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Designing and delivering clinical legal education
delivery decisions associated with developing clinical programmes, organised around a set of 10 frequently asked questions (FAQs) exploring: the advantages in general ascribed to clinical methods the types of clinic and their respective pros and cons the pedagogy of cl…
Clinical legal education
Clinical legal education plays an increasingly important role within UK law schools. This page lists some key resources and includes contact details for CLEO, the Clinical Legal Education Organisation. Resources on clinic Can the traditional law curriculum be delivered vi…
Setting up a live client clinic: a checklist
outcomes What are the goals of the proposed clinic? Where does it fit into and contribute to the curriculum? What are the intended learning outcomes derived from those goals? What type of clinic will best meet those goals and outcomes: live client or simulation? in…
Reflection in legal clinic
Grimes (College of Law) outlining how legal clinics may be used to provide an opportunity for reflection. Aims To offer students an opportunity to put the theory of law into practice by placing them in a real life setting, for example a law centre, solicitors office or c…
Clinical legal education and extracurricular law clinic
Strathclyde) advocates an extracurricular form of clinic, aimed at providing legal assistance rather than educating students, as a cost effective way of expanding clinical legal education. The benefits of clinical legal education in developing legal skills, revealing how law a…
Making it happen: starting, sustaining and growing a law clinic
Montfort University) reports on the 2006 Clinical Legal Education Organisation (CLEO) conference held at the Institute of Advanced Legal Studies in London on 14 July 2006. With the support of UKCLE, about 60 law teachers met for a day in London to continue the revival of the …
What is clinical legal education?
Clinical legal education (CLE) has been a significant part of legal education since the 1960s, when it became a mainstream endeavour in US law schools. The first UK clinics emerged in the 1970s, although the British (and Australian) clinical movements have expanded signif…
Using narrative and clinical approaches to teach ethics
Montfort University) discusses the use of clinic and narrative as teaching methods for legal ethics, highlighting the potential outcomes for students through reflection. A number of arguments are in favour of narrative and clinic-based approaches to teaching legal ethics. An…
Introducing legal clinics in Olomouc: the application of common law clinical models in a civil law system
Conference 2007 they describe the design of a clinical programme, drawing inspiration from clinics operating in common law systems. The common law experience could not always be simply transferred into the Czech legal environment, with problems deriving from differing concepts &…
Law in Action: integrating social justice issues into the curriculum using clinical legal education
staff experiences on the first year of a new clinical legal education module at Keele School of Law. Rosie and Andrew’s slides are embedded below. Note: the research that forms the basis of this paper was carried out with Jane Krishnadas, also of Keele University. So…
Further reading on clinical legal education
Weblinks Clinical Legal Education Association (USA) – extensive site with newsletters, clinical directors listserv, abstracts for the Clinical Law Review and more Clinical Legal Education Organisation (UK) – CLEO does not have its own website, but information …
Multicultural clinical experience
interesting debate. Students working in the clinic need to be trained to understand the dynamics of working with clients. This initial training takes the form of ethics workshops, where students have the opportunity to learn tactics and strategies to use when confronted with …
Innocence projects: a perfect solution for clinical legal education?
outline the potential role of such projects in clinical legal education and describe the work of the Innocence Network UK. Over the last decade a growing number of institutions have recognised the potential benefits of clinical legal education and a vibrant pro bono student l…
Can the traditional law curriculum be delivered via clinical and experiential learning?
discussion forum exploring the viability of clinical and experiential methodology playing a more prominent role in the delivery of the core law curriculum and the development of general and intellectual skills. Download Jonny and Kevin’s background paper for the session,…
Clinical legal education stream
in Law Annual Conference 2007 included a clinical legal education stream, organised by the relaunched Clinical Legal Education Assocation (CLEA). The stream included the following papers: Model standards for clinical legal education- Sara Chandler (College of Law) and Phil…
Mapping best practice in clinical legal education
hughbrayne@btinternet.com) Project summary: guide to clinical legal education programmes in the UK (pilot study) Completion date: October 2004 UKCLE funding: £5,000 The purpose of this project was to identify and examine contrasting models of clinical legal education in …
Aren't clinics too expensive?
Undoubtedly clinical work is more expensive than traditional law teaching, and there is, at present at least, no possibility of increasing per capita core funding to take account of a clinical element. But it is worth doing the sums as the costs may not as great as you assume. …
What forms can clinic take?
Clinic can take a great variety of forms. The big question is whether you go for a simulated or (so-called) live client model – we look at the pros and cons of each in question 4. Simulated clinics The term ‘simulation clinic’ is used to describe any learning e…
How should clinical work be assessed?
Clinical studies can be assessed by a variety of means. Common forms of assessment include: case study or report learning journal or ‘log’ presentation portfolio of work observation and evaluation of performance in the clinic or some combination of t…
Do all clinical models have the same objectives?
there are some things that all forms of clinical experience are potentially good at: enabling students to understand experientially how the law works in practice (especially as clinic problems will often cut across conventional law school subject boundaries) enhancing kno…
Clinicalising the classroom: getting value for money
Mexico This paper traces the history of clinical legal education and highlights its value as a form of experiential learning. It puts forward an ‘ideal model’ for the clinical experience, illustrated by an example from American law schools. The value of clini…
Pro bono and clinic in law schools- what are we up to and where are we going?
of the nature and extent of pro bono and clinical provision in UK law schools whilst at the same time appreciating the pedagogic, logistical, professional and political contexts in which such programmes operate. It was anticipated that the workshop would develop existing schol…
Clinical legal education: theory, practice and possibilities
of the main issues relating to the use of clinical education as an integral part of the exempting law degree programme at Northumbria, presented at the UKCLE seminar on alternative routes to qualification in law on 20 May 2004. Note: These guidance notes should be read in con…
Building links with practitioners, government agencies and universities through clinical aspects of legal education in Nigeria
Science and Technology, outlined the role of clinical legal education in Nigeria. This paper was co-authored by Nlerum S Okogbule and Jan Law Nyeruka, both of Rivers State University. This paper evaluates the importance, effectiveness and utility of clinical training program…
Negotiation skills in a clinical context: the virtual transaction
Scott, Glasgow Caledonian University Clinical legal skills are central to legal education, and the most obvious mechanism for the teaching of experience must be the virtual transaction. The following paper describes a group work case study in land law on a Diploma in Conv…
In the looking glass: reflection on past experience as a key to the future
year developing their legal skills in a clinical environment dealing with real clients under supervision, giving them a taster of the sometimes Alice in Wonderland world of lawyering. Their pre-existing views on an ordered world of evidence and courtrooms can be thrown into disa…
Making choices about lawyers' ethics: integrating an ethical dimension into a simulation
University) describe the teaching of ethics on a clinic-based module, based on a simulation exercise involving students in making an ethical choice. Those who teach lawyers’ ethics on undergraduate law courses need to address issues such as the meaning of ethics and the…
Active learning in law schools: the community dimension
involvement in real casework? How can clinical initiatives be effectively resourced and developed in an educational context? How can professional standards be met? What has been the experience of others in such developments? These were some of the questions posed fo…
Moving on: new initiatives, new resources
had been on the setting up and running of clinics. This year, reflecting the changing nature of the delivery of legal services, the CLEO conference took, as its starting point, the development of community-based initiatives and their funding. The conference also provided …
Law schools and pro bono work: the public service and educational potential
Grimes (Director of Pro Bono Services and Clinical Education at the College of Law) to the Attorney General’s Pro Bono Committee in February 2003, is intended as a starting point for discussion on the benefits of promoting pro bono work in law schools. In the UK there a…
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