words: 3078 flesch: 50 summary: The event was well attended by a range of clinicians and clinic students as well as start-up and enterprise advisers. Currently clinic students are assessed by way of reflection, although this may change in the future. keywords: advice; business; clinic; law; students; university; work cache: ijcle-728.docx plain text: ijcle-728.txt item: #247 of 325 id: ijcle-73 author: Curran, Liz title: “University Law Clinics and their value in undertaking client-centred law reform to provide a voice for clients’ experiences” date: 2014-07-18 words: 14854 flesch: 46 summary: The article then examines a case study of law reform work undertaken by law students and examines the impact and advantages of case-work informed law reform in generating change. The President then went on to say he was going to a Council of Legal Education Board meeting to table a collection of the students work in the clinic and was going to suggest that clinics undertaking law reform should be part of the future agenda for educating law student in Victoria. University Law Clinics and their value in undertaking client-centred law reform to provide a voice for clients’ experiences 129 130 Journal of Clinical Legal Education December 2007 keywords: approach; case; client; community; education; experiences; issues; law clinics; law journal; law reform; law review; law students; legal; service; students; supervisor; system; university law; work cache: ijcle-73.pdf plain text: ijcle-73.txt item: #248 of 325 id: ijcle-74 author: Plowden, Philip title: Foreword date: 2014-07-18 words: 1039 flesch: 44 summary: Papers are welcome on all aspects of clinical legal education – and a call for papers has gone out. I am not surprised at the enormously positive feedback I have received in the months following the conference – and it sets a challengingly high standard for future conferences. keywords: aspects; conference; education cache: ijcle-74.pdf plain text: ijcle-74.txt item: #249 of 325 id: ijcle-75 author: Kerrigan, Kevin title: “How do you feel about this client?” – A commentary on the clinical model as a vehicle for teaching ethics to law students date: 2014-07-18 words: 11826 flesch: 47 summary: They need to be given training, encouragement, materials and time in order to become good ethics teachers.64 “How do you feel about this client?” A commentary on the clinical model as a vehicle for teaching ethics to law students 21 63 Note the Legal Practice and Conduct module at La Trobe University described by Mary Anne Noone and Judith Dickson in “Teaching towards a new professionalism: challenging law students to become ethical lawyers” Legal Ethics Vol 4/2 127 whereby clinical case work is combined with a weekly three-hour seminar with the focus on what constitutes ethical legal practice. – A commentary on the clinical model as a vehicle for teaching ethics to law students Kevin Kerrigan1 Introduction This article explores why law clinics can be the most creative, exciting and productive way of inculcating knowledge and understanding of ethical issues and why sometimes they are not.2 I am concerned to understand what methods can be employed to successfully engage students with ethical questions in the context of their clinical case work. keywords: approach; client; clinical; clinics; conduct; education; ethics; issues; law; law students; learning; legal; role; rules; students; teaching; work cache: ijcle-75.pdf plain text: ijcle-75.txt item: #250 of 325 id: ijcle-76 author: Barry, Margaret title: Clinical Legal Education in the Law University: Goals and Challenges date: 2014-07-18 words: 16415 flesch: 44 summary: In 1999, I heard one of the leaders of legal education in India, Dr. Madhava Menon, discuss his goals for clinical legal education in at the first Global Alliance for Justice Education Conference in Trivandrum.2 I learned at the time that he had been invited to lead a new law school in the country, and he made it clear that clinical legal education would be central to the new law school model that he intended to pursue, a model based on recommendations that grew out of prior assessments of legal education in India.3 Under this model, law students would be trained to be productive members of a community of lawyers that had refined the skills needed to develop and implement creative Clinical Legal Education in the Law University: Clinical education of law students is a key component of justice education, but this organization also works to advance other forms of socially relevant legal education, which includes education of practicing lawyers, judges, non- governmental organizations and the lay public.” keywords: clinical; courses; education; faculty; goals; india; law; law school; law students; law university; legal; need; note; placement; practice; schools; skills; states; students; supra; supra note; teaching; united cache: ijcle-76.pdf plain text: ijcle-76.txt item: #251 of 325 id: ijcle-765 author: Hall, Elaine title: Editorial date: 2018-12-18 words: 1227 flesch: 49 summary: 4 Research Opportunity Promoting Wellbeing through Clinical Legal Education Calling all Legal Academics and Clinical Legal Educators! The Association for Canadian Clinical Legal Education (ACCLE) will be returning to Western University, Faculty of Law, for their 10th Annual Conference, “Looking Back, Moving Forward: Future Challenges for Clinical Legal Education in Canada”. keywords: clinic; conference; education; law cache: ijcle-765.pdf plain text: ijcle-765.txt item: #252 of 325 id: ijcle-766 author: Evans, Adrian title: Greenprint for a Climate Justice Clinic: law schools' most significant access to justice challenge date: 2018-12-18 words: 4542 flesch: 37 summary: The key element in such recruitment is an alert attitude to possible sources of limited start- up funding and slow, careful engagement with potential long term donors to the ongoing operating costs of law school clinics. The state of play of global climate change law is increasingly accessible. keywords: action; article; change; climate; clinic; donors; justice; law; litigation; school; society; university cache: ijcle-766.pdf plain text: ijcle-766.txt item: #253 of 325 id: ijcle-767 author: Maker, Yvette; Offergeld, Jana; Arstein-Kerslake, Anna title: Disability Human Rights Clinics as a model for teaching Participatory International Human Rights Lawyering date: 2018-12-18 words: 8062 flesch: 24 summary: In the next section, we discuss this second contribution of disability human rights clinics. Six essential features of disability human rights clinics 1. keywords: article; clinic; community; crpd; dhrc; disabilities; disability; human; law; persons; research; rights; society; students; university cache: ijcle-767.pdf plain text: ijcle-767.txt item: #254 of 325 id: ijcle-768 author: Alexander, Jill; Boothby, Carol title: Stakeholder perceptions of Clinical Legal Education within an employability context date: 2018-12-18 words: 9410 flesch: 39 summary: A key element in securing on- going success for HEIs is student employability and the recent introduction in the UK of the Teaching Excellence Framework2 (TEF) has added a further dimension to this as it measures student satisfaction partly through employment outcomes metrics.3 With future funding linked to TEF rankings, HEIs and academic research will continue to focus on employability as a significant factor in the higher education agenda. In order to blend substantive legal knowledge with practice based skills, an increasing number of law schools in the UK have clinics that offer live client work to law students as part of their legal education.31 Apart from improving the student experience, it also provides students with a glimpse of the ‘legal environment that awaits them upon 29 keywords: article; clinic; education; employability; employers; employment; experience; graduates; law; legal; research; skills; society; students; university; work cache: ijcle-768.pdf plain text: ijcle-768.txt item: #255 of 325 id: ijcle-769 author: Thompson Jackson, Janet; Jones, Susan R. title: Law & Entrepreneurship in Global Clinical Education date: 2018-12-18 words: 13320 flesch: 33 summary: Business law clinics (BLCs), also referred to as transactional clinics,3 representing for profit, nonprofit or nongovernmental (NGOs) organizations and social enterprises aim to