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  • Embodying life-long learning: Transition and capstone experiences

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    Brown137554.pdf (233.9Kb)
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    Author(s)
    Butler, Des
    Coe, Sandra
    Field, Rachael
    McNamara, Judith
    Kift, Sally
    Brown, Catherine
    Griffith University Author(s)
    Brown, Catherine
    Year published
    2017
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    Abstract
    This paper discusses the principle of Transition as it has been conceptualised by the Curriculum Renewal in Legal Education project. The project sought to develop a principled framework for renewing the final year of tertiary legal education in Australia. Capstone experiences were chosen as the most appropriate mechanism for assisting final year students to manage the transition process. Thoughtfully designed capstones assist students to integrate and synthesise their learning over their entire degree programme, facilitate closure on the undergraduate experience, and assist students to transition from student to emerging ...
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    This paper discusses the principle of Transition as it has been conceptualised by the Curriculum Renewal in Legal Education project. The project sought to develop a principled framework for renewing the final year of tertiary legal education in Australia. Capstone experiences were chosen as the most appropriate mechanism for assisting final year students to manage the transition process. Thoughtfully designed capstones assist students to integrate and synthesise their learning over their entire degree programme, facilitate closure on the undergraduate experience, and assist students to transition from student to emerging professional. We discuss the importance of addressing final year students’ transitional needs and explain how the principle facilitates this process. Although the framework has been developed specifically for legal education in Australia its approach enables transferability across disciplines and institutions. The framework addresses criticisms that universities and law schools are not meeting the needs of final year students by preparing them for the transition to graduate life in a complex and uncertain world.
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    Journal Title
    Oxford Review of Education
    Volume
    43
    Issue
    2
    DOI
    https://doi.org/10.1080/03054985.2016.1270199
    Copyright Statement
    © 2017 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Oxford Review of Education on 17 Jan 2017, available online: https://www.tandfonline.com/doi/full/10.1080/03054985.2016.1270199
    Subject
    Education
    Curriculum and pedagogy theory and development
    Publication URI
    http://hdl.handle.net/10072/338665
    Collection
    • Journal articles

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