Abstract
The transition to higher education for any student is a very important step. This case study will consider how students are supported and established pedagogically, developing the confidence to progress during their transition to the School of Law. The intensive three-week duration ‘Legal Skills and Systems Module’ is the focus for this chapter. Four key rationales for the module will be examined, first as an induction process for students supporting integration into the school and wider university community. The second rationale encourages students to become independent and autonomous learners engaging with, and reflecting on, their learning experience. Third, students are introduced to the key legal and academic skills that law students will need during the LLB degree programme. The module not only identifies and promotes understanding of the skills, but also provides an opportunity to practice and apply them. Finally, the module provides the foundations for future legal studies by supporting student engagement with the resources and skills allowing the students to develop confidence for the future. The approach of the module helps students to identify and recognise the change in expectations from secondary education and recognises the diversity of students entering higher education.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
Academic Tutor meetings occur on a termly basis and are 1 to 1 meetings. Student wellbeing, careers and academic matters; assessment and feedback are some of the many items for discussion.
References
Ahn, M. Y., & Davis, H. H. (2020). Sense of belonging as an indicator of social capital. International Journal of Sociology and Social Policy, 40(7/8), 627–642.
Biggs, J. (1996). Enhancing Teaching through Constructive Alignment. Higher Education Research & Development, 32, 1–18.
Biggs, J. (2003). Teaching for Quality Learning at University (2nd ed.). Society for Research into Higher Education & Open University Press.
Biggs, J., & Collis, K. (1982). Evaluating the Quality of Learning: The SOLO Taxonomy. Academic Press.
Briggs, A. R. J., Clark, J., & Hall, I. (2012). Building Bridges: Understanding Student Transition to University. Quality in Higher Education, 18(1), 3–12.
Christie, H., Tett, L., Cree, V. E., Hounsell, J., & McCune, V. (2008). ‘A Real Rollercoaster of Confidence and Emotions’: Learning to be a University Student. Studies in Higher Education, 33(5), 567–581.
Crafter, S., & Maunder, R. (2012). Understanding Transitions Using a Sociocultural Framework. Educational and Child Psychology, 29(1), 10–18.
Fry, H, Ketteridge, S & Marshall, S (2009), A Handbook for Teaching and Learning in Higher Education; Enhancing Academic Practice (3rd ed.). Routledge.
Lizzo, A. (2006). Designing an Orientation and Transition Strategy for Commencing Students: Applying the Five Senses Model. Griffith University: First Year Experience Project.
McPhail, R. (2015). Pre-university Prepared Students: A Programme for Facilitating the Transition from Secondary to Tertiary Education. Teaching in Higher Education, 20(6), 652–665.
Moore, I., & Newbery-Jones, C. (2018). The Successful Law Student: An Insider’s Guide to Studying Law. Oxford University Press. see generally.
Prosser, M., & Trigwell, K. (1999). Understanding Learning and Teaching: The Experience in Higher Education. The Society for Research into Higher Education and Open University Press.
QAA. (2019). Subject Benchmark Statement: Law http://qaa.ac.uk/Publications/InformationAndGuidance/Documents/Law07.pdf
Roberts, C., et al. (2004). Supporting Student Success: What Can We Learn from the Persisters? LTSN Generic Centre Research Briefing.
Rummey, C., Clemons, T. D., & Spagnoli, D. (2019). The Impact of Several Demographic Factors on Chemistry Laboratory Anxiety and Self-Efficiency in Students’ First Year of University. Student Success, 10(1), 87–99.
Sanne, G., van Herpen, A., Meeuwisse, M., Adriaan Hoffman, W. H., & Severins, S. E. (2019). A Head Start in Higher Education: The Effect of a Transition Intervention on Interaction, Sense of Belonging, and Academic Performance. Studies in Higher Education., 45(4), 862–877.
Scutter, S., Palmer, E., Luzeckyj, A., Burke Da Silva, K. L., & Brinkworth, R. (2011). What Do Commencing Undergraduate Students Expect from First Year University? International Journal of the First year in Higher Education, 2(1), 8–20.
Smith, C. L., & Kleinhans, M-K, (2005), Legal Skills: A Guide (L. Hague, Ed.). (unpublished).
Smith, J. S., & Wertlieb, E. C. (2005). Do First-Year College Students’ Expectations Align with Their First-Year Experiences? Journal of Student Affairs Research and Practice, 4292, 299–320.
Venenikina, I. (2008). Scaffolding and Learning: Its Role in Nurturing New Learners. In P. Kell et al. (Eds.), Learning and the Learner: Exploring Learning for New Times (p. 161). University of Wollongong.
Wilmot, L., & Lloyd, P. (2004). Improving the Support and Retention of Students: A Case Study. ILTHE.
Wong, B., & Chiu, Y.-L. T. (2018). University Lecturers’ Construction of the ‘Ideal Undergraduate Student. Journal of Further and Higher Education, 54–68.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Hague, L. (2023). The Transition to Law School: A Case Study. In: Jones, E., Strevens, C. (eds) Wellbeing and Transitions in Law. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-27654-5_3
Download citation
DOI: https://doi.org/10.1007/978-3-031-27654-5_3
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-031-27653-8
Online ISBN: 978-3-031-27654-5
eBook Packages: EducationEducation (R0)