This course  involves students (and supervising academic staff) partnering with Bridges Across Borders South East Asia Community Legal Education (BABSEA CLE) teaching Myanmar law teachers and students  about Community Legal Education (teaching will occur in English). 

Students will be teaching concepts such as  access to justice, pro bono, professional ethics and generally developing the capacity to design, teach and deliver community legal education.  

The course aims to

• give students a clinical experience in a developing country, so as to see first hand the legal and social justice issues arising in a country transitioning to democracy
• guide and support students in identifying, developing and applying practical legal skills in community legal education. 
• develop students' critical understanding of the role of lawyers in providing access to justice in a developing country.
• contextualise the study of law and student learning in the wide range of other law courses. 
• encourage, promote and validate student aspirations to promote access to justice and equality before the law specifically in relation to disadvantaged people and communities. 
• encourage students to critically consider the effect of the law and its ability to deliver and or facilitate justice in a developing country transitioning to democracy.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. describe and critique how advanced knowledge and skills acquired through the study of law can be applied in community legal education to promote access to justice
2. reflect on the operation of law in different global contexts
3. reflect on their personal motivation for studying law, their goals and career aspirations,
4. apply a reflective and ethical approach in teaching CLE skills to culturally diverse audiences
5. reflect on, and learn from, their experiences individually and in collaboration with students and work colleagues.
6. recognise and use culturally sensitive and appropriate communication
7. describe and distinguish a variety of justice issues with respect to law in Myanmar, and to critically analyse entrenched issues of injustice in the Myanmar legal system,
8. identify improved interpersonal skills, emotional intelligence and self-awareness of their own cognitive abilities and values,
9. analyse the predicament of individual and group clients having regard to the operation of the law and the legal system,
10. describe and critically assess a range of strategies to improve justice / social justice outcomes,
11. identify and evaluate concrete and achievable ways in which they can promote access to justice and equality before the law,
12. plan and present a research project, with some independence.

Research-Led Teaching

The Convenors and BABSEA staff will draw on their own research in legal education, international development, social justice and legal skills development to mentor students in the course.

Jonathan's researcher profile is here: https://law.anu.edu.au/people/jonathan-liljeblad

Field Trips

TBD

Additional Course Costs

TBD

Required Resources

Laptop computer, A/V projector connectors, travel insurance, health insurance, health immunizations, passport, Myanmar work visa

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	January 9-12 - Transit/TBD	TBD
2	January 13-23 - Onsite Myanmar university (location TBD)	Preparation and Delivery of CLE sessions at host university
3	January 25 - Yangon Debriefing	BABSEACLE Debriefing session *Students should depart January 26th
4	January 31 - ANU Debrief	ANU CoL Debriefing session
8	February 21 - Research Presentations	ANU Law School

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Attendance in 4 ANU Seminars	0 %	25/10/2019	*	2, 4, 5, 6, 8
Completion of pre-departure assignments	0 %	09/12/2019	*	1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Four Weekly Reflective Journal Entries	20 %	02/03/2020	14/03/2020	1, 2, 3, 4, 5, 8, 11
Research Essay	60 %	24/02/2020	14/03/2020	1, 2, 7, 9, 10, 11, 12
Participation	20 %	24/02/2020	14/03/2020	1, 2, 7, 9, 10, 11, 12

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Attendance in 4 ANU Seminars

Brief Details: Students are required to participate in the pre-departure seminars (ALL of them). Myanmar is a unique country undergoing a transition affected by factors that involve post-authoritarian hybrid democracy, military oversite, isolation, and underdevelopment. As a result, students will face an immersive, comprehensive experience that frequently challenges even the most well-traveled global explorers. The seminars are meant to help prepare students for the experiences they will have in Myanmar, and will cover important information that includes: health and safety, Myanmar culture, Myanmar politics, Myanmar law, Myanmar universities and legal education, rule-of-law, the development aid industry, and law and development. Students must also participate in the BABSEACLE debrief in Yangon at the end of their time in Myanmar, and must also participate in the ANU debrief where students will be asked to discuss and reflect on their experiences in Myanmar. The ANU debrief will include a brief discussion/ presentation of research projects.

Nature of Task: Participation in the pre-departure sessions and the two debriefs is compulsory. Failure to attend the sessions or the debriefs will result in an NCN for the course.

Weighting: 0%

Due date: October 14, 18, 21, 25

Non-attendance: If you are unable to attend a session, then you must provide medical documentation or demonstrate ‘exceptional circumstances.’ Refer to the ANU College of Law policies: https://law.anu.edu.au/current-students/policies-procedures/extensions-late-submission-and-penalties

Assessment Task 2

Completion of pre-departure assignments

Brief Details: Students are required to complete 4 pre-departure assignments.

Nature of Task: Compulsory.

