Slides for the presentation by Dr Karen Fullerton (University of Aberdeen) at the Learning in Law Annual Conference 2011.

1. Use of Reflection as a Method of Improving Student Engagement Dr Karen Fullerton University of Aberdeen 29th January 2011

2. To introduce reflection to undergraduate law students at an early stage To improve the student learning experience and engagement with the course To encourage students to relate their learning to skills required in legal practice To enable students to start early in self-recording evidence of skills development for use in preparation for applying for entry into the legal practice Aim of the pilot study 2

3. Pilot study To introduce the use of a reflective logbook as part of a compulsory first year LLB course To trial its use in a dedicated skills course – Legal Research & Writing: Legal information retrieval Critical evaluation of documentary/online resources Legal writing Oral communication Team working Evaluation of use of the logbook: Review of the submitted logbooks A questionnaire survey examining student experience Legal profession input through a series of interviews 3

4. University-wide PDP resource Used by students without active intervention by lecturers Owned by students Generic resource which is not directly linked to any discipline Logbook intended to complement wider PDP system Relationship with University-wide PDP 4

5. The Reflective Logbook Purpose and relevancy Self assessed audits of specific skills at start and end of the course Information and reflective questions in relation to each of the five skills areas Reflective questions on the first year and relating their experience to date to how this is equipping them for legal practice 5

6. Review of logbooks 295 log books submitted - 94% of the class Self assessed audit of skills Upward movement for all skills areas Positive shift average of 2 for all skills (0 none -3 excellent) Highest initial self-assessment - team working followed by oral communication Lowest initial self-assessments - information retrieval and evaluation 6

7. Asked to rate the level of achievement of the learning outcome for each area of skills on a scale of 1(low) to 5 (high) Majority response in all cases was 4 with the exception of team working skills where the majority response was 5 Achievements in five areas of skills 7

8. Significant learning event Legal information skills “(a) Using materials in the library rather than just using online sources widened my knowledge and access to information (b) It took me a while to discover where these source were (c) Spend more time in the library tracing different sources.” Evaluation skills “(a) Having to discuss an article I found relating to my topic (Sarah’s Law) because it came from a site that did not have good authority. (b) Well – I feel I learnt the importance of considering where sources come from and who they were written by, as a key part of evaluation. (c) Continue to evaluate retrieved information in future work.” 8

9. Significant learning event Legal writing skills “(a) Having to create an accurate bibliography (b) I felt I gave it my best attempt, but I still don’t feel comfortable presenting work in the correct format (c) Keep looking over the referencing guide in the handout until I feel more comfortable.” Oral communication skills “(a) the group presentation (b) not to the best of my abilities I became a bit flustered when I stumbled on a few words (c) prepare more notes in advance – slow down my speaking when presenting.” 9

10. Significant learning event Team working skills “(a) Group meetings and the issue of deadlines and contributing (b) As leader of my group I felt my reaction initially to group members failing to meet deadlines and their lack of contribution was poor. I tended to take on their workload myself. My performance became much better when organising the oral presentation, as I encouraged the members more strictly to contribute. (c) Participation in more group discussions.” 10

11. 11 Skills development “I will try to be critical when it comes to reading: not just reading of legal sources but reading in general. For example when reading the newspaper I will try to see if there is a slant.” “I already do team work with the University Air Squadron. Thus allowing me to use the skills I have developed in this course to outside realities.” Making good any skills shortfall: “Ask friends to constructively criticise my attempts at practice presentations.” “Become involved in the mooting society.” “I need to plan my work better so I have a well organised structure and not drift from the topic by inserting bits of my own opinion and going off on tangents not related to the topic.”

12. End of year reflections Which aspect of your studies do you find most challenging and why? “I found that referencing is the most difficult part. Although I follow written guides my mind appears to always put it in backwards. I need to keep an extremely close eye on this.” “The reading side of law I initially found very challenging as a lot of the cases and statutes are quite lengthy, and it takes a while to feel more comfortable with them.” “Definitely oral presentations. I am very self conscious about being centre of people’s attention particularly if I don’t know them.” 12

13. End of year reflections How do you feel about your academic performance so far? Could you improve it in any way? “I feel I am doing quite well in the subjects I am interested in and scraping by in the ones I am not. I could improve by going to more lectures and revising as the year goes, rather than cramming 3 weeks before exams.” “I feel I am performing to a reasonably high level but I know I could improve it by working harder and doing more work in my own time.” “I think I am doing well, of course I can do better, spend more time away from face book!” 13

14. End of year reflections What practical experience have you gained this year that you feel will help equip you to work as a solicitor/legal advisor? “Enjoyed being part of the mooting society and have attended most moots.” “Having delivered an oral presentation, worked as a team and participated in tutorials has greatly helped my confidence which is essential for a solicitor/legal advisor.” “The ability to work alone on a topic I know little about. The individual report really taught me how to write independently without constant assistance.” 14

15. Anonymous questionnaire distributed electronically Response rate: 31% 97 responses out of a class of 314 students Previous reflection Just over a third (36%) had used formal reflection prior to completing the reflective logbook Questionnaire survey of the class 15

16. Self assessment of skills grids 16

17. Questions on 5 specific skills areas 17

18. End of year reflection 18

19. 68% had completed it in 1-2 hours 84% would not have completed the logbook if it had been voluntary Only 1 student had incorporated their logbook into the university PDP e-portfolio Completion of the logbook 19

20. Usefulness and relevancy 46% did not regard the logbook as a useful part of first year law studies while 24% thought it was useful (30% were neutral) The students were split with regard to the relevancy of the logbook to their studies: 42% relevant/39% not relevant (19% were unsure) 26% perceived the logbook as relevant to their future career while 39% viewed it as not relevant (35% were unsure) 20

21. Interviews were undertaken with 5 practicing solicitors from firms of different sizes Benefits identified for The recruitment process Preparing students for their time as a trainee Identification of their own development needs Extension to other years Views of the legal profession 21

22. Logbook review – evidence of reflection and engagement with their learning experience Questionnaire on the student experience – evidence of benefits but students display little direct recognition of the benefit to themselves Legal profession input – useful for future careers for those intending to enter legal practice Conclusions 22

23. Conclusions Reflection a new activity to majority of students Students not attracted by reflection Students had little direct recognition of any benefit to themselves Students did reflect candidly on their learning experience Probing questions indicate benefits realised Actual process is beneficial to engagement enabling students to reflect on their learning, performance and achievement 23

24. Subject specific reflective learning activities Element of compulsion Improve promotion of the benefits of reflection – feed back the positive reaction of the legal profession Electronic format 24 Lessons for the future