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Coyle, SM and Gibbons-Jones, H (2022) “Make Glorious Mistakes!” Fostering growth and wellbeing in HE transition. The Law Teacher, 56 (1). pp. 37-53. ISSN 0306-9400
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Abstract
This paper uses Keele’s Legal Essentials module as a case study to evaluate how curriculum design can promote wellbeing in first-year law students, by supporting their transition to higher education and fostering a sense of belonging to the Law School community. Module design is grounded in recognition that the orientation process for new law students should emphasise the importance of wellbeing1 and that wellbeing initiatives are most effective when integrated into the curriculum.2 Legal Essentials aims to give new law students an early experience of a community grounded in collaboration and authentic critical engagement, where risk-taking is fostered and supported. Module delivery incorporates co-teaching and panel-style discussions, including more senior students and members of the wider legal world. Academics, students, and professionals thereby share their own experiences of learning, practice, and wellbeing, modelling a community where vulnerability is not a weakness and collaboration is encouraged.
Item Type: | Article |
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Additional Information: | The final version of this article and all relevant information related to it, including copyrights, can be found on the publisher website upon publication. |
Uncontrolled Keywords: | Transition; curriculum design; community; wellbeing |
Subjects: | K Law > K Law (General) L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LB Theory and practice of education > LB2361 Curriculum |
Divisions: | Faculty of Humanities and Social Sciences > School of Law |
Depositing User: | Symplectic |
Date Deposited: | 23 Nov 2021 15:35 |
Last Modified: | 09 Aug 2023 01:30 |
URI: | https://eprints.keele.ac.uk/id/eprint/10304 |