Casey, Donal and Dobbs, Mary and Greene, Alan and Lawless, James S. and Mulholland, Niamh M. (2011) Transforming Researchers into Educators: Some Reflections on the UCD School of Law Syllabus Design Workshop 2010. German Law Journal, 12 (7). pp. 1510-1528. ISSN 20711-8322. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided)
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The priority given to the development of research skills during doctrinal legal education often neglects the importance of equipping PhD students with the pedagogical skills necessary to fulfill their important educational role as academics. Thus, in many instances there is a significant gap in the requisite skill base that PhD students acquire when they complete their doctrinal education. This paper outlines a first step that has been taken to address this deficiency in postgraduate legal education in Ireland. The PhD community of the University College Dublin (UCD) School of Law convened an internal Syllabus Design Workshop in April 2010 in order to provide doctrinal students with an opportunity to design a university module and to explore the issues which arise in undertaking such an exercise. The first part of this paper outlines how the workshop was conceived and convened, and provides an account of the considerations that each student had to take into account in the design of a syllabus. From here, we address the content of the workshop and reflect upon some of the important issues which were raised. Finally, we offer a number of recommendations in relation to the development of doctrinal students as future educators.By highlighting the importance of uniting research and teaching, it is hoped that this paper will contribute to postgraduate legal education in Ireland, and also internationally.
|Divisions:||Faculties > Social Sciences > Kent Law School|
|Depositing User:||Jenny Harmer|
|Date Deposited:||10 Oct 2012 11:28|
|Last Modified:||14 May 2014 12:36|
|Resource URI:||https://kar.kent.ac.uk/id/eprint/31479 (The current URI for this page, for reference purposes)|