support the growth of entrepreneurial ecosystems while promoting social and economic justice. Defending the rise of business law clinics in the UK, 49 THE LAW TEACHER 165, 168-69 (Feb. 23, 2015) available at https:/doi.org/1080/03069400.2015.1004254 keywords: article; blcs; business; business law; clients; clinic; clinical; economic; education; entrepreneurship; global; jan; justice; law; law clinic; law students; learning; legal; new; practice; school; social; society; students; transactional; u.s; university; work cache: ijcle-769.pdf plain text: ijcle-769.txt item: #256 of 325 id: ijcle-77 author: Cody, Anna; Green, Sue title: Clinical legal education and Indigenous legal education: what’s the connection? date: 2014-07-18 words: 7723 flesch: 48 summary: The alienation felt by Indigenous law students expressed in 56 Journal of Clinical Legal Education July 2007 17 MacAulay, above n 12, 151. earlier research is to some degree being ameliorated through the courses developed at UNSW. While there is always room to evaluate and improve, the courses are an effective means of ensuring that Indigenous law students enjoy their legal studies and are able to participate fully in a relevant, enjoyable course of legal studies that is inclusive of Indigenous views of the world. keywords: class; clients; course; education; experience; law; legal; people; students; year cache: ijcle-77.pdf plain text: ijcle-77.txt item: #257 of 325 id: ijcle-770 author: Ridout, Frances; Gilchrist, Deirdre; Dunn, Jeremy title: Immigration University Clinics and regulation: a working case study date: 2018-12-18 words: 3599 flesch: 42 summary: In the academic year 2017-18 there were thirty five clients across these three clinics who received immigration legal advice. The QMLAC completed the relevant form6 to get the organisation registered as an OISC approved body to provide immigration legal advice. keywords: advice; clinic; immigration; law; oisc; services; university cache: ijcle-770.pdf plain text: ijcle-770.txt item: #258 of 325 id: ijcle-771 author: Dargue, Paul title: Book review: Empirical Legal Research in Action: Reflections on Methods and their Applications date: 2018-12-18 words: 971 flesch: 49 summary: For a relatively short book, it is bursting with content and authority on empirical legal research, which is highly valuable for a scholar interested in conducting empirical research but not sure where to turn. “Empirical” is to be understood broadly: the key defining characteristic of empirical legal research is that the collection and use of observation is systematic. keywords: book; law; research cache: ijcle-771.pdf plain text: ijcle-771.txt item: #259 of 325 id: ijcle-78 author: Ordor, Ada Okoye title: Constructing a Clinical Legal Education Approach for Large Multicultural Classes: Insights from the Nigerian Law School date: 2014-07-18 words: 7096 flesch: 48 summary: 72 Journal of Clinical Legal Education July 2007 14 P.A. Joy, “Law Students in Court: ”17 Constructing a Multi-skill Clinical Legal Education Approach Clinical legal education is about learning how to practice law, in the twin sense of learning lawyering skills and professional values, while attending to clients’ legal needs.18 As such, it should prepare law students for as many different facets of practice as possible. keywords: attachment; class; court; education; law; law school; lawyers; nigerian; practice; school; skills; students; training cache: ijcle-78.pdf plain text: ijcle-78.txt item: #260 of 325 id: ijcle-79 author: Hyams, Ross title: “Student assessment in the clinical environment – what can we learn from the US experience?” date: 2014-07-18 words: 10963 flesch: 46 summary: Clinical pedagogy is a radical departure from this style and as such assessment of clinical students necessitates a different approach. Thus, clinical students have the huge advantage of testing their insights against the hard rock of their supervisor’s knowledge and experience. keywords: assessment; client; clinic; clinicians; experience; feedback; journal; law; learning; legal; skills; students; supervisor; teaching; work cache: ijcle-79.pdf plain text: ijcle-79.txt item: #261 of 325 id: ijcle-8 author: Lewis, C. Benjie title: Reflections Upon Transitions: An Essay on Learning How to Teach after Practicing Law date: 2014-07-08 words: 10978 flesch: -56 summary: This was a hard lesson to learn early on in my transition because I thought of myself as a lawyer first and, at that point, I could not wrap my mind on the idea that I was a “professor”� The struggle between being directive and non-directive varies per student�23 In this anecdote, the student had represented two other individuals and he had a good grasp of unemployment insurance law� He stated he is dyslexic but that will not stop him from improving� I suggested seeing the writing specialist in the main building� Moe, Molly – reflection was a recitation of what she did over the past two weeks� I made suggestions at end of paper on how to tie the information into a comment about her professional growth� – We discussed conference call with client� keywords: case; class; client; clinic; education; experience; law; law school; legal; new; school; semester; student; teacher; teaching; time cache: ijcle-8.pdf plain text: ijcle-8.txt item: #262 of 325 id: ijcle-80 author: Lerner, Alan; Talati, Erin title: Teaching Law And Educating Lawyers: Closing The Gap Through Multidisciplinary Experiential Learning date: 2014-07-18 words: 25030 flesch: 43 summary: In all of these systems, however, law students study law with other law students under the tutelage of law-trained professors using the same basic teaching methods and materials as the professors used when they studied law.10 While the theory and pedagogy begat through the lineage of Storey and Langdell and the post-middle ages European universities does an excellent job of teaching the theory and doctrine of “the law” and formal legal analysis, it has not succeeded in teaching the craft of “lawyering,” nor the roles of advocate and counselor for clients, member of the 99 Teaching Law And Educating Lawyers: That focus, intended to teach law students “to think like lawyers,” has produced, we believe, a narrowing of the students’ vision about themselves as professionals.2 Lawyers learn that they work in legal environments with other lawyers, judges, or related legal actors, analyzing legal problems using legal materials and legal analysis, and that, at least by implication, with the exception of occasional reference to “expert witnesses” there is little need or space to collaborate with persons trained in other disciplines, let alone non-professionals. keywords: advocacy; case; child; children; clients; clinic; collaboration; disciplines; education; experience; home; interdisciplinary; law; law school; law students; lawyers; learning; legal; medical; model; mother; note; professional; school; social; students; supra; teaching; work cache: ijcle-80.pdf plain text: ijcle-80.txt item: #263 of 325 id: ijcle-81 author: Shirley, Melinda; Davies, Iyla; Cockburn, Tina; Carver, Tracey title: The Challenge of Providing Work-Integrated Learning for Law Students – the QUT Experience date: 2014-07-18 words: 7839 flesch: 26 summary: ENGAGING STUDENT LEARNERS Engaging student learners – accommodating learning preferences of Generation Y students In 2004, it was predicted21 that by 2006 the majority of undergraduate students attending Australian 20 D. Radcliffe, Technological and Pedagogical Convergence between Work-based and Campus-based Learning, EDUCATIONAL TECHNOLOGY AND SOCIETY 5(2) (2002). Generation Y are the first generation of students to have grown up with digital media and information technology in a developed, prolific form.23 Technology forms such a key part of who they are that, for Generation Y students, computers and the Internet are regarded as simply part of the environment and not as “technology”; this term is reserved only for the most recent “gadgets”.24 keywords: age; education; experience; generation; information; law; learning; oblinger; qut; research; students; technology; university; work; workplace cache: ijcle-81.pdf plain text: ijcle-81.txt item: #264 of 325 id: ijcle-816 author: None title: ijcle-816 date: 2019-12-19 words: 7625 flesch: 48 summary: This division of labour not only reduces