Law outside the lecture theatre: reflecting on a new

teaching modelDr Eleanor DrywoodLiverpool Law School

Background to the module

LAW 335 Asylum and Immigration Law

3rd year optional module, available to students on the LLB Law programme

Ran for first time in 2010-11, relatively rare option amongst comparator law schools

Adopted a ‘new teaching model’ and innovative method of assessment

The teaching model

12 weekly seminars, 50 mins: prescriptive/directed reading set in advance; short tasks (e.g. questions for reflection, notes on a particular area) (i.e. no lectures)

Five topics, each with a ‘knowledge and understanding seminar’ and a ‘skills seminar’

Assessment is via a ‘portfolio’ (MCQs, advice letter, traditional essay) to test, and reward, a range of legal skills

Why do something different?

The nature of the subject: Rapidly changing Heavily statute based

Characteristics of the student cohort: Experienced law students Existing interest in the area

Was it a success?

The seminars felt very positive: Students seemed engaged and level of critical

discussion was high Very enjoyable to teach

Mid-session feedback was good: 48% were ‘very happy’ with the module; 39% were

‘fairly happy’ with the module In particular: opportunity for discussion, contemporary

relevance of module, varied teaching methods, momentum generated by weekly seminars

Results were excellent: I – 30%; 2:i – 49%; 2:ii – 20%; 3 – 1% Range: 49% - 81%

Room for improvement...?

Students need more direction to offset the lack of lectures Topic summaries? Podcasts? More focused tasks?

Sessions need to be longer Increase to 90mins in 2010/11

Content/skills split overly artificial

Reflections

The importance of flexible teaching models to accommodate both the peculiarities of the subject and the strengths of the teacher

Removal of ‘safety blanket’ provided by traditional teaching needs to be offset by clear expectations, organised teaching etc.

Can modules be a victim of their own success?

The assessment

Background: law modules are traditionally assessed through an exam or coursework, consisting of a combination of essay and problem questions

LAW 335 Asylum and Immigration Law ‘assessment portfolio’: Multiple-choice test: 10% of module mark (threshold

marking); 10 questions to be completed online over 90 minutes during Week 6

Advice letter: 40% of module mark; 1000 words, submitted at the end of Week 10 (beginning of Easter vacation)

Essay question: 50% of module mark; 1500 words, submitted in Week 13

Each component marked separately, but final mark given to the portfolio as a whole