Weighting: 0%

Release: 30 October via course Wattle site

Due date: Monday 9 December, via email to Kyaw Htin, Jonathan Liljeblad

Word limit: N/a

Estimated return date: N/a

Assessment Criteria: N/a

Assessment Task 3

Four Weekly Reflective Journal Entries

Brief Details: Students will be required to submit four reflective journals to the BABSEA CLE Convenor and to the Course Convenors at the end of each week in Myanmar. Students will also need to accumulate and submit the three reflective journals as a single document to the Course Convenor after returning to Australia.

Nature of Task: Compulsory. Failure to submit any of the reflective reports will mean a 0 for the task overall.

Weighting: 20%

Release:

Due date: Please email your 4 weekly journal entries to the externship co-ordinator at BABSEACLE (Kyaw Htin) by COB Friday of each week you are in Myanmar. Please cc Jonathan Liljeblad. Your overall journal entry should be submitted via Turnitin by Monday 3 February.

Word limit: No word limit. Minimum 250 words per reflection.

Estimated return date: TBD – It is anticipated that you will receive feedback on your reflective journals from BABSEA CLE staff shortly after submission. You will receive feedback from the ANU conveners by 14 March.

Assessment Criteria:

 

Rubric

Activity	Excellent	Good	On the right track	Not yet satisfactory
Demonstrates personal responsibility for learning and growth	Takes personal responsibility for reflective learning, clearly considers goals and experiences, generates ways forward and evaluates own progress openly with an ability to ‘stand back’.	Takes responsibility and links learning goals with future personal action.	Partly identifies learning goals, and/ or partly links with personal action.	Entry not clearly linked to personal learning goals, shows no or limited understanding of personal action and responsibility.
Considers different perspectives and possibilities and/ or values.	Identifies principles to decipher competing views and perspectives. Articulates a personal position by linking them together.	Weighs an idea or perspective and can justify personal decision-making and actions. Student recognises competing interests.	Descriptive or anecdotal thinking with limited use of alternative perspectives.	Black and white thinking. Dependent on one view and cannot speculate on either values or different perspectives.
Clarity of expression	The language is coherent and expressive. Explanation of concepts and context makes sense to an uninformed reader. Fluent, articulate sense of a journey.	Minor, infrequent lapses in clarity and accuracy. Clear explanation of the issues/ challenges.	There are lapses in clarity and accuracy. Adequate explanation of the issues/ challenges/ ideas.	Language is generally unclear and confusing. Concepts are either not discussed or are presented incoherently. Oversimplifies ideas.
Analysis	The reflection moves beyond simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, and/or concepts covered in the course. Analysis is coherent and insightful.	The reflection demonstrates a coherent analysis of the experience but analysis lacks depth.	Student makes attempts at applying the learning experience to understanding of self, others, and/or course concepts but fails to demonstrate depth of analysis.	Reflection does not move beyond description of the learning experience(s).
Use of examples/ illustrations	Uses appropriate and thoughtful illustrations to demonstrate and make clear and effective links with the learning experiences.	Uses good examples and illustrations, which are partly linked to the learning experiences.	Uses sources, and illustrations linked to learning experiences, but the links are not clear.	Examples are not linked to what the student has stated is their learning experience in the course.
Connects experiences with the ideas in the course: fostering social justice and the rule of law in a developing country, the role of legal education in Myanmar in achieving this, understanding the law and culture of Myanmar.	The reflection demonstrates clear connections between personal learning experience and learning in the course	The reflection demonstrates some connections between personal experience and learning in the course.	There is an attempt to connect the experience and learning in the course, but only partly successful.	Doesn’t link with any learning experience in the course or the learning outcomes.

Assessment Task 4

Research Essay

Brief Details: Students will be required to prepare a research project relevant to law and access to justice and/or community legal education in Myanmar or indeed South East Asia.

Nature of Task: Compulsory. Failure to submit this task will mean a 0 for this task.

Weighting: 60%

Release: Some suggested topics will be released in the first week of the course in country. However, you are welcome to devise your own topic. If so, please discuss your ideas with your conveners during the trip, or by consultation on return. Topics for all research essays should be finalised during the return briefing seminar at ANU.

Due date: Monday 24 February, 5pm via Turnitin.

Word limit: 2,500 words

Estimated return date: 14 March

Assessment Criteria:

