60 Years of The Association of Law Teachers Panel (TL325a)

Conference Dinner & Ceilidh (National Piping Centre)

Lunch and Association of Law Teachers' AGM

Implementing Reflective Practice in Legal Education: Designing the Third Year Reflective Report Module in the Strathclyde LLB Curriculum (Michael Randall, Strathclyde).

Going Global: A Transnational Legal Education Model to Address Global Legal Challenges (Emma Roberts, Salford).

Scaffolding Dissertation Research and Writing: A Collaborative Model (Louise Kennefick, Glasgow).

Widening access: reflections on the benefits and challenges (Carol Howells and Edwin Parks, Open University).

Widening Access - A Badly Stacked deck (Peter Scott and Stella McManus, South Lanarkshire College/University of Strathclyde).

Empowering Student-Athletes: Widening Access in Indian Legal Academia (Tarun Singh, Anamika Shukla and Niyati Pandey, Gujarat National Law University) [Online].

Embracing the chaos: sharing failures and challenging the 'perfect neoliberal subject' (Gareth Bramley, University of Sheffield).

A Place for Us’: Supporting disabled, dyslexic and neurodivergent students in Law School (Elisabeth Griffiths, Elaine Gregersen and Jean Moore, Northumbria Law School).

Legal Education Reimagined: The Neurodivergent Perspective (Kat Langley, Durham University).

Can’t see the Wood for the Trees: Law Schools and Argumentation (James Shipton (Leeds Trinity University) [Workshop].

Useful for all: building law students' cultural competence through Social GGRRAAACCEEESSS (Rose Parkes, Institute of Law, Jersey) [Workshop].

Navigating the Transition: Integrating Skills and Developing Adaptability, Belonging, and Well-Being for Student Success (Noel McGuirk and Lucinda Bromfield, Ulster University).

Developing an understanding of belonging in staff and students through a Restorative Practice Intervention (Caroline Strevens and Emily Walsh, University of Portsmouth).

Not just fitting in – but belonging: How effective personal tutoring can build a sense of community and belonging for students and staff (Vicky Martin, Manchester Metropolitan University).

The F words - ‘feelings’ and ‘failure’: Creating a ‘fail-safer’ law school (Lucinda Bromfield, BPP Law School).

Assessment and Student Wellbeing (Nigel Duncan, City University).

Recentering Law Student Outcomes: Presenting the case for soft skills development to form a core part of the law student experience. (Clare Patton, Anna Montgomery and Marisa McVey, University of Leeds) [Online].

Legal pedagogy of the imagination, developing tools to support student immersion into the story worlds of the law (Chloe Wallace, Leeds) [Workshop].

Wonka Workshop (Alice Harrison, Institute of Law, Jersey) [Workshop].

The SQE: Is it useful and are they learning? (Jess Guth and Kathryn Dutton, Leeds Trinity University).

The impact of the Solicitors Qualifying Examination (SQE) on undergraduate legal education in England and Wales: A content Analysis (Victoria Roper and David Sixsmith, Northumbria University) [Online].

We’re All Electives Now: Surveying the Core Curriculum in Legal Education in England and Wales (Cameron Giles and Yue Ang, London South Bank University).

Diploma in Professional Legal Practice - is it fit for purpose? (Stuart Kelly, University of Strathclyde).

Revisiting the pre-seen exam question as a useful assessment tool (Malcolm Combe, University of Strathclyde).

Designing and Developing Innovative and Authentic Assessments in Legal Education (Nichola McNulty, Bath Spa University).

‘We don’t need no education’. We need non-traditional approaches to assessment. Are MCQs the answer to inclusive professional legal assessment? (Angela Burns and Catherine Lucas Arden University) [Online].

Useful Learning through Law Teaching with Problems: An Exploration (Audrey Fried (Osgoode Hall Law School, York University) [Online].

Assessment in an age of AI: Pedagogical decisions need to be made (Verona Ní Drisceoil, University of Sussex).

With or without ChatGPT? How well do law students using ChatGPT score on assessments? (Angela Daly, Lyubomira Grancheva and Meryem Horasan, University of Dundee).

Being your authentic self in the classroom- risky but effective? (Catherine Edwards, Arden University) [Workshop].

Recognising and Valuing our Introverted Law Students (Lydia Bleasdale, University of Leeds) [Workshop].