duplication, but it enables each participant in the process (solicitor, academic and student) to focus almost exclusively on the aspects of Clinic process that are most useful/appropriate to their needs and expertise, thus potentially enhancing the overall value delivered through that process to client and student stakeholders, widening the group of academics who would be able to supervise students in the Clinic, and raising satisfaction amongst all stakeholder groups. This paper aims to highlight the challenges associated with resourcing a university law clinic, and evaluate the extent to which lean management is able to provide solutions. keywords: case; clinic; education; international; journal; law; lean; management; process; quality; students; study; value; work cache: ijcle-816.docx plain text: ijcle-816.txt item: #265 of 325 id: ijcle-82 author: Bryxová, Vendula; Tomoszek, Maxim; Vlcková, Veronika title: Introducing Legal Clinics in Olomouc, Czech Republic date: 2014-07-18 words: 4546 flesch: 48 summary: Legal clinics in Olomouc are not based solely on common law models of clinical legal education. Throughout their studies, our students’ work is focused mainly on abstract law and codes, whereas in common law systems students work extensively with case-law, which is without any doubt much more practical form of education since it tends to teach the students how the law is applied in a particular case. keywords: clinics; education; law; students; teaching cache: ijcle-82.pdf plain text: ijcle-82.txt item: #266 of 325 id: ijcle-820 author: Paul Burns title: ijcle-820 date: 2019-05-09 words: 1051 flesch: 32 summary: For further information please contact: Claire Carroll, Student Researcher     Faculty of Law Phone:  0484006270 Email: claire.carroll@monash.edu Clinical events The Association for Canadian Clinical Legal Education (ACCLE) will be returning to Western University, Faculty of Law, for their 10th Annual Conference, “Looking Back, Moving Forward: Future Challenges for Clinical Legal Education in Canada”. o How To – Sharing Best Teaching Methods, Information Technology and Innovative Ideas for Justice Education o The Development and Sustainability of Justice Education Initiatives o Justice Education Collaboration (networking, multidisciplinary collaborations, international and cross-border projects, etc.) o Professional Responsibility, Legal Ethics, and Professional Identity Formation o Through Justice Education o Justice Education from the Students’ Perspectives o Well-being and Reflective Legal Practice o Cross-cultural Lawyering and Justice Education o Achieving the Sustainable Development Goals through Justice Education o The Justice Education Inspiration Hub: (Justice Education Posters/Banners) Fees, waivers and grants: The registration fee is $US 350 for the General Conference and $US 425 for both the General Conference and the Training-of-Trainers (TOT) workshop. keywords: conference; education; justice cache: ijcle-820.docx plain text: ijcle-820.txt item: #267 of 325 id: ijcle-821 author: Sarah Blandy title: ijcle-821 date: 2019-05-09 words: 9836 flesch: 45 summary: The paper is structured as follows: further details are given about Sheffield university’s pro bono programme and the opportunities it offers to law students, setting this programme within UK and international contexts. A systematic search of the past ten years’ issues of the International Journal of Clinical Legal Education found no articles on this topic which related to the UK, although articles had been published on the link between employability and professional skills development by law students in Australia (Cantatore, 2018) and in Nigeria (Mokidi and Agbebaku, 2012). keywords: cohort; employability; employment; law; projects; research; respondents; sheffield; skills; students; survey; volunteering cache: ijcle-821.docx plain text: ijcle-821.txt item: #268 of 325 id: ijcle-822 author: Kwame Akuffo title: ijcle-822 date: 2019-05-09 words: 10929 flesch: 45 summary: In concept and practice, clinical legal education is widely affirmed by its global success.[footnoteRef:2] As R.J. Wilson puts it, clinical legal education is an “…ongoing and growing revolution that is assaulting the deepest traditions of the legal academy. keywords: access; advice; cap; cit; clinics; community; education; equality; global; justice; law; learning; london; people; practice; rights; social; students; theory; world cache: ijcle-822.docx plain text: ijcle-822.txt item: #269 of 325 id: ijcle-823 author: None title: ijcle-823 date: 2019-05-10 words: 12532 flesch: 46 summary: It was also an academic fit for law students because of its focus on advocacy and policy development. These studies have focussed on improving student knowledge of domestic abuse and healthy relationships and preventing teen dating violence. keywords: abuse; authors; campaign; education; family; gbv; gender; gender violence; justice; law; statistics; students; victims; violence; volume; women cache: ijcle-823.docx plain text: ijcle-823.txt item: #270 of 325 id: ijcle-824 author: Augustine Arimoro title: ijcle-824 date: 2019-05-09 words: 6998 flesch: 54 summary: The faculties of law in Nigeria have recognised that establishing law clinics will aid to achieve the vision of producing efficient lawyers who will be ready for practice soon after graduating from school. In England and Wales, law clinics began to develop in the early 1970s. keywords: cle; clinic; education; faculty; law; law clinic; law faculty; law students; practice; skills; students; university; year cache: ijcle-824.docx plain text: ijcle-824.txt item: #271 of 325 id: ijcle-825 author: Douglas Donald Ferguson title: ijcle-825 date: 2019-05-09 words: 4414 flesch: 55 summary: The ability of law students to appear in the courts and handle legal work for clients; and · The duties of lawyers to supervise students and/or non-lawyers in a law office or clinic setting. By-law 7.1[footnoteRef:4] of the Law Society of Ontario deals specifically with our responsibility for supervision of law students: [4: Law Society of Ontario By-Laws, https://lawsocietyontario.azureedge.net/media/lso/media/legacy/pdf/b/by-law-7.1-operational-obligations-01-25-18.pdf.] keywords: clients; clinic; file; lawyer; legal; students; supervision; time cache: ijcle-825.docx plain text: ijcle-825.txt item: #272 of 325 id: ijcle-826 author: lyndsey martin title: ijcle-826 date: 2019-05-13 words: 9928 flesch: 47 summary: These measures have impacted disproportionately on people living in disadvantaged and minority communities both because they are likely to be unable to afford to pay for legal advice and representation when they require it and because they are more likely to face legal problems in those areas which have now been removed from the scope of public funding, such as welfare benefits, debt and immigration[footnoteRef:3]. Whilst Wingrove has a lower score of 13 on the index of multiple deprivation, many of its female residents experience other barriers to securing legal advice. keywords: advice; clients; clinics; community; education; justice; lab; law; legal; model; services; students; university; women cache: ijcle-826.docx plain text: ijcle-826.txt item: #273 of 325 id: ijcle-827 author: None title: ijcle-827 date: 2019-05-09 words: 4693 flesch: 58 summary: This plenary discussion revealed a wide variety of aspirations for the day, which included: · learning how best to get students to reflect on their own values and assumptions rather than just commenting on what they ‘did’; · taking a step back in order to unpack further why reflection is important; · learning about different reflective methods and how to respect diversity; · exploring ways of encouraging high quality reflection and translating that into reflective writing – this clinician noted that reflective insights in oral debriefs were often not translated into strong written reflections; · wanting to get better at providing objective feedback on student reflections; · learning about new ideas for how to assess reflection; · wanting to explore the idea of reflection and mental health and resilience, and whether they tie together; · acknowledging that there are difficulties with reflection because within a team of clinicians there are varying conceptions of what ‘good’ reflection or ‘good enough’ reflection