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ERIC Number: EJ894444
Record Type: Journal
Publication Date: 2008
Pages: 23
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0896-5811
Using Student Development Theory to Inform Our Curriculum and Pedagogy: A Response to the Secretary of Education's Commission on the Future of Higher Education
Yordy, Eric D.
Journal of Legal Studies Education, v25 n1 p51-73 Win-Spr 2008
In September 2006, the Secretary of Education's Commission on the Future of Higher Education released its final report entitled "A Test of Leadership: Charting the Future of U.S. Higher Education" postulating that graduates today are lacking important skills such as reading, writing, problem solving, and critical thinking. In the field of undergraduate legal education, faculty members are in the perfect position to aid students in stretching their abilities and developing these basic skills if there is an understanding of student cognitive development theory and if the curriculum and pedagogical techniques have bases in those theories. In this article, the author briefly reviews the Commission on the Future of Higher Education's report as it relates to the teaching of legal topics in business, reviews literature and research on some college student development theories, and sets forth some recommendations for curriculum development and pedagogical tools for teaching business law topics in ways that are both developmentally appropriate and responsive to the needed skills that students today are perceived to be lacking. (Contains 108 footnotes.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A