Implementing Systematic Curriculum Renewal

Professor Jeff GiddingsGriffith Law SchoolBrisbane Australia

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Introduction

Systematic Curriculum Renewal– The process is important

– Implementation is the hardest part

– What to expect

– Reflections

– Expanded version on Conference USB stick

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Introduction

Systematic Curriculum Renewal Understanding & managing expectations

• Our students • Our universities – work-integrated learning,

internationalisation• The profession – contrary relationship• The admission authorities – content focus

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Griffith Curriculum Review – Process

• Conducted over 18 months• Substantial committee – choose carefully• Consultative approach• Focus on limiting workloads where possible

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Griffith Curriculum Review – Process

• Consultations with students• Consultations with members of the profession

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Griffith Curriculum Review – Outcomes

• Graduate attributes – Richard Johnstone’s presentation– 15 different attributes– Broad approach– How to best foster them? Think big and be patient

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Griffith Curriculum Review – Outcomes

• More effective order & structure of core courses• New compulsory courses

– Legal Research– Legal Writing– Transnational Law

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Griffith Curriculum Review – Outcomes

• Incremental development of student knowledge in key areas – Vertical Subjects– Legal theory & interdisciplinarity– Group work– Ethics– Generic & legal skills– Internationalisation– Indigenous awareness

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Griffith Curriculum Review – Outcomes

• Vertical Subjects– Linked coverage – building from year to year– Assessment items in core courses

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Example - NegotiationProperty 3Simulated negotiation then de-briefClass discuss outcomes & process

Practice leading to working knowledge, effective decision-making, understand need to keep learning

Property 2Preparation processClient interests, strategy choice &

Ethical dimensions,Context, strategy, structure

ContractIntro readingsClass discussionVideo

ethical dimensions Understanding of process & its importance

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Implementing the Review

4 year process plus evaluation• Law School endorsement• University endorsement • Professional accreditation• You need to keep your Committee going

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Implementing the Review

4 year process plus evaluation• Transition arrangements

– Multi-cohort courses – Get with the program!

• Every team needs a pedant & an obsessive• University support & resources

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Implementing the Review

4 year process plus evaluation• Evaluation strategy • Vertical subject assessment• The hardest part of the process

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Implementing the Review

Evaluation• Involvement of non-GLS evaluation expert• Did we do what we said we would?• What difference have the changes made?

• Not easy in the midst of everything else

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Reflecting on Curriculum Renewal• Not as easy as it might seem• Expect the unexpected• Need leadership continuity

– Dean– Committee

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Reflecting on Curriculum Renewal• You need a strong team – continuity is a key• Share the credit around – acknowledge supportive

colleagues wherever possible• Build on & nurture what’s already working well

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Reflecting on Curriculum Renewal• Respond to all feedback• Work to persuade the sceptics • Focus on the home front

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Reflecting on Curriculum Renewal• Value of administrative staff continuity• ‘Hitting the Wall’• Value in staying ahead of the field• Accept it wont all be perfect on Day One

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Reflecting on Curriculum Renewal

• University valuing innovation but also moving on to other priorities

• Change is uncomfortable• Forced change likely to be much worse

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Reflecting on Curriculum Renewal

• Relationship of core & elective programs– Sequencing is very important

• Assessment issues– Overassessment concerns – both students & staff– Student numbers

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Reflecting on Curriculum Renewal

• Skills teaching - a key issue to address– Likely area of staff resistance

– Need academic staff with expertise – often law schools don’t value such staff

– Time-consuming but vital to our students & the profession

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Reflecting on Curriculum Renewal

• Skills teaching - a key issue to address– Compromised by increased student numbers

– Have we been too ambitious?

– A loose fit rather than a straightjacket

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Systematic Curriculum Review

An ongoing process• Life sentence or life cycle?• We are happy to talk further• Professor Jeff Giddings• J.Giddings@griffith.edu.au