The feedback conundrum: can Generative AI replace lecturers? (Chloe Sheppick and Michael Butler, King’s College London).

Embracing Change and Preparing for the Future: Ethically Integrating Artificial Intelligence Inclusively in Course, Module, and Assessment Design for Students and Staff in Law (Stephen Bunbury, University of Westminster) [Online].

Comprehensive Student Feedback or how I stopped worrying about Generative A.I and got Chat GPT to write feedback (Liam Sunner, Queen’s University Belfast).

Bridging the gap between academic study and legal practice: The integration of Legal Project Management within the LLB (Kate Hall (Aston University).

Encouraging students' recognition and reflection on their skills development across the LLB [based on helping students to understand their skills as graduates] (Yvonne Evans and Sarah King, University of Dundee).

Found in translation: an interdisciplinary advocacy workshop on expert witness cross-examination (Dr Audrey Cook, University of Birmingham).

The Importance of AI Literacy in Legal Education - How to Integrate AI in our Teaching to Support Learning?  (Marloes Spreeuw, University of Westminster).

Lost in Transition: using a reading model to shed light on postgraduate student needs (Jenny Kemp, Leicester University).

Generative AI & Assessment Paper – Title TBC (Andy Unger, London South Bank University).

When in Law, Do as the Natural Scientists Do? On Institutional Writings and Taxonomy as a Tool in Legal Pedagogy (Jonathan Brown, Strathclyde).

Promoting Alternative Assessments at Strathclyde Law School (Roddy Cairns & Douglas Jack, Strathclyde) [Roundtable].

Applying Case Study Methodology to Legal Education (Emma Jones, University of Sheffield) [Workshop].

Experiential Learning. Student engagement in the law reform process: The Campaign for Complainer Anonymity (Seonaid Stevenson-McCabe, Andrew Tickell and Claire McFadzean, Glasgow Caledonian University).

Accident: A research-led play to be directed and performed by law students (Lloyd Gash, King’s College London).

The Power of Place: Using the Neighbourhood as a text for Knowledge Acquisition (John McArdle, Salem State University & Alice de Koning, University of Calgary).

Using Virtual Reality to Foster Active Learning through the medium of the Escape Room (Steve Montagu-Cairns, University of Leeds) [online].

Adopting TTRPG safety tools in the HE classroom (Rosie Fox, University of Leeds).

From the ‘Dark Forest of Self Doubt’ to the ‘Arboretum of Gratefulness’: Guiding students to better essay writing through maps, comics and empathy (Emily Allbon, City, University of London).

Integrating AI in Professional Legal Education (Laura McBrien and Hermione Hague, University of Edinburgh) [Panel].

How to create successful staff-student partnerships in clinical legal education (Gillian Melville, Kathleen Bolt and Rhonda Wheate, University of Strathclyde) [Workshop].

The Role of Linguistic and Soft Skills in the Brown Mosten International Client Consultation Competition Insights from an Applied Linguist (Peter Gee, Lazarski University) [Online].

Teaching Language for Law: How and Why? (Rupert Williams, University of Dundee) [Online – TBC].

Experiential Learning Through Case Recreation and Films – Title TBC (Hugo de Rijke, University of Plymouth).

The Two Pillars: Mirroring the Face-to-Face Teaching Experience in Online Lectures and Tutorials for Law Schools (Adeniyi Olayode, Queen’s University Belfast).

Global Classroom Initiatives in Legal Education: Enhancing Employability and Preparing Future Generations (Simon Best, Leeds Trinity).

Academic posters and skills development: Supporting an international student community (Thorsten Lauterbach, RGU).

Legal Education in Mixed Jurisdictions: Scotland and Québec (Mirosław Sadowski and Stuart Kelly, University of Strathclyde).

Rethinking Legal Education: what can Brazil teach us about decolonising British law schools? (Luiza Tavares da Motta, Institute of Law, Jersey) [Online].

Comparative Perspectives on Legal Education: Insights from Türkiye and the UK (Simal Efsane Erdogan and Meryem Horasan, King’s College London).

Generative AI for Syllabus Creation and Lesson Planning (Sophia de Arez Cintra, King’s College London) [Workshop].

The Law School as a Place of Useful Learning: The Trial (Rose Parkes, Institute of Law Jersey & Anita John, Humber College).