Ms Lucy Yeatman
Senior Lecturer Law
- +44 (0)151 794 9921
- Work email Lucy.Yeatman@liverpool.ac.uk
Research
Research Overview
RESEARCH GROUP MEMBERSHIP
Lucy is a member of the Feminist Legal Research and Action Network (FRAN).
RESEARCH GRANTS
Exploring the Value of Peer Feedback through a Law Clinic Setting – Association of Law Teachers Innovation in Teaching Practice Grant 2020 – 2022 (jointly with Dr Louise Hewitt University of Greenwich)
Peering through the (Feedback Literacy) Looking Glass: Peer Learning in Law Schools – Association of Law Teachers Annual Seminar Prize 2022 (jointly with Emma Flint (Aston University) and Dr Louise Hewitt (University of Greenwich)
RESEARCH COLLABORATIONS
Dr Louise Hewitt (University of Greenwich) and Emma Flint (Aston University)
Lucy has an ongoing collaboration with Louise Hewitt and Emma Flint, exploring benefits of peer learning in law schools.
PUBLICATIONS
L. Yeatman & L. Hewitt (2020). Feedback: a reflection on the use of Nicol and Macfarlane-Dick’s feedback principles to engage learners. The Law Teacher, 1-14. https://doi.org/10.1080/03069400.2020.1780843
L. Yeatman (2018) Law in the Community and Access to Justice: Linking Theory and Practice in Social Justice and Legal Education Chris Ashford and Paul McKeown (eds) Cambridge Scholars Publishing ISBN: 1-5275-7100-9 ISBN13: 978-1-5275-7100-6
Research Interests
Lucy Yeatman's pedagogical research focuses on developing peer support and learning conversations to build confidence in students. She is interested in critical and feminist pedagogies of hope and compassion.
Lucy is involved in a research project exploring the value of peer learning in law programmes with Dr Louise Hewitt from University of Greenwich. Using student-led focus groups they are looking at factors that contribute to positive experiences of group work in law clinics.
Connected to Lucy's research interest in the benefits of peer learning, she is exploring the design and delivery of alternative and authentic assessment. She is researching how law clinics design assessments and navigate the procedural requirements of fairness in a teaching environment where students are delivering legal services to the general public.
As a trustee of Clinical Legal Education Organisation, Lucy is committed to supporting clinical legal educators who want to develop research skills in relation to legal education.