Papers presented at 2009 Conference

Five papers from the conference, including Ian Ward’s keynote address, appeared in a legal education special issue of the Web Journal of Current Legal Issues published in June 2009.

Parallel session 1

• From Foucaultian bio-power to Confucian respect:
  • Bio-power and e-Confucius – Abdul Paliwala (University of Warwick)
  • Lessons from a drama e-course – Amy Huey-Ling Shee (National Chung Cheng University, Taiwan)
• Helping law students via spaces and performance – Grier Palmer, Cath Lambert & Jonathan Heron (University of Warwick)
• Absorbing the shock: early findings from a project on first year student success – Edwina Higgins & Sallie Spilsbury (Manchester Metropolitan University)
• Dealing with difference: supporting neuro-diverse learners in law – Sheree Peaple (De Montfort University)
• Humanising legal education through valuing and nurturing multiple intelligences – Kirsten Dauphinais (University of North Dakota, USA)
• Ethics in the undergraduate curriculum: an international wiki community – Nigel Duncan (City University) & Clark Cunningham (Georgia State University, USA)
• Teaching with emotional intelligence: delivering ethical lawyers and humane social workers through the VLE – Debbie Stringer (Open University) & Odette Hutchinson (Aston University)
• Carl Henry Piggott: guilty or not guilty? Addressing the absence of forensic science skills in law degrees – Carole McCartney (University of Leeds), John Cassella & Roger Summers (both Staffordshire University)
• Using an enquiry-based learning project to develop criminological understanding – Paul Almond (University of Reading)

Parallel session 2

• The culture of legal education in France from a comparative viewpoint: perspectives for a legal education in the EU – Ruth Sefton-Green (Université Paris 1 Panthéon Sorbonne, France)
• Teaching French law in England: from cultural clashes to inventive integration? The experience of the double degree at Essex – Audrey Guinchard (University of Essex)
• Equality and assessment in law – Melanie Crofts & Simon Sneddon (University of Northampton)
• Facing the challenges of transition to legal education while engaging the learner – Alison Bone (University of Brighton)
• Beyond text in legal education – Zenon Bankowski (University of Edinburgh) & Alicja Rogalska
• Cultivating lawyers: education or inculcation? – Gary Watt (University of Warwick)
• Multicultural clinical experience – Pamela Robotham & Sara Chandler (College of Law)
• Interdisciplinary training – Aine Maxwell (Institute of Professional Legal Studies, Queen’s University Belfast)

Parallel session 3

• SIMPLE: learning through simulations – Karen Barton (Glasgow Graduate School of Law) & Patricia McKellar (UKCLE)
• Interaction and reflection: a new approach to skills and accounts teaching on the LPC – Liz Polding, Jill Cripps (both Oxford Institute of Legal Practice) & James Catchpole (College of Law)
• Law school and the making of the law student into a lawyer – Seow Hon Tan (National University of Singapore)
• Peer mentoring for international students – Shamini Ragavan (Newcastle University)
• Enquiring Minds: strategies for promoting (better) research, autonomy and deployment of skills at level 3 – Keith Puttick, Rhonda Hammond-Sharlot & Janet Spence (Staffordshire University)
• Whose ‘version’ of the facts? Working on the margins of outsiders’ stories and lawyers’ theories of the case – Robert McPeake & Marcus Soanes (City University)
• Exhuming human remains from case law: the role of narrative research in legal education – Dawn Watkins (University of Leicester)

Parallel session 4

• Engaging practice: workshops with the profession on the new LPC – Clare Gilligan (Solicitors Regulation Authority) & Melissa Hardee (Hardee Consulting)
• Research informed support and preparation for achievement of work-based learning outcomes – Jane Ching (Nottingham Trent University)
• ‘Good people speaking well’: legal education through modern languages – Chloë Wallace (University of Leeds)
• Dual legal education: a case study on teaching and learning in law with French law degrees – Marie-Luce Paris (University College Dublin)
• The Shackleton method of team leadership in legal education – Frederick Price (College of Law)
• Leading today’s people towards tomorrow’s law school: the approach of a modern university – Lynn Leighton-Johnstone & Ian Fox-Williams (University of Wolverhampton)
• Pot luck for students: tutor A or tutor B? – Lisa Cherkassky (University of Bradford)
• From traditional lecture to block teaching in EU law: the student and lecturer experience – Clare Chambers (University of the West of England)
• An exploratory study into the use of interactive technology to teach law – Catherine Russell (Manchester Metropolitan University)

Parallel session 5

• Multilateral negotiations as a forum for student role play: how to get students to participate in class – Darren Calley (University of Essex)
• Second guessing: is there a context for Second Life in legal education? – Michael Bromby & Martin Jones (Glasgow Caledonian University)
• The voice of law: lessons from practical podcasting experience – Martin Belgrove (University of East London)
• The art of the impossible: the practicalities of being a new law teacher – Jessica Guth (University of Bradford)
• S, not e: the methodology and results of S mode learning – Scott Slorach (College of Law)
• Developing research skills – Caroline Coles (De Montfort University)
• Transition management in a large law school: a module-based solution – John Hodgson & Jo Boylan-Kemp (Nottingham Trent University)
• The culture of questioning techniques in the classroom – Bonnie McAlister (Elon University, USA)

Last Modified: 9 July 2010