are; · looking forward to getting to know more about interrelationship between reflective practice and competence; · seeing if there is a support for reflection in social science theory; and · exploring the relationship between critical thinking and reflection. A speaker queried how much emphasis should be placed on the ‘discomfort’ moment in student reflections. keywords: clinic; emotions; group; law; learning; reflection; students cache: ijcle-827.docx plain text: ijcle-827.txt item: #274 of 325 id: ijcle-828 author: Stuart Bell title: ijcle-828 date: 2019-05-09 words: 4366 flesch: 59 summary: To make sure students understand how important their own activity for the whole learning process is, all York students are interviewed before being accepted, well-informed about the specifics and demands of York law school and welcomed in a special culture where the majority of students adopt rather active roles. However, many students do not do their homework and are not well prepared, which can adversely affect following classes. keywords: law; learning; school; students; teachers; teaching; york cache: ijcle-828.docx plain text: ijcle-828.txt item: #275 of 325 id: ijcle-829 author: Pavel GLOS title: ijcle-829 date: 2019-05-09 words: 912 flesch: 33 summary: Finally, the authors come to clinical legal education as a distinct field of scholarship, they are interested in its relationships with other forms of teaching and student experience; and the approaches to, and quality of, clinical legal education scholarship. [1: Pavel Glos is a postgraduate student at the Law Faculty of Palacký University in Olomouc, Czech Republic] Prompted by a complex of changes in government, markets, and society which push and pull at the aims, organisation and delivery of legal education, Linden Thomas, the manager and in-house solicitor of Birmingham Law School’s Centre for Professional Legal Education and Research (CEPLER), organised a workshop, held in March 2015, to discuss and explore the implications of such changes for clinical legal education. keywords: collection; education cache: ijcle-829.docx plain text: ijcle-829.txt item: #276 of 325 id: ijcle-83 author: Plowden, Philip title: Foreword date: 2014-07-18 words: 1064 flesch: 36 summary: Clinical legal education has a long history of self-examination, perhaps driven by the initial (and in many cases, continuing) scepticism of the “regular” academy. The book is a model of clarity – setting out key principles for legal education, and then supporting each principle with copious reference to the relevant literature. keywords: education; law; learning cache: ijcle-83.pdf plain text: ijcle-83.txt item: #277 of 325 id: ijcle-830 author: Paul Dargue title: ijcle-830 date: 2019-05-09 words: 1417 flesch: 60 summary: If, after reading this book, those who make applications to the CCRC are able to make better applications, to facilitate that efficient yet thorough review of the case, and then hopefully correct more miscarriages of justice, then the book must be considered a resounding success. There was a change in CCRC policy in 2017 in relation to routine complainant ‘credibility checks’ (such as checking social services records) which were conducted between 2006 and 2017 in sexual offence cases. keywords: book; ccrc; decision cache: ijcle-830.docx plain text: ijcle-830.txt item: #278 of 325 id: ijcle-84 author: Plowden, Philip title: Foreword date: 2014-07-18 words: 1271 flesch: 41 summary: It is a theme which not only has clear relevance for our hosts, but also enables us to celebrate the huge range of different clinical programmes and activities which I hope are addressed by this Journal. Starting with an analysis of why the teaching of core interviewing and counselling skills is so important given the relative lack of practical experience prior to qualification for many lawyers in jurisdictions in the United States, he then valuably draws on the clinical assessment experiences of the medical educators, and outlines different assessment strategies which might be brought to bear within the assessment of legal skills. keywords: assessment; conference; journal cache: ijcle-84.pdf plain text: ijcle-84.txt item: #279 of 325 id: ijcle-840 author: Kathryn Seear title: ijcle-840 date: 2019-06-03 words: 377 flesch: 44 summary: Professor Adrian Evans is one of the true stalwarts of clinical legal education, and has been a regular attendee at the conference over many years. Many of those familiar with the work of IJCLE will also be familiar with Adrian’s enormous contribution to the fields of clinical legal education and legal ethics over the last four decades. keywords: adrian cache: ijcle-840.docx plain text: ijcle-840.txt item: #280 of 325 id: ijcle-842 author: Kate Seear title: ijcle-842 date: 2019-06-04 words: 1797 flesch: 65 summary: I’d like to welcome you all here today to this very special event – a Festschrift – in honour of the retirement our colleague, Professor Adrian Evans. Today, our Festschrift for Adrian takes the form of a panel, where we will hear from colleagues and family members about the contributions Adrian has made, over many years, to clinical legal education and legal ethics, social justice and promoting access to justice, for vulnerable and marginalised members of our community. keywords: adrian; ethics; monash; today cache: ijcle-842.docx plain text: ijcle-842.txt item: #281 of 325 id: ijcle-845 author: Jeffrey Giddings title: ijcle-845 date: 2019-06-04 words: 1715 flesch: 46 summary: Adrian was the leader of this ambitious project to develop standards or recommended practices (“Best Practices”) for effective clinical legal education in Australia both to improve the delivery of clinical legal education and to assist in the renewal of University law curricula. My early memories of Adrian Evans are from community legal centre national conferences in the late-1980s. keywords: adrian; clinical; education; law; monash cache: ijcle-845.docx plain text: ijcle-845.txt item: #282 of 325 id: ijcle-847 author: Laura Boehm title: ijcle-847 date: 2019-06-04 words: 1173 flesch: 68 summary: I didn’t want to miss out on the opportunity to pass on my best wishes to Adrian and celebrate what he’s been doing, and particularly in legal ethics. I hope that that’s reflected in the way that we write the book, and in the way that we taught legal ethics together at Monash and I continue to teach it at Melbourne University. keywords: adrian; ethics; lawyers cache: ijcle-847.docx plain text: ijcle-847.txt item: #283 of 325 id: ijcle-848 author: S Hodge title: ijcle-848 date: 2019-06-05 words: 441 flesch: 76 summary: HANDLE WITH CARE (Adrian Evans Style) This is our advice on how we should deal with Emeritus Professor Adrian Evans in the future. keywords: care cache: ijcle-848.docx plain text: ijcle-848.txt item: #284 of 325 id: ijcle-849 author: Maria title: ijcle-849 date: 2019-06-04 words: 1141 flesch: 84 summary: Maria, Family & Friends Thank you all for being Adrian’s colleagues, collaborators and friends. about our Adrian, plus some family and friend thoughts. keywords: adrian; dad; friend cache: ijcle-849.docx plain text: ijcle-849.txt item: #285 of 325 id: ijcle-85 author: Stuckey, Roy title: Can We Assess What We Purport to Teach In Clinical Law Courses? date: 2014-07-18 words: 10668 flesch: 48 summary: In clinical courses students might learn what we intend for them to learn, but they also frequently learn lessons that are unexpected, unplanned by the instructor, and unique to the particular student. Consequently, many issues related to assessments of clinical students remain unexplored, and current practices tend to be neither valid nor reliable. keywords: ability; assessment; client; courses; education; justice; law; lawyer; learning; legal; level; practice; rapport; skills; students cache: ijcle-85.pdf plain text: ijcle-85.txt item: #286 of 325 id: ijcle-850 author: Adrian title: ijcle-850 date: 2019-06-04 words: 567 flesch: 49 summary: Special Issue: Adrian Evans Festschrift FESTSCHRIFT COMMENTS Adrian Evans, Emeritus Professor, Monash University, Australia There is an unfair stereotype comparing medical students and law students. Medical students commence as healers and often wind up as determined capitalists, while law students begin with dreams of successful commercial careers, and wind up as…? keywords: