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
altcaustralian learning and teaching councilthreshold learning outcometlostudent engagementltaslearning and teaching academic standards
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.