Embodying life-long learning: Transition and capstone experiences

Des Butler, Sandra Coe, Rachael Field, Judith McNamara, Sally Kift, Catherine Brown

Research output: Contribution to journalArticleResearchpeer-review

15 Downloads (Pure)

Abstract

This paper discusses the principle of Transition as it has been conceptualised by the Curriculum Renewal in Legal Education project. The project sought to develop a principled framework for renewing the final year of tertiary legal education in Australia. Capstone experiences were chosen as the most appropriate mechanism for assisting final year students to manage the transition process. Thoughtfully designed capstones assist students to integrate and synthesise their learning over their entire degree programme, facilitate closure on the undergraduate experience, and assist students to transition from student to emerging professional. We discuss the importance of addressing final year students’ transitional needs and explain how the principle facilitates this process. Although the framework has been developed specifically for legal education in Australia its approach enables transferability across disciplines and institutions. The framework addresses criticisms that universities and law schools are not meeting the needs of final year students by preparing them for the transition to graduate life in a complex and uncertain world.

Original languageEnglish
Pages (from-to)194-208
Number of pages15
JournalOxford Review of Education
Volume43
Issue number2
Early online date17 Jan 2017
DOIs
Publication statusPublished - 4 Mar 2017

Fingerprint

learning
experience
student
education
school law
criticism
graduate
curriculum
university

Cite this

Butler, Des ; Coe, Sandra ; Field, Rachael ; McNamara, Judith ; Kift, Sally ; Brown, Catherine. / Embodying life-long learning : Transition and capstone experiences. In: Oxford Review of Education. 2017 ; Vol. 43, No. 2. pp. 194-208.
@article{472901a5559746758dc974ee71841495,
title = "Embodying life-long learning: Transition and capstone experiences",
abstract = "This paper discusses the principle of Transition as it has been conceptualised by the Curriculum Renewal in Legal Education project. The project sought to develop a principled framework for renewing the final year of tertiary legal education in Australia. Capstone experiences were chosen as the most appropriate mechanism for assisting final year students to manage the transition process. Thoughtfully designed capstones assist students to integrate and synthesise their learning over their entire degree programme, facilitate closure on the undergraduate experience, and assist students to transition from student to emerging professional. We discuss the importance of addressing final year students’ transitional needs and explain how the principle facilitates this process. Although the framework has been developed specifically for legal education in Australia its approach enables transferability across disciplines and institutions. The framework addresses criticisms that universities and law schools are not meeting the needs of final year students by preparing them for the transition to graduate life in a complex and uncertain world.",
author = "Des Butler and Sandra Coe and Rachael Field and Judith McNamara and Sally Kift and Catherine Brown",
year = "2017",
month = "3",
day = "4",
doi = "10.1080/03054985.2016.1270199",
language = "English",
volume = "43",
pages = "194--208",
journal = "Oxford Review of Education",
issn = "0305-4985",
publisher = "Routledge",
number = "2",

}

Embodying life-long learning : Transition and capstone experiences. / Butler, Des; Coe, Sandra; Field, Rachael; McNamara, Judith; Kift, Sally; Brown, Catherine.

In: Oxford Review of Education, Vol. 43, No. 2, 04.03.2017, p. 194-208.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Embodying life-long learning

T2 - Transition and capstone experiences

AU - Butler, Des

AU - Coe, Sandra

AU - Field, Rachael

AU - McNamara, Judith

AU - Kift, Sally

AU - Brown, Catherine

PY - 2017/3/4

Y1 - 2017/3/4

N2 - This paper discusses the principle of Transition as it has been conceptualised by the Curriculum Renewal in Legal Education project. The project sought to develop a principled framework for renewing the final year of tertiary legal education in Australia. Capstone experiences were chosen as the most appropriate mechanism for assisting final year students to manage the transition process. Thoughtfully designed capstones assist students to integrate and synthesise their learning over their entire degree programme, facilitate closure on the undergraduate experience, and assist students to transition from student to emerging professional. We discuss the importance of addressing final year students’ transitional needs and explain how the principle facilitates this process. Although the framework has been developed specifically for legal education in Australia its approach enables transferability across disciplines and institutions. The framework addresses criticisms that universities and law schools are not meeting the needs of final year students by preparing them for the transition to graduate life in a complex and uncertain world.

AB - This paper discusses the principle of Transition as it has been conceptualised by the Curriculum Renewal in Legal Education project. The project sought to develop a principled framework for renewing the final year of tertiary legal education in Australia. Capstone experiences were chosen as the most appropriate mechanism for assisting final year students to manage the transition process. Thoughtfully designed capstones assist students to integrate and synthesise their learning over their entire degree programme, facilitate closure on the undergraduate experience, and assist students to transition from student to emerging professional. We discuss the importance of addressing final year students’ transitional needs and explain how the principle facilitates this process. Although the framework has been developed specifically for legal education in Australia its approach enables transferability across disciplines and institutions. The framework addresses criticisms that universities and law schools are not meeting the needs of final year students by preparing them for the transition to graduate life in a complex and uncertain world.

UR - http://www.scopus.com/inward/record.url?scp=85009785207&partnerID=8YFLogxK

U2 - 10.1080/03054985.2016.1270199

DO - 10.1080/03054985.2016.1270199

M3 - Article

VL - 43

SP - 194

EP - 208

JO - Oxford Review of Education

JF - Oxford Review of Education

SN - 0305-4985

IS - 2

ER -