Students’ Views on Professional Education & Practice
Abstract
The research inquires into student perceptions of professional practice and education over the course of their degree. Historically, Australian law schools have not collected information respecting students' attitudes, beliefs, values and aspirations. We explore student engagement (and dis-engagement) with learning environments, and consider motivation in pursuing a legal career, understanding of educational and professional demands, and the influence of socio-cultural factors in shaping (dis)engagement. We consider affective and cognitive factors to be important and inter-related considerations, as well as the attitudes and beliefs of faculty since they play a crucial role in shaping the content of the curriculum, pedagogy and modes of assessment, and do so in terms of faculty's understanding of what it means to 'think like a lawyer.' Our research draws primarily upon a combination of surveys (issued at the start of year 1 and several weeks into semester 2), as well as individual + focus-group interviews.
Location
Room 1909
Recommended Citation
McShane, Michael, "Students’ Views on Professional Education & Practice " (2007). SoTL Commons Conference. 69.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2007/69
Students’ Views on Professional Education & Practice
Room 1909
The research inquires into student perceptions of professional practice and education over the course of their degree. Historically, Australian law schools have not collected information respecting students' attitudes, beliefs, values and aspirations. We explore student engagement (and dis-engagement) with learning environments, and consider motivation in pursuing a legal career, understanding of educational and professional demands, and the influence of socio-cultural factors in shaping (dis)engagement. We consider affective and cognitive factors to be important and inter-related considerations, as well as the attitudes and beliefs of faculty since they play a crucial role in shaping the content of the curriculum, pedagogy and modes of assessment, and do so in terms of faculty's understanding of what it means to 'think like a lawyer.' Our research draws primarily upon a combination of surveys (issued at the start of year 1 and several weeks into semester 2), as well as individual + focus-group interviews.
