ABSTRACT
This chapter provides preliminary insights into whether assessable class participation (ACP) at an Australian law school is alienating and stressful for students, including the groups identified in the American literature. It compares the responses of undergraduate Bachelor of Laws (LLB) and graduate Juris Doctor (JD) students. The chapter examines whether trends identified in American literature on the Socratic method may be applicable in an Australian legal education context. The transferability of these trends should not be assumed a priori as there are salient differences in the approaches to class participation in America and Australia. It provides evidence that law students, in an environment of smaller class teaching, are split over whether they would prefer to speak in class or remain silent. It considers the effects on student wellness of assessing class participation in a smaller class environment. Student participation in classroom has been regarded as an important means of increasing student engagement and enhancing learning outcomes by promoting active learning.
