Journal of Academic Development and Education JADE Issue 11 Summer 2019 | Page 38
from being passive research subjects, this paper will
further explore how students were involved within
the design, direction and development of project
resources and policy.
Welcome Back! Facilitating Collaboration in Legal
Education *
Mark Davys ([email protected])
Abstract:
The presentation will describe and reflect on
the 'Welcome Back' sessions provided for each
undergraduate year group in the School of Law
at the beginning of both semesters each year. It
will draw from the experiences of contributors
to illustrate how the collaborative nature of the
sessions has contributed to collegiality between
students, Law School Staff, and staff from KIITE and
Information and Digital Services. In particular, the
presentation will consider how the sessions:
• model collaborative working especially between
the academic School and colleagues in Professional
Services Directorates);
• help students engage with activities facilitated by
Professional Services as an essential and integrated
element of their study and formation (including,
for example, the probable impact of the sessions
on attendance at careers’ workshops, one-to-one
careers’ support and the DAPL5 programme);
• encourage students to recognise and reflect on
their development from semester to semester, and
year to year; and
• inform other activities, including collaborative
research sessions and the proposed Law Fair.
The presentation will conclude with reflection on
the limitations of the present provision and possible
ways in which it might be developed and enhanced.
38
Racial and Ethnic Homophily in the Classroom *
Shiva Sikdar ([email protected])
Abstract:
The literature on peer effects in education is
extensive. Hoxby (2000) finds that the strongest
peer effects are intra-racial. Fruehwirth (2013)
analyzes endogenous peer effects and finds that
these effects are stronger within racial groups than
across them – both white and non-white students
gain achievement spillovers almost entirely from
white and non-white peers, respectively. Cross-race
spillovers are, however, not significant. The tendency
of racial or ethnic homophily in all types of networks,
including those of friendship and those in the
classroom, is also well recognized (see, for instance,
McPherson, Smith-Lovin and Cook, 2001, Moody,
2001 and Currarini, Jackson and Pin, 2009). Given
the diversity of our student population, how can we
ensure that there is learning and cooperation across
racial groups? Is it possible to assign groups, rather
than asking students to form their own groups.
Could the performance of students also be taken
into account, so that groups are well-balanced? This
can help build cross-race networks for students who
might otherwise not do so. Not only will this help
inter-group learning in the class, but also pave the
way for future connections with respect to work.
This is important given the attainment gap between
BAME and non-BAME students.
If I do the Foundation Year is Therapy included? *
Simon Rimmington ([email protected])
Abstract:
The transition to the first year of university is a
critical phase of a student’s educational journey
and has a potential for influencing their future
success. Research points to links between education
and health and in particular well-being (Bradley,
2013) (Suhrcke, 2011), although there is difficulty
in drawing conclusions around causality (Brooks,