Bond University

Article Title



Michelle Sanson


This issue contains nine articles within the General Issue, Volume 19(1) and four articles within the Special Topic Issue — Incorporating Indigenous Perspectives in the Law Curriculum, Volume 19(2). In our General Issue, Massimiliano Tani and Prue Vines examine a matter of critical importance — the link between law student attitudes to education and the alarming rate of depression in law school and the legal profession. Mooting is an excellent mechanism for teaching advocacy skills. However mooting has the potential to dilute the importance of ethics by teaching students to take whichever position is likely to win. Bobette Wolski examines the potential for mooting as a vehicle for teaching ethics and values. Normann Witzleb reveals a teaching innovation in Web 2.0, which involves moving beyond using the internet for receipt of information to having interactive development of content by users. Here, students create law-related entries for the online encyclopaedia, Wikipedia. There are now increasing numbers of postgraduate law students, and Rita Shackel and Arlie Loughnan reflect on the higher degree research student’s experience. Clair Hughes provides a useful matrix setting out various task dimensions that can be modified to suit the assessment of students at different levels of legal skills development. Gaye Lansdell cautions against the use of wholly online practical legal training programs, suggesting that at least some face to face contact time is necessary for learning outcomes to be achieved. Kelley Burton and Judith McNamara, while acknowledging the value of reflection as a way to deepen student learning, tackle the difficult challenge of assessing the process. Tim Berard identifies the many contributions that social science can offer legal education. Fiona Martin, Kate Collier and Shirley Carlon apply highly successful student mentoring techniques to distance students studying taxation.

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Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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