justice; students cache: ijcle-850.docx plain text: ijcle-850.txt item: #287 of 325 id: ijcle-851 author: Elaine Hall title: ijcle-851 date: 2019-06-04 words: 7335 flesch: 28 summary: Clinical legal education (CLE) has become a transnational project with a borderless community of expertise and support. His outstanding contributions over his career to international scholarship on legal ethics, clinical legal education, and contemporary lawyering[footnoteRef:3] are matched only by his equally outstanding service, collegiality, mentoring, and care for his colleagues, students, and CLE community colleagues. keywords: access; cle; clinics; community; education; faculty; guarantee; justice; law; monash; program; research; school; students; university cache: ijcle-851.docx plain text: ijcle-851.txt item: #288 of 325 id: ijcle-852 author: Peter Joy title: ijcle-852 date: 2019-06-12 words: 1545 flesch: 41 summary: [6: Adrian Evans, “Client Group Activism and Student Moral Development in Clinical Legal Education” Legal Education Review, 2000, 179-190.] Nigel Duncan has already told you much about Adrian’s work internationally, so I will focus more on his contributions to and impact on clinical legal education and legal ethics internationally. keywords: adrian; education; evans; law cache: ijcle-852.docx plain text: ijcle-852.txt item: #289 of 325 id: ijcle-853 author: Lisa title: ijcle-853 date: 2019-12-17 words: 8729 flesch: 48 summary: The ‘problem’ – information deficits in housing possession cases A summary of the legal process of housing possession In 2018 there were 19,508 claims for possession issued by mortgagees, 23,422 by private landlords and 74,980 by social landlords in England and Wales.[footnoteRef:15] 4. ] The project in question focuses on the issue of housing possession and derives from my earlier research which suggested that a high percentage of possession cases are adjourned for reasons including unresolved housing benefit claims,[footnoteRef:4] and that, due to a lack of accessible legal advice, occupiers may be missing out on measures designed to protect them against eviction.[footnoteRef:5] keywords: advice; cases; clear; court; example; housing; information; law; legal; occupiers; possession; project; research; students; whitehouse cache: ijcle-853.docx plain text: ijcle-853.txt item: #290 of 325 id: ijcle-858 author: Paul Burns title: ijcle-858 date: 2019-07-03 words: 241 flesch: 58 summary: Innovating Legal Education in Europe Paul McKeown Northumbria University, UK paul.mckeown@northumbria.ac.uk How often do we attend a conference, listen intently as various colleagues from around the world share their thoughts, their experiences, their ideas? Special Issue: European Network for Clinical Legal Education 6th Conference Editorial Clinical Legal Education: keywords: conference cache: ijcle-858.docx plain text: ijcle-858.txt item: #291 of 325 id: ijcle-859 author: Laura Bugatti title: ijcle-859 date: 2019-07-03 words: 8344 flesch: 28 summary: The role of clinical legal education in the present and future educational system In spite of cultural differences among different national models of legal education on the continent, the specific requirements imposed by the national law curricula and the different relationship between universities and the relevant professional bodies, a new harmonized trend is emerging in continental Europe: a common and renewed approach to legal education begs a rethink of the curriculum content, embracing knowledge, skills and values.[footnoteRef:41] The first part of this paper is devoted to analysis of the evolution and changes involving legal education in European countries, adopting a comparative and historical perspective. keywords: bar; competition; education; european; journal; law; legal; market; new; professional; quality; regulation; report; schools; services; system; training; university cache: ijcle-859.docx plain text: ijcle-859.txt item: #292 of 325 id: ijcle-86 author: Ledvinka, Georgina title: Reflection and assessment in clinical legal education: Do you see what I see? date: 2014-07-18 words: 16377 flesch: 53 summary: This increased self- awareness of learning, or metacognition, is correlated with better learning.29 In other words, by encouraging students to reflect we are helping them build for themselves a self-awareness which will promote more successful learning in the future.30 How to promote student reflection There is evidence that increased self-awareness of learning is correlated with better learning, so by engaging in reflection students are teaching themselves how to learn better in the future. keywords: assessment; case; education; essay; experience; knowledge; law; learning; marker; marking; note; reflection; students; supra; work cache: ijcle-86.pdf plain text: ijcle-86.txt item: #293 of 325 id: ijcle-860 author: None title: ijcle-860 date: 2019-07-03 words: 7239 flesch: 46 summary: These factors impact upon the provision of pro bono work, which could either be voluntary or compulsory (as an academic credit bearing module); it could be ad hoc depending on the demands of the local community, or sustained as part of a student legal clinic; and it could be focused on social justice or simply exposing students to legal work experience. It will consider the motivations of higher education in exposing students to pro bono work, and the impact that this may have on the student’s future commitment to such work. keywords: access; commitment; law; lawyers; profession; services; society; students; work cache: ijcle-860.docx plain text: ijcle-860.txt item: #294 of 325 id: ijcle-861 author: Paul McKeown title: ijcle-861 date: 2019-07-04 words: 10030 flesch: 50 summary: The case deals with legal aid offered by law students to assist inmates. Turning back to our example, law students could use this model to analyze and reflect critically on their role and adapt their approach in order to take advantage of the changing situation. keywords: action; analysis; clinical; education; experience; law; learning; legal; practice; prison; process; reflection; research; students; teaching cache: ijcle-861.docx plain text: ijcle-861.txt item: #295 of 325 id: ijcle-862 author: Paul McKeown title: ijcle-862 date: 2019-07-25 words: 6917 flesch: 42 summary: With the big influx of asylum seekers entering Europe in recent years and with a great many of them finding themselves in a completely alien situation, where they require help not just with some common issues such as finding their way in an unknown environment, but also often need legal assistance, Refugee law clinics have emerged as new type of legal clinic, with potential of breaching the gap between the actual need for different legal services asylum seekers have and the capacities of the authorities to provide them (Hannemann and Dietlein 2018). More about the IUC: www.iuctorino.it ] According to its founders, the Clinic represented a response to a particular situation in Italy when the country experienced significant increase in number of migrants and asylum seekers; According to Stege and Veglio: “All this created, in a very short time, the need for quick legal, social and political responses, for which authorities were not entirely prepared. keywords: anthropologists; anthropology; asylum; clinic; law; representation; seekers; students; system; way cache: ijcle-862.docx plain text: ijcle-862.txt item: #296 of 325 id: ijcle-863 author: Microsoft Office User title: ijcle-863 date: 2019-07-25 words: 7760 flesch: 44 summary: What is now known as the “first wave” of Spanish clinical legal education refers to the four universities that initiated the clinical movement in Spain during the process of reforming the law curriculum to adapt it to the European Higher Education Area: the Rovira i Virgili University in Tarragona, the pioneer, with its establishment of a penitentiary clinic in 2002; Carlos III University of Madrid (2005); the University of Barcelona (2005); and the University of Valencia (2006).