Enhancing Cohort Identity in Legal Education

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Presentation transcript:

Enhancing Cohort Identity in Legal Education Jeffrey Wale What is Cohort Identity? Why does it matter? Influencing Factors Enhancement Strategies What works? Linked to notions of student belonging and engagement. Identity by community, institution, learning group/subject or intended vocation? For example, Identity as: A student in Higher Education A BU student A BU student in the Faculty or School of .. A BU law student A BU law student on the LLB, GDL etc A BU law student in seminar group… As a BU International student etc Student Engagement: As a deliberate attempt by institutions to involve/ empower students in shaping their learning experience (HEFCE 2008 in Trowler 2010) But students are the ultimate agents in this process (Coates 2005 in Trowler 2010) Identity, belonging and engagement are the key to student retention and success (Thomas 2012) Macro External factors (NSS, Legal Regulators, Government) BU Recruitment Policies BU Student Enhancement Themes (flexible, employable & global) BU Operational Policies & Physical Environment Academic Labour Meso Discipline School & Faculty Programme Unit Workload & staffing levels Micro Pedagogic beliefs Age, study & cultural background of individual students (Developed from Fanghanel 2007) Pre-entry: microsite – preparation for course Intensive Induction process Week 1: legal careers day (trainees & local employers, opportunity to meet other law students & each other) 3 week intensive starter unit for FT & PT students: Skills focus 3 pass/fail assessments (1 group presentation, 1 MCQ & 1 written case note) Early feedback Careers sessions Ongoing collaborative work: WIKIs Presentations Posters – shared revision Peer to peer Feedback: Own work Past students work Law benefits from: A strong disciplinary belief A clear regulatory environment Clear vocational pathways High uptake to the legal profession Early group assessment Early opportunities for collaborative work Fostering professional identity, team behaviours & vocational pathways. Early vocational support/ training & networking Group based assessment with a pass/fail outcome Meaningful interaction between students & tutors (small class size, informal & formal contact, clear tutor base) Facilitating and supporting peer relations Facilitating social contact via BU Law Society/undergraduate reps Active & separate representatives for full and part time students Student belonging/identity/engagement is achieved through: Supportive peer relations Meaningful interaction between staff and students Developing knowledge, confidence and identity as successful HE learners An HE experience relevant to students’ interests and future goals What works? (Thomas 2012) Mainstream interventions Proactive & developmental NOT reactive Relevant Well tried & appropriate media Collaborative Monitored . References Fanghanel, J, 2007, Investigating University Lecturers’ Pedagogical Constructs in the Working Context, HEA Thomas, L, 2012, Building Student Engagement & Belonging in Higher Education at a Time of Change, HEFCE Trowler, V, 2010, Student Engagement Literature Review, HEA