Rubric

	Not Satisfactory	Pass [Adequate]	Credit [Generally Good]	Distinction [Mostly Very Good]	High Distinction [Excellent]
1. Argument and response to question	The question was not addressed; descriptive response to the task. Response on issues not relevant to the question.	Shows a limited understanding of the question. Provides limited argument and tends to be substantially descriptive in addressing the question	Contains an introduction and conclusion that addresses and resolves some aspects of the question. Intervening paragraphs provide some evidence and support for an argument that is consistent with the conclusion.	Contains an introduction and conclusion that addresses and resolves most aspects of the question. Intervening paragraphs mostly provide evidence and support for an argument. Argument is mostly consistent with the conclusion.	Contains an introduction and conclusion that directly addresses and resolves all aspects of the question. Intervening paragraphs provide evidence and support for a clearly focussed argument that is entirely consistent with the conclusion.
2. Research of scholarly/authoritative secondary sources. If relevant, also primary legal (case law and legislation)	No evidence of research; reliance on class materials, and/or, reliance on non-authoritative secondary sources.	Evidence of some systematic or effective research; research with significant flaws, errors, gaps in sources. Scholarly/authoritative materials that are marginally relevant or generally relevant.	Evidence of good systematic research including some depth and breadth of scholarly /authoritative sources Some specifically relevant scholarly /authoritative materials.	Substantial depth and breadth in research including most relevant scholarly /authoritative sources.	Extensive and comprehensive range of scholarly /authoritative sources.
3.Critical evaluation of material	No evidence of awareness of critical evaluation of material.	Limited critical evaluation of material. Consideration of different perspectives on one issue.	Some critical evaluation and consideration of several perspectives on more than one issue.	Critical evaluation of most material presented. Consideration and resolution of multiple perspectives on most contentious issues.	Critical evaluation of all material presented. Consideration and resolution of multiple perspectives on all contentious issues.
4. Structure including logical	Logical organisation and development of ideas not evident.	Some organisation and development of ideas.	Evidence of logical organisation of thoughts and development of most ideas.	Well developed and effective structure.	Skilful development of ideas in a sophisticated and effective structure.
5. Effective use of headings	Headings absent.	Limited headings. Headings not useful.	Some useful headings.	Many useful headings.	All headings used to enhance a clear structure.
6. Expression and written communication including use of legal terminology, spelling etc. Effective use of words and word limit to address key issues.	Expression contains many errors; confused and unclear in many places. Main ideas not communicated or poorly communicated. Insufficient length or significantly over-length.	Expression adequately communicates author’s main ideas. A few significant grammatical errors and/or errors with legal terminology. Within word limit but disproportionate allocation of words to unimportant issues	Good expression clearly communicating most of the author’s ideas. No significant errors but occasional minor errors or lack of clarity. Allocation of words broadly consistent with importance of issues. Reasonably concise language.	Very good expression clearly communicating all of the author’s ideas. Rare errors or lack of clarity. Effective use of words within the word limit according to importance of issues.	Polished and/or stylish written expression and communication of ideas throughout the paper. Efficient, economical and discerning use of words within the word limit to provide emphasis consistent with structure and argument.
7. Referencing and compliance with AGLC.	Footnotes absent or consistently non-compliant with AGLC.	Insufficient footnotes and/or many footnotes non-compliant with AGLC	Footnotes sometimes compliant with AGLC but also repeated errors.	Footnotes mostly compliant with AGLC. Minor errors.	Footnotes compliant with AGLC. No errors detected.

Assessment Task 5

Participation

Brief Details: Students will be assessed for their participation during the course of the time in Myanmar.

Nature of Task: Compulsory. Failure to submit this task will mean a 0 for this task.

Weighting: 20%

Release: N/A.

Due date: 24 February 2020

Word limit: N/A

Estimated return date: 14 March

Assessment Criteria:

 

Rubric

Activity	Excellent	Good	On the right track	Not yet satisfactory
Engagement with audience in terms of tone, eye contact, pace and delivery.	High level of engagement and connection with audience through sophisticated and vital delivery. Communicates key points concisely and effectively with discerning use of time.	Effective engagement and connection with audience through well-developed skills for delivery. Mostly communicates key points concisely and effectively with efficient use of time.	Evidence of some engagement and sense or awareness of importance of connection with audience. Sometimes communicates key points concisely and effectively but does not comply with time limits.	Communicates with a limited sense of audience; and, with reliance on notes. Rarely communicates key points concisely and effectively, significantly under or over time.
Teamwork	Constructive collaboration supporting group productivity, efficiency, and cohesion. Highly supportive of others, willing to listen and address alternative perspectives. Consistently considerate of others and always polite.	Consistent effort to support group productively, efficiency, and cohesion. Somewhat support of others, mostly willing to listen and consider alternative perspectives. Largely considerate of others. Generally polite.	Marginal contributions to group productivity, efficiency, and cohesion. Little support for others, reluctance to listen and consider alternative perspectives. Inconsistently considerate of others and frequently rude.	Detrimental to group productivity, efficiency, and cohesion. Resistance to others, unwilling to listen or consider alternative perspectives. Inconsiderate of others and mostly rude.
Attentiveness & diligence	Attentive to instructions and mindful of detail in ways that helped foster a positive group experience in Myanmar.	Largely attentive and conscious of detail, some minor lapses that negatively affected group experience in Myanmar.	Inconsistent attention and only marginal awareness of details, contributed to negative group experience in Myanmar.	Inattentive and careless regarding details, primary driver of negative group experience in Myanmar.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.

The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.

The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students