Excellence in teaching

Glen Barton is an Associate Professor and the Director of Postgraduate Studies in the Law School. He received the Excellence in Teaching award in the Faculty of Law in 1997. This award represents a joint effort by the Guild and the University to recognize and reward exemplary teaching.

Given the nature of legal education and the demands it places on students, and the subsequent expectations of the profession, my objectives are:

• to provide a sound theoretical infrastructure in relation to the unit subject; and
• to ignite a fascination for the subject by fostering an ability
  1. to apply the law to current transactions and
  2. to communicate those applications to others.

I have tried to achieve these objectives by the following strategies:

• Much of the legislation I teach is only explicable by reference to practical examples involving the use of business structures and reorganisations, investment opportunities, fundraising and the drawing and negotiation of commercial paper. Students in these areas need to consider current controversial issues and specific legislative responses to them. All of this anecdotal material comes from my own experience in practice and community teaching. I endeavour to ensure that students are familiar not only with the relevant theory but also its application. My lecture are therefore not simply the product of my research but also of my professional involvement. They are designed to prepare students for practice and their professional responsibilities in relation to continuing legal education. I work very much on the theory that my teaching, research, legal practice and community service are complementary. I strive to ensure that students are able to make the transition from pupil to practitioner confidently and competently.
• I ensure that all information regarding assessment is available at the start of the semester. This enables students to pace themselves through the unit at a rate which suits individual learning temperaments.
• My concern is to explain the theoretical underpinnings and the overall administration of the legislation and then to concentrate on problems in discreet areas with a view to developing research and analytical skills that might be applied to the area as a whole. The assignment questions are designed to foster the latter.
• I hold the view that ‘feedback’ is not a substitute for attending lectures. Feedback is rather my response to a student’s genuine effort to research and solve a problem in the area. It may be given in relation to a point taken in a lecture, a past examination question or the preparation of a letter of advice in answering an assignment question. I endeavour to ensure that students are able to get feedback of this kind if and when they request it.