P-ISSN 1033-2839
E-ISSN 1839-3713
Vol. 21, Issue 2, 2011January 01, 2011 AEST
Implementing the Self-Management Threshold Learning Outcome for Law: Some Intentional Design Strategies from the Current Curriculum Toolbox
Implementing the Self-Management Threshold Learning Outcome for Law: Some Intentional Design Strategies from the Current Curriculum Toolbox
Articles in Vol. 21, Issue 2, 2011
Vol. 21, Issue 2, 2011
- ForewordMarie JepsonKeith Mason
- Changing our Thinking: Empirical Research on Law Student Wellbeing, Thinking Styles and the Law CurriculumMolly Townes O'BrienStephen TangKath Hall
- Implementing the Self-Management Threshold Learning Outcome for Law: Some Intentional Design Strategies from the Current Curriculum ToolboxAnna HugginsSally KiftRachel Field
- Law Student Wellbeing: Benefits of Promoting Psychological Literacy and Self-Awarness Using Mindfulness, Strengths Theory and Emotional IntelligenceColin James
- Approaches to Student Support in the First Year of Law SchoolKate GallowayRachel BradshawNeil DunbarJamie Fellows
- Law Studies and Indigenous Students’ Wellbeing: Closing the (Many) Gap(s)Asmi Wood
- Governing Depression in Australian Legal Education: Power, Psychology and Advanced Liberal GovernmentMatthew Ball
Huggins, Anna, Sally Kift, and Rachel Field. 2011. “Implementing the Self-Management Threshold Learning Outcome for Law: Some Intentional Design Strategies from the Current Curriculum Toolbox.” Legal Education Review 21 (2). https://doi.org/10.53300/001c.6248.