International Journal of Clinical Legal Education

Editorial

James Marson — Tue, 11 Mar 2025 00:00:00 +0000

Perspectives on Performance: The Value of Introducing Two-Way Appraisals in Law Clinics to Create an Authentic Learning Experience

Kathryn Saban, Sadie Whittam — Tue, 11 Mar 2025 00:00:00 +0000

In the practice of law, appraisals are recognised as an important part of the performance management process. In this practice report, we discuss the introduction of a ‘two-way’ appraisal process in our clinical legal education (“CLE”) modules. This paper argues that an appraisal process can provide a valuable opportunity for tutors to offer students formative feedback, whilst also acting as a forum for tutors to receive invaluable feedback from students about their experience of working in a University Law Clinic. We argue that in addition to being a rich source of feedback for both students and supervisors, ‘two-way’ appraisals increase the authenticity of the student learning experience and can develop student employability. Drawing on the authors’ experience of introducing an appraisal process in Lancaster University’s Law Clinic, this practice report provides practical tips to introduce an appraisal process in CLE modules and a discussion of both the benefits and the limitations. The authors also reflect on the student view of participating in an appraisal by considering the results of a small-scale ethically approved survey with third year and postgraduate Law Clinic students.

Thinking Outside the Disciplinary Box: Building Better Lawyers to Solve Wicked Problems

Doris Bozin, Allison J. Ballard, Vicki de Prazer, Jenny Weekes — Tue, 11 Mar 2025 00:00:00 +0000

The paper aims to bridge a gap in the Australian law curriculum by presenting an interdisciplinary pedagogical approach designed to improve students’ transition to post-university life. Implemented within a university pro-bono health-justice legal clinic affiliated with the University of Canberra Medical and Counselling Centre, this experiential design has a dual purpose. It not only brings together lawyers, health professionals, and students to achieve optimal outcomes for patients and clients, but also focuses on enhancing students' competencies, confidence, and interprofessional collaborative skills through three key initiatives:

a. client interviews – engaging students in client-interview role-plays and actual client interviews to concentrate on developing essential lawyering skills;
b. a well-being program – under the guidance of an in-house psychologist using a coaching and performance psychology framework to foster students' confidence and resilience by providing crucial support for their transition from academic to professional environments; and
c. interprofessional teamwork immersion – providing opportunities for students to observe, reflect, and actively assist lawyers and health professionals in a real-world team environment.

This paper discusses the teaching methods used in an interdisciplinary law clinic to help students improve their competencies, confidence, and interprofessional collaborative skills. It also demonstrates that such an approach better equips students for professional environments, enhances their social justice awareness, and improves their capacity to deal with complex and wicked problems. This innovative methodology offers both professional and personal development opportunities which other law schools seeking to improve educational outcomes could easily replicate.

Effecting Change and Addressing Inequalities through Community Based Research: Opportunities and Challenges

Zanele Nyoni-Wood, Kathryn Saban, Sadie Whittam, Eleanor Belshire — Tue, 11 Mar 2025 00:00:00 +0000

Access to legal services and pro bono community outreach projects have become embedded in the languages of policymaking and academia over the last few years, and community-based law clinics are beneficial in terms of ensuring ease of access to legal advice and consequent expansion of the number of clients served. The advantage of community justice initiatives is well established in literature and research suggests that they should be participatory, allowing people experiencing problems to play an active role in constructing the solutions. This makes it more likely that individuals will obtain the help they need for the problems they are experiencing, it increases empowerment and encourages them to take preventative action and seek help from competent sources.

In February 2024, a team of students and solicitors from Lancaster University’s Law Clinic ran an outreach clinic in Blackpool, which is one of the most deprived areas in the UK. The outreach clinic aimed to reach those most marginalised and disconnected from legal advice and assistance while seeking to understand and identify approaches to bridging the access to justice gap. This paper explores the results of this project, the opportunities, challenges experienced and how they may be overcome in future projects.

How to Set Up and Run a Law Clinic

Peggy Maisel, Paul R. Tremblay — Tue, 11 Mar 2025 00:00:00 +0000