The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Kenneth Margolis - One of the best experts on this subject based on the ideXlab platform.
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transforming legal education as an imperative in today s world
Social Science Research Network, 2015Co-Authors: Lisa Radtke Bliss, Martin Katz, Deborah A Maranville, Ruth Anne Robbins, Kristen Konrad Tiscione, Kenneth MargolisAbstract:This chapter of Building on Best Practices: Transforming Legal Education in a Changing World includes contributions by several authors:Section A, A Conscious Institutional Strategy for Expanding Experiential Education, by Lisa Radtke Bliss & Deborah Maranville.Section B, Faculty Status and Institutional Effectiveness, by Deborah Maranville, Ruth Anne Robbins & Kristen K. Tiscione.Leadership and Curricular Change, by Martin J. Katz & Kenneth R. Margolis.Chapter 1 is available at: http://ssrn.com/abstract=2637100 Chapter 2 is available at: http://ssrn.com/abstract=2637068 Chapter 3 is available at: http://ssrn.com/abstract=2637102 Chapter 4 is available at: http://ssrn.com/abstract=2637490 Chapter 5 is available at: http://ssrn.com/abstract=2637495 Chapter 6 is available at: http://ssrn.com/abstract=2637499 Chapter 7 is available at: http://ssrn.com/abstract=2637541
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transforming legal education as an imperative in today s world leadership and Curricular Change
Social Science Research Network, 2015Co-Authors: Martin Katz, Kenneth MargolisAbstract:This article is a chapter in the new book, Building on Best Practices: Transforming Legal Education in a Changing World (Deborah Maranville, Lisa Radtke Bliss, Carolyn Wilkes Kaas & Antoinette Sedillo Lopez eds., forthcoming Lexis 2015.) The article aims to identify and explore the emerging best practices for law school leaders in encouraging both individual and institution-wide reform. The authors identify and discuss the differing interests of the various stakeholders in legal education: students, faculty, university administrators, alumni and practitioners, potential clients, and society at large. They urge reformers to take the interests of the various stakeholders into account, obtain input from them, and set reform goals with their interests in mind. The authors discuss various models for engaging in the process of reform and some of the factors that will lead to sustainable Change. They further describe the importance of reform being “data driven” and some of the processes that can be used to obtain helpful data. They urge reformers to be deliberative and collaborative and, at the same time, bold and timely by establishing clear timelines and deadlines for various steps in the process. The authors then discuss the most significant barriers to institutional and Curricular reform, and how they can be overcome: the need for balance in teaching, scholarship and service of faculty members; concerns about academic freedom; cultural inertia and law school rankings; faculty fears about time, expertise and negative student reactions to Change; and cost. Finally, the authors urge law school administrators to use incentives to enlist faculty as “Change agents” and to expand teacher training programs to meet the new demands.
Martin Katz - One of the best experts on this subject based on the ideXlab platform.
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transforming legal education as an imperative in today s world
Social Science Research Network, 2015Co-Authors: Lisa Radtke Bliss, Martin Katz, Deborah A Maranville, Ruth Anne Robbins, Kristen Konrad Tiscione, Kenneth MargolisAbstract:This chapter of Building on Best Practices: Transforming Legal Education in a Changing World includes contributions by several authors:Section A, A Conscious Institutional Strategy for Expanding Experiential Education, by Lisa Radtke Bliss & Deborah Maranville.Section B, Faculty Status and Institutional Effectiveness, by Deborah Maranville, Ruth Anne Robbins & Kristen K. Tiscione.Leadership and Curricular Change, by Martin J. Katz & Kenneth R. Margolis.Chapter 1 is available at: http://ssrn.com/abstract=2637100 Chapter 2 is available at: http://ssrn.com/abstract=2637068 Chapter 3 is available at: http://ssrn.com/abstract=2637102 Chapter 4 is available at: http://ssrn.com/abstract=2637490 Chapter 5 is available at: http://ssrn.com/abstract=2637495 Chapter 6 is available at: http://ssrn.com/abstract=2637499 Chapter 7 is available at: http://ssrn.com/abstract=2637541
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transforming legal education as an imperative in today s world leadership and Curricular Change
Social Science Research Network, 2015Co-Authors: Martin Katz, Kenneth MargolisAbstract:This article is a chapter in the new book, Building on Best Practices: Transforming Legal Education in a Changing World (Deborah Maranville, Lisa Radtke Bliss, Carolyn Wilkes Kaas & Antoinette Sedillo Lopez eds., forthcoming Lexis 2015.) The article aims to identify and explore the emerging best practices for law school leaders in encouraging both individual and institution-wide reform. The authors identify and discuss the differing interests of the various stakeholders in legal education: students, faculty, university administrators, alumni and practitioners, potential clients, and society at large. They urge reformers to take the interests of the various stakeholders into account, obtain input from them, and set reform goals with their interests in mind. The authors discuss various models for engaging in the process of reform and some of the factors that will lead to sustainable Change. They further describe the importance of reform being “data driven” and some of the processes that can be used to obtain helpful data. They urge reformers to be deliberative and collaborative and, at the same time, bold and timely by establishing clear timelines and deadlines for various steps in the process. The authors then discuss the most significant barriers to institutional and Curricular reform, and how they can be overcome: the need for balance in teaching, scholarship and service of faculty members; concerns about academic freedom; cultural inertia and law school rankings; faculty fears about time, expertise and negative student reactions to Change; and cost. Finally, the authors urge law school administrators to use incentives to enlist faculty as “Change agents” and to expand teacher training programs to meet the new demands.