[footnoteRef:10] [10: See Pilar Fernández Artiach, Jose García Añón & Ruth Mestre i Mestre, The birth, growth and reproduction of clinical legal education in Spain, in Richard Grimes, Re-thinking Legal Education under the Civil and Common Law: A Road Map for Constructive Change 148 (Routledge ed., Taylor & Francis Group 2018).] Pedagogically, we draw from what is now an international canon on clinical legal education. keywords: clinical; clinics; course; education; european; knowledge; law; lawyers; legal; practice; school; social; spain; students; university cache: ijcle-863.docx plain text: ijcle-863.txt item: #297 of 325 id: ijcle-864 author: Пользователь Microsoft Office title: ijcle-864 date: 2019-07-25 words: 6544 flesch: 47 summary: Abstract This paper introduces the reader to clinical legal education in Malta by: 1) outlining how the internal hybridity of the Maltese legal system and the juxtaposition of English and Continental models in Maltese legal education have influenced the development of the Law Clinic at the University of Malta; 2) describing how the Maltese clinical model operates currently; 3) reviewing the experiences of students involved in clinical work. Through the development of the postgraduate Masters in Advocacy course, Maltese legal education continued to reflect Continental trends since students are required to study law at both undergraduate and postgraduate levels in order to qualify academically to practice as advocates. keywords: clinic; education; law; law clinic; learning; malta; maltese; practice; research; skills; students; university cache: ijcle-864.docx plain text: ijcle-864.txt item: #298 of 325 id: ijcle-865 author: Paul McKeown title: ijcle-865 date: 2019-07-25 words: 9407 flesch: 57 summary: In comparison with Street Law programmes in other parts of the world, passing a ten-year post may not appear that impressive.[footnoteRef:3] For an eastern and continental European legal literacy clinic it, however, represents an important landmark and an opportunity to stop, reflect and reconsider – and celebrate, too. [2: We encourage any reader who knows about a longer still running Street Law programme in this part of the world, to let us know. ] keywords: course; law; members; prague; programme; school; street; street law; students; teachers; teaching; team; years cache: ijcle-865.docx plain text: ijcle-865.txt item: #299 of 325 id: ijcle-866 author: Rhona McNair title: ijcle-866 date: 2019-07-25 words: 3304 flesch: 50 summary: The aforementioned uncertain Scottish legal market, driven by our current political and financial climate, provides additional context for student networking: Brexit v globalisation At the time of writing, it is anybody’s guess how Brexit is going to impact on the legal market long-term – but what is certain is that the short-term uncertainty is unsettling, for law firms and their clients. Competitions We participate in the International Client Consultation Competition (ICCC) and the International Negotiation Competition, running heats for DPLP students and coaching our own finalists for the Scottish and, when successful, international finals. keywords: cle; dplp; glasgow; law; networking; students cache: ijcle-866.docx plain text: ijcle-866.txt item: #300 of 325 id: ijcle-87 author: Grosberg, Lawrence title: How Should We Assess Interviewing and Counseling Skills? date: 2014-07-18 words: 10109 flesch: 51 summary: Still another method of evaluating student skills performance is the standardized client. In the competitive world of law students, however, as with anything that is taught, the formal assessment or grading label remains crucial.7 keywords: assessment; bar; client; clinical; counseling; education; exam; interviewing; law; legal; note; performance; school; skills; student; supra; use cache: ijcle-87.pdf plain text: ijcle-87.txt item: #301 of 325 id: ijcle-878 author: Francina Cantatore title: ijcle-878 date: 2019-12-17 words: 8425 flesch: 44 summary: There are studies evidencing the increase of practice-based skills in law clinic students, such as the ability to engage with and interview ‘real clients’ and deal with ‘real cases’, thereby developing their self-confidence and professional communication skills.[footnoteRef:19] [3: See 2018 study by Cantatore, F. ‘The Impact of Pro Bono Law Clinics on Employability and Work-Readiness in Law Students’ (2018). keywords: clients; clinic; education; experience; law; respondents; service; students; survey; university; work cache: ijcle-878.docx plain text: ijcle-878.txt item: #302 of 325 id: ijcle-88 author: Plowden, Philip title: Foreword date: 2014-07-18 words: 984 flesch: 40 summary: The first paper, from Peter Joy from Washington University School of Law in St. Louis looks at issues of external interference with clinical programmes, picking up on a series of attacks on the work undertaken by law clinics in the United States by those interested in restricting the scope of the work that such clinics can undertake. This will be a very practically focussed conference, looking at the particular practical issues inherent in setting up and sustaining clinical programmes, and I am delighted that we have been able to organise matters so that the delegates attending the IJCLE will have free registration so as to enable them to attend the CLEO conference on the following day to contribute their own experiences from their own programmes. keywords: journal; section cache: ijcle-88.pdf plain text: ijcle-88.txt item: #303 of 325 id: ijcle-89 author: Joy, Peter title: Political Interference in Clinical Programs: Lessons From The U.S. Experience date: 2014-07-18 words: 14143 flesch: 45 summary: Today, there are law school clinical programs on the continents of Africa, Asia, Australia, Europe, North America and South America, and each year brings clinical education to more countries – most recently Japan.1 The article concludes that law school clinical programs can model the highest ideals of the legal profession by evaluating potential cases on the legal merits and pedagogical value and not with a concern for whether or not the case or client may be controversial. keywords: access; attacks; cases; clients; clinical; court; education; faculty; interference; joy; justice; law; law clinic; law school; lawyers; legal; note; programs; representation; states; supra; supra note; united; university cache: ijcle-89.pdf plain text: ijcle-89.txt item: #304 of 325 id: ijcle-9 author: Hall, Elaine title: Now with Added Technology: change and continuity for the IJCLE date: 2014-07-07 words: 904 flesch: 45 summary: In this edition Maxim Tomoszek from the Czech Republic reflects on the underlying beliefs and assumptions of clinical education and how this has impacted upon the development of clinic in Olomouc. The IJCLE archive, which is gradually building up on this site, demonstrates the strength and breadth of the work done in clinic around the world and in the online edition we intend to make this work easier to access, more interlinked and with a greater impact on research, theory and practice. keywords: clinic; strand; students cache: ijcle-9.pdf plain text: ijcle-9.txt item: #305 of 325 id: ijcle-90 author: Curran, Liz; Dickson, Judith; Noone, Mary Anne title: Pushing The Boundaries or Preserving the Status Quo? Designing Clinical Programs to Teach Law Students a Deep Understanding of Ethical Practice date: 2014-07-18 words: 10710 flesch: 46 summary: Clinical programs based in community legal centres share some of this legacy.13 Although not overtly about teaching ethical legal practice, clinical legal education in Australia, from its inception in 1975 at Monash University, has been doing this. Ethical legal practice and conduct are the primary focus of one unit. keywords: approach; australia; client; community; discussion; education; ethics; issues; journal; justice; law; lawyer; practice; professional; program; role; students; university cache: ijcle-90.pdf plain text: ijcle-90.txt item: #306 of 325 id: ijcle-91 author: James, Colin title: Seeing Things As We Are. Emotional Intelligence and Clinical Legal Education date: 2014-07-18 words: 15967 flesch: 38 summary: Legal Education Have Undermining Effects on Law Students? Practicing Therapeutic Jurisprudence: Law as a Helping Profession, Carolina Academic Press, Durham NC; Matthew M Dammeyer & Narina Nunez (1999), Anxiety and Depression Among Law Students: Current Knowledge and Future Directions’, 23 Law and Human Behavior, 55 at 63; Duncan Kenndy (1992), ‘Legal Education as Training for Hierarchy’, in David Kairys (ed.) keywords: awareness; cit; client; clinical; development; education; emotions; empathy; experience; feelings; help; human; intelligence; journal; law; law