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28 Legal Educ. Rev. i (2018)

handle is hein.journals/legedr28 and id is 1 raw text is: FOREWORD VOLUME 28 (2018-19) Welcome to volume 28 of the Legal Education Review. We are again fortunate to publish a huge issue of high-quality research into legal education. This volume includes a special issue focusing on Indigenous cultural competencies in the teaching of law-and you will see a foreword to that special issue by our guest editor, Marcelle Burns. It has been a pleasure for Natalie Skead and I to collaborate with Marcelle in collating the works in the special issue. I am confident that this special issue represents an important addition to scholarship in this field and will remain a key resource for curriculum design into the future. Our general edition contains a diverse array of contemporary topics, canvassing two key themes of student experience and technology. The first year remains a crucial time in higher education, and Adam Webster et al analyse the pedagogical strategy at Adelaide Law School to meet the needs of a broad, contemporary law curriculum. The challenge was to build a foundation for students' knowledge, skills, and attitudes rapidly, in the earliest stages of their law studies amongst the necessary doctrine and legal method of the introductory subjects. The solution implemented is a boot camp, offering an intensive experience designed to achieve learning outcomes necessary to promote student success. The authors' analysis of the program indicates that it is a viable solution to meet the imperatives of transitional legal education. In a similar vein, McWilliam, Yeung and Green explore the benefits for students participating in an experiential law and research program at UTS. They provide evidence of enhanced student learning through engaging in the program that involves student participation in a collaborative research project. The paper is an important addition to the literature on experiential learning in law. McWilliam et al's study represents an aspect of a teaching research nexus. By contrast, in this volume, McKenzie et al seek to debunk the notion that such a nexus exists. They argue that teaching and research are inherently different, and that scholarship takes precedence over original research in the contemporary law school. Their perspective comes at the nexus from a different direction from the case study offered by McWilliam et al but it is interesting nonetheless to juxtapose the two to test the capacity of our institutions to promote teaching and research that complement each other. The student experience is explored further by Cindy L James, who charts changes in law students' emotional intelligence using empirical

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