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Reflective Practice In Legal Education: The Stages Of Reflection, Timothy Casey
Reflective Practice In Legal Education: The Stages Of Reflection, Timothy Casey
Faculty Scholarship
Experiential legal education programs include reflection as an explicit learning outcome. Although many teachers and students have seen the value of reflection, few have studied the process of reflection. Drawing from research in the fields of cognitive development, reflective judgment, and moral reasoning, this article presents an organizational model for teaching reflection in six stages. The Stages of Reflection model provides teachers and students with a deeper understanding of the process of reflection, and creates a pathway for the development of reflective practice.
Infusing Technology Skills Into The Law School Curriculum, Simon Canick
Infusing Technology Skills Into The Law School Curriculum, Simon Canick
Faculty Scholarship
Legal education has never considered technological proficiency to be a key outcome. Law professors may debate the merits of audiovisual teaching tools: do they work when they should?; do they facilitate learning objectives or are they just toys?; whom should they call when something breaks?; and so on. Teachers use course management sites like TWEN and Blackboard to share information and manage basic course functions. Many fear that laptops and other devices distract students in class, and some institute outright bans. Among many law teachers, technology is warily accepted, but only for the purpose of achieving traditional educational objectives.
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