2007 Law School Survey of Student Engagement (LSSSE)
2007 marked the first time that the Civil Law Section participated in the Law School Survey of Student Engagement (LSSSE). The Civil Law Section, along with the University of Montreal’s Faculty of Law, are the only civil law schools in Canada that participated in this large-scale survey. An additional eleven other faculties of law (common law) also took part¹. Approximately 33% of the Civil Law Section’s students answered the survey.
The survey was composed of many detailed questions. The Civil Law Section scored highly in the survey, and easily compared with other faculties: 92.7% students responded that they would enrol again at the University of Ottawa’s Civil Law Section if they were to begin their studies again.
When compared with the other results found in the survey, we found that our students clearly distinguish themselves from the comparison group (other Canadian Universities). They recognized the following:
• the provided support needed to help them succeed academically (2,60 c. 2,24)²;
• personal counselling (2,78 c. 2,27);
• after-class discussions of ideas presented in lectures (3,19 c. 2,81);
• clinical internship or experience in the field (0,76 c. 0,56);
• using computing and information technology (2,68 c. 2,24);
• employment in a law-related job (7,88 c. 2,36);
Other results indicate that our students measure up to with those from the other faculties of law with respect to the following:
• Intellectual and Academic Experiences: asked questions and contributed to class discussions; worked with other students on projects during class; integrated ideas and concepts acquired from various courses or sources; used e-mail to communicate with a faculty member; discussed assignments with a faculty member; talked about career plans or job search activities with an advisor or faculty member; discussed ideas from readings or classes with faculty member outside of class; participated and worked with faculty members on activities other than coursework; had serious conversations with students who were different in terms of religious beliefs, political opinions, or personal values;
• Intellectual Activities: analyzing the basic elements of an idea, an experience or theory; synthesizing and organizing ideas, information, or experiences into new, more complex interpretations; making judgments about the value of information, arguments, or methods; applying theories or concepts to practical problems or in new situations.
• Writing: written papers of 20 pages or more; written papers between 5 and 19 pages of length; written papers of fewer than 5 pages;
• Enriching Educational Experiences for Students: volunteer or pro bono work; student-faculty committee; work on a legal research with a faculty member outside of course or program requirements; study abroad; law journal member; competitive mooting between students; law student organization;
• Student Satisfaction: academic advising and planning; career counselling; job search help; financial aid advising; library assistance;
• Time Usage: reading assigned textbooks; preparing for class and clinical courses other than reading; reading on your own – not assigned – for personal or academic enrichment; legal pro bono work not required for a class or clinical course; participating in law school-sponsored activities; exercising or participating in fitness activities; relaxing and socializing activities; providing care for dependents living with you; commuting to class (driving, walking, etc.); participating in community organizations;
• Law School Environment: spending significant amount of time studying and on academic work; encouraging the ethical practice of the law; encouraging contact among students from different economical, social, sexual orientation, and racial or ethnic backgrounds; helping you cope with your non-academic responsibilities; providing the support needed to thrive socially; attending campus events and activities; providing financial counselling needed to afford education; using computers in academic work;
• Educational and Personal Growth: acquiring a broader legal education; acquiring job or work-related knowledge and skills; thinking critically and analytically; developing legal research skills; working effectively with others; learning effectively on your own; better understanding of yourself; understanding people of other racial and ethnic backgrounds; solving complex and real-world problems; developing clearer career goals; developing a personal code of values and ethics; contribution to the welfare of your community; developing a deepened sense of spirituality;
Reflection is needed, however, for certain results, and a more in-depth analysis has been undertaken in order to better understand the following student concerns:
• Writing clearly and effectively (2,33 c. 2,66) and speaking clearly and effectively (2,25 c. 2,53);
• Receiving prompt feedback from Faculty on academic performance (1,60 c. 2,13 in first year (grade only);
• Relationship (between students (3,53 c. 4,94), between students and administrative staff and officers (3,55 c. 4,80), and between students and faculty members (3,68 c. 4,63)).
A discussion group has been created in order to gain a better understanding of the results. With respect to the positive results, one of the Section’s strengths is the reliance upon exceptional collegiality between faculty members and students. Generally speaking, faculty members are readily available for students. Additionally, students also affirm that administrative staff are not afraid to get involved and that they take quick action in order to solve problems.
Certain negative aspects were raised by students on existing competitiveness in finding a firm for clinical internships,in the selection of candidates for moot court competitions, in the grant selection process or renewal of bursaries, and in selecting courses.
The survey also indicates that reactions are divided on the question relating to the relationship between students. On one hand, there is indication of minimal relations between students, but on the other hand, this perception is not shared by all students. Rather, it is between students from the Civil Law and Common Law Sections where there is little communication.
In the question focused on relationships between students and faculty members, however, the participants were generally satisfied with both faculty-student interaction and teaching quality. Students found faculty members to be competent, available, and always prepared to help. They are also of the opinion, though, that greater uniformity is warranted and would be appreciated, as some faculty members are less available than others.
In the area of relationships with administrative staff, aspects to be improved upon include communication, specifically with respect to the management of students’ files, the course registration process, and the posting of grades.
Participants also indicated that there are needs to be filled with respect to both writing and oral skills. Students pointed out that only one course in legal writing is offered and that most courses only have a final or partial exam as an evaluation tool. The possibility of writing an essay as a method of evaluation is rare. This also applies to the ability to make oral presentations—there are simply not enough opportunities.
The LSSSE survey results were discussed with executive members of the Association of Law Students from the Civil Law Section, the administrative staff, and also with faculty members. The Civil Law Section acknowledged the comments, opinions, and suggestions as a way to continue to enrich and improve upon the student experience at the Civil Law Section.
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1 List of the Law Faculties that participated: Ottawa (Common Law); Dalhousie; Osgoode Hall Law School; British Columbia; Manitoba; Montreal; New Brunswick, Toronto, Victoria; Western and Windsor.
2 A difference of 0.25 is considered to be significant.