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The Part 1 Experience in Law: Managing Academic and Personal Integration

The Part 1 Experience in Law: Managing Academic and Personal Integration. Dr Paul Almond LLB Programme Director, School of Law. Overview of Part 1, LLB. Intake of 166 approx. for the LLB programme Students based in Reading and Malaysia (via linkup)

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The Part 1 Experience in Law: Managing Academic and Personal Integration

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  1. The Part 1 Experience in Law: Managing Academic and Personal Integration Dr Paul Almond LLB Programme Director, School of Law

  2. Overview of Part 1, LLB • Intake of 166 approx. for the LLB programme • Students based in Reading and Malaysia (via linkup) • Foundational part of a degree that has to fulfil multiple professional requirements • The School of Law seeks to facilitate the integration of Part 1 students in terms of: • study skills • research skills • personal and pastoral welfare • social integration

  3. Study Skills • Legal Skills module at Part 1 introduces core skills and components required • Continuous assessment • Practical assessments (legal letters, case notes, revising AW) • Links across to substantive modules… • Via Blackboard • Module commended by Periodic Review panel (2009) • A core component of positive student evaluations of academic challenge and active learning at Part 1 (Reading Student Survey 2008)

  4. Research Skills at Part 1 • A new 20-credit module (Research and Writing Skills) introduced at Part 1 for 2009-10 (funded by CETL-AURS grant) • Students to undertake research-based work to fulfil a brief for a ‘client’ • Utilises ‘problem-based learning’ principles to prompt ability to recognise, define, and address a problem • Presentation via podcasts, simulation documents etc. • Addresses employability, E-learning, study skills agendas • Will hopefully render students more responsive and active

  5. Attendance and welfare monitoring • A broad ‘induction experience’ (SLS, registration, welcome groups, personal tutors, TUC buddies) • Student attendance proactively monitored at all recordable events in early weeks of term • Absences as early sign of problems, followed up supportively • Non-arrivals, non-enrolled, non-competent picked up early • Tutorial attendance mapped across subjects and terms • Cross-referenced for patterns • Each unexplained absence triggers a reminder email • 3 absences triggers follow-up meeting with Senior tutor

  6. Jane’s Monitoring System

  7. Attendance and welfare monitoring • Supportive follow-ups and meetings tend to ensure problems are resolved early • More serious issues can be picked up and dealt with (including serious student welfare issues) • Ex.1: Kidnap • Ex. 2: Stifling parental pressures • Results in a strong rate of student retention across Part 1 • Supportive environment rated very positively by students in Reading Student Survey 2008

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