Jacqueline Weinberg
Faculty of Law
Helping students find their voice — and use it for justice
Jacqueline is shaping ethical, confident lawyers ready to drive change.
What are you doing differently in your field that you believe is driving real change?
My contribution to clinical legal education as a researcher and educator is innovative and interdisciplinary with a focus on the dynamic and expanding areas of legal research such as clinical legal education, technology and the law and wellbeing. My interest has garnered very positive reviews, especially my research focus on the intersection of technology and legal practice and the developments of artificial intelligence in the areas of legal education and legal practice.
From an educational perspective, I supervise students in our live-client clinics providing free legal advice to those in need. Additionally, I have established Technology and the Law clinics and more recently AI and the Law clinics collaborating with stakeholders from the legal industry. In this way, I am assisting with keeping the legal sector up-to-date with legal education, as well as providing opportunities for students to become informed and up-to-date on legal practice.
How do you help students build confidence, not just knowledge?
For me, teaching is very much about engaging with students, maintaining focus and interest, providing support and guidance, and responding to students’ learning habits. I pride myself on building rapport, gaining respect and communicating effectively. I consistently develop, review and fine-tune teaching aids, lecture notes, course outlines and visual presentation material to truly engage with students and attract strong attendance to lectures seminars, and workshops. I prepare the seminar program for clinical students, including seminars on substantive topics such as criminal law, family law, and infringements as well as seminars on vicarious trauma, economic and social rights and dispute resolution.
It’s about helping students find their voice, and creating learning environments where students as future lawyers are equipped and inspired to pursue justice and advocate for others to find their voice. ”
What do you hope your students take away from their time with you? Is there a student moment you’ll never forget, and why?
I have always encouraged my students to view me not only as a lecturer or supervisor but as a mentor. Many of my students remain in contact with me after completing the clinical units I taught, to request my advice on a career pathway or to provide career guidance to them. This demonstrates my effectiveness in working cooperatively with students.
What do you hope your students remember about you 10 years from now?
My primary aim is to create an environment where students can be autonomous in their learning and development. When developing relationships with students, I believe that they resonate with me because of my passion for both education and the law. They see me as both a professional teacher and experienced in practical application of the law in professional legal service environments. I hope students remember the autonomy and confidence I encouraged them to build and that they carry forward their internal messages of being an ethical practitioner focused on their wellbeing.
What does being a 'Changemaker’ mean to you personally?
As a lawyer and educator, being a 'Changemaker' means using my skills to challenge inequities in the legal system and empower others—especially students and clients—to do the same. It’s about helping students find their voice and creating learning environments where students as future lawyers are equipped and inspired to pursue justice and advocate for others to find their voice.
How do you tailor your teaching approach to engage and inspire today's students?
I try to help students build confidence in their ability to learn, encouraging them to set their own goals and learn from their mistakes. I am available and approachable, and I’m always ready to adjust my approach if a student needs something different. I create a space that encourages participation and group work. I like to set tasks that get students thinking and reflecting in an open, supportive environment.
What does being a teacher allow you to do that nothing else can?
Being a clinical legal educator allows me to guide and support students as they connect legal theory to real-world contexts. When students share how their experience working with clients reshapes their understanding of the law’s purpose – which is about people, justice, and change – I know how powerful legal education can be.