David Mccluskey - One of the best experts on this subject based on the ideXlab platform.
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The impact of Curricular Change on medical students' knowledge of anatomy
Medical Education, 2003Co-Authors: Pascal P. Mckeown, Dja Heylings, Michael Stevenson, K.j. Mckelvey, J.r. Nixon, David MccluskeyAbstract:Background In recent years, following the publication of Tomorrow's Doctors, the undergraduate medical curriculum in most UK medical schools has undergone major revision. This has resulted in a significant reduction in the time allocated to the teaching of the basic medical sciences, including anatomy. However, it is not clear what impact these Changes have had on medical students' knowledge of surface anatomy. Aim This study aimed to assess the impact of these Curricular Changes on medical students' knowledge of surface anatomy. Setting Medical student intakes for 1995–98 at the Queen's University of Belfast, UK. Methods The students were invited to complete a simple examination paper testing their knowledge of surface anatomy. Results from the student intake of 1995, which undertook a traditional, ‘old’ curriculum, were compared with those from the student intakes of 1996−98, which undertook a new, ‘systems-based’ curriculum. To enhance linear response and enable the use of linear models for analysis, all data were adjusted using probit transformations of the proportion (percentage) of correct answers for each item and each year group. Results The student intake of 1995 (old curriculum) were more likely to score higher than the students who undertook the new, systems-based curriculum. Conclusion The introduction of the new, systems-based course has had a negative impact on medical students' knowledge of surface anatomy.
N Cochran - One of the best experts on this subject based on the ideXlab platform.
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how medical students can bring about Curricular Change
Academic Medicine, 1998Co-Authors: Katharyn Meredith Atkins, Amy E Roberts, N CochranAbstract:Traditionally, medical school committees have been charged with Curricular improvement and modification, while medical students have had little or no involvement in reform efforts. However, medical students can sometimes be ahead of faculty in recognizing new topics that need to be covered, and thei
Yuen Sze Michelle Tan - One of the best experts on this subject based on the ideXlab platform.
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teacher deliberation within the context of singaporean Curricular Change pre and in service pe teachers perceptions of outdoor education
Curriculum Journal, 2016Co-Authors: Matthew Atencio, Yuen Sze Michelle TanAbstract:ABSTRACTThe study featured in this paper investigates pre- and in-service Physical Education (PE) teachers' diverse views of OE (Outdoor Education) against the backdrop of numerous Curricular Changes underpinning Singaporean education. We highlight the potential challenges Singaporean schools and teachers may face in implementing the newly formalized OE curriculum. Findings revealed the teachers' prioritization of high elements and adventure activities within residential camps. Then, the teachers linked these ‘risky’ and ‘unfamiliar’ activities with transferrable learning outcomes, mostly in line with students' personal and social development. The more experienced teachers in the cohort tended to advocate that OE could be situated within local school and community environs. Yet, this envisioning of OE within a place-based learning model reflected limited understanding of this concept. We conclude by suggesting that curriculum designers and teacher educators should draw upon pre- and in-service PE teachers...
