ABSTRACT
This chapter is intended to support law teachers involved in the delivery of such diverse programmes to students whose main discipline is not law. It acknowledges that the contribution of law teachers is not confined to unit design and delivery, but may also involve advising, supporting and collaborating with colleagues in a different discipline field. In the post-compulsory sector, law is taught across a wide range of programmes and discipline areas. The time allocated to delivery can vary enormously as too can the level to which it is taught. These points are illustrated at a micro-level here at the University of Bournemouth, where a recent survey identified that law was being taught across 12 different programmes and to disciplines ranging from computing to nursing, from media to archaeology. Teaching inputs varied from 4 to 33 weeks and the nature of the student cohort covered a wide variety of interests and learning needs. This diversity of disciplines and student profiles has a significant effect on approaches to the learning and teaching of law. These issues will be explored by focusing on two key questions: 1) how can students, whose main discipline is not law, be best supported in their learning of law? and 2) what approaches to teaching and learning are best suited to these students?