students; lawyers; learning; legal; new; practice; profession; reflection; research; review; schools; self; skills; students; university; work cache: ijcle-91.pdf plain text: ijcle-91.txt item: #307 of 325 id: ijcle-913 author: Emma Hall title: ijcle-913 date: 2019-12-17 words: 754 flesch: 44 summary: Louise Whitehouse’s illuminating pilot study of research based clinical legal education at the University of Hull assesses the impact of clinic work to address the information deficit in housing possession cases. Claudia Man-yiu Tam’s study of student perceptions of clinical legal education at Hong Kong University indicates a successful integration of experiential legal education in Hong Kong. keywords: clinic; education; university cache: ijcle-913.docx plain text: ijcle-913.txt item: #308 of 325 id: ijcle-915 author: Melanie Walker title: ijcle-915 date: 2019-12-19 words: 9847 flesch: 53 summary: Epistemic justice fosters the contestation of ideas in the public sphere, and this in turn requires struggling both for personal change and conditions and structures of epistemic justice. Epistemic justice fosters the contestation of ideas in the public sphere (this could be a university or on a micro level, a university classroom) and this in turn requires fostering pedagogical conditions of epistemic justice. keywords: capabilities; capability; education; fricker; human; injustice; justice; knowledge; law; oxford; press; public; society; university cache: ijcle-915.docx plain text: ijcle-915.txt item: #309 of 325 id: ijcle-916 author: Elaine Hall title: ijcle-916 date: 2019-12-19 words: 6504 flesch: 35 summary: If equal access to justice under the rule of law involves action and advocacy to ensure that the non-value-neutral impact of leasing, taxation, and other laws upon poor, vulnerable, and disadvantaged people is addressed, for example, then enabling non-government parties to represent and give a voice to such people in policy-making, law-making, and law reform processes is just as valid an object of clinical work, law school endeavours, and multi-dimensional contemporary democracy as any other. The volume and impact of change is compounded exponentially where AI, other legal technology, globalisation, and other disruptors all converge, as illustrated in the following diagram: Judges and other lawyers in practice have already coped in recent decades with transitions from physical evidence to DNA-tested evidence, physical courtroom appearance to video-linked courtroom proceedings, fax to email, print-based research to online and even computer-assisted research, and manual dictation to digital voice recognition. keywords: access; cle; clinics; human; justice; law; lawyers; legal; need; rule; schools; technology cache: ijcle-916.docx plain text: ijcle-916.txt item: #310 of 325 id: ijcle-917 author: Jennifer Lindstrom title: ijcle-917 date: 2019-12-17 words: 1243 flesch: 42 summary: In 2015, Monash student Jazmine Elmolla visited Indonesia on exchange and said “I observed that the process of conducting student legal clinics… was the same as at Monash University but carried out with fewer resources and support” and that “the PEKKA paralegals were very organized. [1: Jennifer Lindstrom is a Senior Lecturer in Law and Experiential Education at Monash University, Melbourne, Australia ] From 28 to 30 November 2018, over 130 clinical legal educators, researchers and education partners from around the globe gathered at Monash University in Melbourne, Australia for the annual International Journal of Clinical Legal Education (‘IJCLE’) conference. keywords: conference; education; law; monash; university cache: ijcle-917.docx plain text: ijcle-917.txt item: #311 of 325 id: ijcle-918 author: Malcolm Combe title: ijcle-918 date: 2020-01-07 words: 4342 flesch: 57 summary: Second, whatever it is, what does it mean for law clinics? SQE stands for ‘Solicitors Qualifying Exam’.[footnoteRef:4] Other than a quick discussion about the confidentiality of clinic work in the context of QWE (which most delegates thought would be manageable) plus some later workshopping about clinics and QWE, that was the end of the main SQE chat on the day. keywords: clinics; england; experience; law; point; solicitor; sqe; work cache: ijcle-918.docx plain text: ijcle-918.txt item: #312 of 325 id: ijcle-92 author: Plowden, Philip title: Foreword date: 2014-07-18 words: 748 flesch: 43 summary: In the clinical practice section of the journal, there is what I hope will be the first of a number of joint articles from Lance Robson and his collaborators on the different forms of clinical education in the Scandinavian countries, along with articles by Carol Boothby on the specific aspects of running clinical work in the context of a housing repossession court, and from Romulus Gidro and Veronica Rebreanu on the clinical context in Romania. Within this debate, however, it is interesting that the high degree of support given by the Review Foreword 5 to the use of clinical education has been broadly uncontentious. keywords: clinical; journal cache: ijcle-92.pdf plain text: ijcle-92.txt item: #313 of 325 id: ijcle-93 author: Duncan, Nigel title: Ethical Practice and Clinical Legal Education date: 2014-07-18 words: 7465 flesch: 49 summary: The Impact of Clinical Legal Education on the Decisions of Law Students to Practice Public Interest Law, in Cooper J. & Trubek, L. 1997: For information and guidance see the Street Law website at: http://www.streetlaw.org/. 52 Brayne: Law Students in the Community http://www.ukcle.ac.uk/directions/issue5/brayne.html. keywords: client; course; education; experience; law; learning; legal; practice; professional; skills; students; values; work cache: ijcle-93.pdf plain text: ijcle-93.txt item: #314 of 325 id: ijcle-95 author: Marson, James; Wilson, Adam; Van Hoorebeek, Mark title: The Necessity of Clinical Legal Education in University Law Schools: A UK Perspective date: 2014-07-18 words: 8580 flesch: 42 summary: The paper concludes by assessing the implications of CLE to the student and institution with regard to the current structure of legal education and establishes the significant benefits of live client work for law students and the institution. The benefits of CLE have been witnessed by the handful of university departments with a system of such education in place.7 Historically, universities were established on an academic basis with a focus on theory and critical discourse, however law students require exposure to a more practical form of education and clinics fulfil this criteria. keywords: advice; case; cle; client; clinic; education; experience; law; law clinic; skills; students; university; university law cache: ijcle-95.pdf plain text: ijcle-95.txt item: #315 of 325 id: ijcle-958 author: Hall, Elaine title: How Do The Students' Think?: Designing Clinical Legal Education for Student Development date: 2020-06-30 words: 694 flesch: 37 summary: Finally Doris Bozin DB, Allison Ballard, Vicki de Prazer guide us through the benefits of developing psychological resilience in clinic students to combat the high levels of mental distress amongst law students and legal professionals in the field. 