A compulsory dispute resolution capstone subject: An important inclusion in a 21st century Australian law curriculum

Rachael Field, Alpana Roy Aspro

Research output: Contribution to journalArticleResearchpeer-review

Abstract

The Australian legal profession, and Australian legal education, have experienced significant change over the last three decades. There has, for example, been an exponential increase in the use of forms of dispute resolution (DR) other than litigation to resolve legal disputes, and legal education has evolved to include a stronger focus on the teaching of legal skills and values. This article contributes to the literature arguing that DR should no longer simply constitute part of the elective choices available to law students, but rather should be embedded within the LLB and JD core curricula. First, the article considers the recent scholarship on DR in Australian legal education, most of which supports the view that due to the demands of contemporary legal practice, every graduating law student should now have an opportunity to engage with DR knowledge, skills and attitudes as part of their legal education. Second, the best way to teach DR in the core curriculum is considered. We propose that a capstone DR subject has great potential to support student transition out of law school, to provide closure on their learning, and to promote engagement for deep learning outcomes in the final year.
Original languageEnglish
Article number11
Pages (from-to)1-21
Number of pages22
JournalLegal Education Review
Volume27
Issue number1
Publication statusPublished - 14 Dec 2017

Fingerprint

inclusion
curriculum
Law
education
legal profession
legal usage
school law
student
learning
Teaching
Values

Cite this

@article{baee274ce86c4ec59193b3100472b963,
title = "A compulsory dispute resolution capstone subject: An important inclusion in a 21st century Australian law curriculum",
abstract = "The Australian legal profession, and Australian legal education, have experienced significant change over the last three decades. There has, for example, been an exponential increase in the use of forms of dispute resolution (DR) other than litigation to resolve legal disputes, and legal education has evolved to include a stronger focus on the teaching of legal skills and values. This article contributes to the literature arguing that DR should no longer simply constitute part of the elective choices available to law students, but rather should be embedded within the LLB and JD core curricula. First, the article considers the recent scholarship on DR in Australian legal education, most of which supports the view that due to the demands of contemporary legal practice, every graduating law student should now have an opportunity to engage with DR knowledge, skills and attitudes as part of their legal education. Second, the best way to teach DR in the core curriculum is considered. We propose that a capstone DR subject has great potential to support student transition out of law school, to provide closure on their learning, and to promote engagement for deep learning outcomes in the final year.",
author = "Rachael Field and {Roy Aspro}, Alpana",
year = "2017",
month = "12",
day = "14",
language = "English",
volume = "27",
pages = "1--21",
journal = "Legal Education Review",
issn = "1033-2839",
number = "1",

}

A compulsory dispute resolution capstone subject : An important inclusion in a 21st century Australian law curriculum. / Field, Rachael; Roy Aspro, Alpana .

In: Legal Education Review, Vol. 27, No. 1, 11, 14.12.2017, p. 1-21.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - A compulsory dispute resolution capstone subject

T2 - An important inclusion in a 21st century Australian law curriculum

AU - Field, Rachael

AU - Roy Aspro, Alpana

PY - 2017/12/14

Y1 - 2017/12/14

N2 - The Australian legal profession, and Australian legal education, have experienced significant change over the last three decades. There has, for example, been an exponential increase in the use of forms of dispute resolution (DR) other than litigation to resolve legal disputes, and legal education has evolved to include a stronger focus on the teaching of legal skills and values. This article contributes to the literature arguing that DR should no longer simply constitute part of the elective choices available to law students, but rather should be embedded within the LLB and JD core curricula. First, the article considers the recent scholarship on DR in Australian legal education, most of which supports the view that due to the demands of contemporary legal practice, every graduating law student should now have an opportunity to engage with DR knowledge, skills and attitudes as part of their legal education. Second, the best way to teach DR in the core curriculum is considered. We propose that a capstone DR subject has great potential to support student transition out of law school, to provide closure on their learning, and to promote engagement for deep learning outcomes in the final year.

AB - The Australian legal profession, and Australian legal education, have experienced significant change over the last three decades. There has, for example, been an exponential increase in the use of forms of dispute resolution (DR) other than litigation to resolve legal disputes, and legal education has evolved to include a stronger focus on the teaching of legal skills and values. This article contributes to the literature arguing that DR should no longer simply constitute part of the elective choices available to law students, but rather should be embedded within the LLB and JD core curricula. First, the article considers the recent scholarship on DR in Australian legal education, most of which supports the view that due to the demands of contemporary legal practice, every graduating law student should now have an opportunity to engage with DR knowledge, skills and attitudes as part of their legal education. Second, the best way to teach DR in the core curriculum is considered. We propose that a capstone DR subject has great potential to support student transition out of law school, to provide closure on their learning, and to promote engagement for deep learning outcomes in the final year.

M3 - Article

VL - 27

SP - 1

EP - 21

JO - Legal Education Review

JF - Legal Education Review

SN - 1033-2839

IS - 1

M1 - 11

ER -