1 Editorial “HOW DO THE STUDENTS’ THINK?”: DESIGNING CLINICAL LEGAL EDUCATION FOR STUDENT DEVELOPMENT Professor Elaine Hall elaine.hall@northumbria.ac.uk In this Issue authors have been using student perspectives to think critically about how best to design Clinical Legal Education (CLE) to shape students’ development and engagement with both the clinic and the legal world beyond. keywords: clinic; students cache: ijcle-958.pdf plain text: ijcle-958.txt item: #316 of 325 id: ijcle-959 author: Grey, Alexandra title: The Value of Participant Feedback: Insights from Learners in a Novel, Non-University CLE Setting in China date: 2020-06-30 words: 15212 flesch: 42 summary: For example, in the literature, Landsberg describes CLE students working on scenarios based on real client interactions at the China University of Political Science and Law.46 These examples include some from China, showing that a precedent for scenario-based CLE exists there. Indeed, many existing legal educators may already hope that CLE students learn to speak and write and communicate like lawyers, and this finding helps bring that aspiration to the fore. keywords: activities; activity; analysis; article; china; cle; education; feedback; interest; law; learning; literature; participants; practice; public; responses; skills; speaking; students; university; yatt cache: ijcle-959.pdf plain text: ijcle-959.txt item: #317 of 325 id: ijcle-96 author: Robson, Lancelot; Hanssen, Christian title: Jusshjelpa i Nord Norge – a Legal Advice Clinic in Northern Norway date: 2014-07-18 words: 1963 flesch: 54 summary: The clinic is one of five similar clinics covering the whole of Norway, all founded upon operational and management principles pioneered by law students at Oslo University in the early 1970s. Can law students fill unmet legal need which the Community Legal Service system in the U.K. is failing to meet?3 Consequently is it appropriate to publicly fund clinics and regard students as assets, rather than consider them as a mere expense to the public purse? keywords: jusshjelpa; law; service; volunteers; work cache: ijcle-96.pdf plain text: ijcle-96.txt item: #318 of 325 id: ijcle-960 author: Dunn, Rachel; Bengtsson, Lyndsey; McConnell, Siobhan title: The Policy Clinic at Northumbria University: Influencing Policy/Law Reform as an Effective Educational Tool for Students date: 2020-06-30 words: 9627 flesch: 47 summary: Therefore, this research suggests that PC opens the door to alternative careers for law students. This “setting apart” from other law students and in fact from other CLE students appeared to be identified by the students as a key benefit of the PC experience. keywords: article; client; clinical; education; experience; law; reform; research; skills; students; volume; work cache: ijcle-960.pdf plain text: ijcle-960.txt item: #319 of 325 id: ijcle-961 author: Bengtsson, Lyndsey title: Client Newsletters within Clinical Legal Education and Their Value to the Student Participants date: 2020-06-30 words: 8220 flesch: 46 summary: Therefore, if law firms are using newsletters as a means of connecting with their clients and educating the public; then law students are likely to find themselves, one day, contributing to their firm’s newsletter. Conclusions This pilot study demonstrates that the use of employment law newsletters provides pedagogic value to the student and enhances the student experience in CLE. keywords: article; client; education; employment law; law; newsletter; project; research; skills; students; work cache: ijcle-961.pdf plain text: ijcle-961.txt item: #320 of 325 id: ijcle-962 author: Blackburn, Lucy title: Ephebagogy and Clinical Legal Education date: 2020-06-30 words: 5225 flesch: 46 summary: 10 M Knowles, ‘The Modern Practice of Adult Education: from pedagogy to andragogy’ (Cambridge, 1970) 38. 11 Bloch (n1) wrote about andragogy and CLE in the context of US professional, legal education ‘where law students are already graduates, have some life experience, are at least in their early twenties (often much older) and in many cases are already participating in the practice of law’ 325. In Melissa Hardee’s 2014 study, her findings revealed that over 70% of law students surveyed were studying law with 62 keywords: article; cle; clinic; education; ephebagogy; flowers; law; learning; students; teaching cache: ijcle-962.pdf plain text: ijcle-962.txt item: #321 of 325 id: ijcle-963 author: Atkinson, Matthew; Castle, Margaret title: Blogging, Journaling and Reflective Writing: A Snapshot of Students' Preferences and Perceptions from Two Australian Universities date: 2020-06-30 words: 15323 flesch: 45 summary: A reflective law student enters the legal profession as a self- directed learner with increased self-awareness,96 emotional intelligence,97 and a sense of professional identity.98 Likewise, reflective law students are better able to transition into the legal profession because they have already started to develop their professional resilience, knowledge and expertise. 87 Field, R. and Duffy, J. (2012) ‘Better to Light a Single Candle than to Cures the Darkness: Promoting Law Student Well-being through a First Year Law Subject’ 12(1) Queensland University Technology Law & Justice 133, pp.153 -54. keywords: adelaide; article; blogging; education; experience; feedback; journaling; law; learning; margaret; online; placement; post; practice; reflection; report; students; unisa; writing cache: ijcle-963.pdf plain text: ijcle-963.txt item: #322 of 325 id: ijcle-964 author: Bozin, Doris; Ballard, Allison; de Prazer, Vicki title: Improving Law Student Resilience: An Australian Perspective date: 2020-06-30 words: 11851 flesch: 29 summary: For example, Furlong argues that we are at an important transition in the evolution of legal services with a new generation of lawyers demanding a better work-life balance.100 Furlong argues that the next generation of lawyers will ‘rewrite he DNA of law firms’101 and reshape the legal industry,102 as millennials take-over the legal industry.103 B. Initiatives within the Australian Academy Since the BMRI report, law schools across Australia have implemented a range of strategies to address law student mental health well-being with strategies varying depending upon the particular social and cultural setting of the university. This then leads to further questions about curriculum design and its potential contribution to the psychological distress of law students.59 For example, does an emphasis on rational legal reasoning and linear thinking (which may be disconnected from social justice issues and de-emphasise creativity, personal values and reflection),60 together with teaching practices such as the Socratic method,61 have a negative impact on law student health and well-being? keywords: article; australian; clinic; distress; education; experience; health; ibid; law; law school; law students; lawyers; legal; levels; profession; program; psychologist; resilience; school; students; university; wellbeing; work; year cache: ijcle-964.pdf plain text: ijcle-964.txt item: #323 of 325 id: ijcle-97 author: Gidro, Romulus; Rebreanu, Veronica title: Four Years of a Romanian Juridical Clinic 1998 – 2002 date: 2014-07-18 words: 4724 flesch: 52 summary: Among other courses, as Mr. Stuckey was saying, “clinical education courses offer law students their first opportunities to discover firsthand how difficult is to be a professional lawyer”.3 Based on our five years of experience, we would add that in the Romanian system of law Clinical education also shows how difficult it is to be a judge or a prosecutor. At the beginning of the 2002–2003 academic year the best conditions were provided to continue teaching Juridical Clinic course: – there was a well-equipped court room; – there were a TV set, a video recorder, a camera and enough video cassettes. keywords: clinic; course; education; juridical; law; students cache: ijcle-97.pdf plain text: ijcle-97.txt item: #324 of 325 id: ijcle-98 author: Boothby, Carol title: Duty Bound? Court Possession Schemes and Clinical Education date: 2014-07-18 words: 4225 flesch: 50 summary: Work to build up a picture of the benefits perceived by students has begun – the data collected at present through questionnaires is too small to provide a statistical data at present but the idea is to look at student experiences, and also to seek the views and feedback of the District Judges before whom the supervisors and the students appear. However, the possession days offer the combination of the opportunity to do good – to do some really worthwhile pro bono work, at the same time as offering students a unique opportunity for learning essential practical skills, and for many students, it may instil a sense of responsibility to assist not just the privileged and wealthy, but the less advantaged. keywords: cases; court; education; housing; law; office; possession; students cache: ijcle-98.pdf plain text: ijcle-98.txt item: #325 of 325 id: ijcle-99 author: Wilson, Martin title: Exchanging Places: Experiences of the First Irwin Mitchell International Clinical Scholar date: 2014-07-18 words: 1626 flesch: 48 summary: Australia already has caught onto the idea of student run law offices but England and Wales are yet to follow suit. The final day of the week saw me engage with other students in various lectures and seminars regarding their pro bono course of studies. keywords: law; monash; office; student cache: ijcle-99.pdf plain text: ijcle-99.txt