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Fordham University School Of Law: A Case Study Of Legal Education In Twentieth-Century America, Robert J. Kaczorowski
Fordham University School Of Law: A Case Study Of Legal Education In Twentieth-Century America, Robert J. Kaczorowski
Fordham Law Review
This paper focuses on three themes that shaped legal education in twentieth-century America and roughly organizes the topics of this conference. These themes emerged when I was researching and writing the history of Fordham University School of Law. Consequently, I will discuss Fordham’s history as a case study focused on the following themes: 1. The importance of university relations and funding to enhancing the quality of a law school; 2. The importance of scholarship and the changing nature of scholarship in legal education; and 3. The importance of diversity and the changing nature of diversity in legal education.
History And Harvard Law School, Bruce A. Kimball, Daniel R. Coquillette
History And Harvard Law School, Bruce A. Kimball, Daniel R. Coquillette
Fordham Law Review
In their seminal article, Alfred Konefsky and John Henry Schlegel saw institutional histories of law schools as the graveyard of academic reputations. So why write institutional histories? Due to the leadership of Robert Kaczorowski and William Nelson, and the generosity of Fordham University School of Law and New York University School of Law, an important conference took place between July 2 and July 4, 2018, at New York University’s Villa La Pietra outside of Florence. The purpose was to encourage good institutional history and to define its value. We had recently published the first volume of a new history of …
Subsidiarity And Federalism: The Relationship Between Law Schools And Their Universities, John Sexton
Subsidiarity And Federalism: The Relationship Between Law Schools And Their Universities, John Sexton
Fordham Law Review
In his book on the history of Fordham University School of Law, Bob Kaczorowski does not take an explicit position on how decision-making authority on matters ranging from resource utilization to curriculum development should be allocated between a law school and its university. Rather, he offers in detail a story and extensive evidence that tends to reflect and support the view traditionally taken by the American Bar Association (ABA), the vast majority of law faculty, and most law school deans on the subject: listen, you folks over there at the university—we know what we are doing, so just leave us …
The Importance Of Scholarship To Law School Excellence, William E. Nelson
The Importance Of Scholarship To Law School Excellence, William E. Nelson
Fordham Law Review
As we have learned from Dan Coquillette, Bob Kaczorowski, and John Sexton, access to substantial funding is undoubtedly a prerequisite for a law school to enjoy excellence. Funding, that is, is a necessary, but not sufficient condition for excellence. Something else—intellectual vision—is also required.
Essay: Developing Appropriate Standards For Achieving Diversity In Faculty Appointments, Guido Calabresi
Essay: Developing Appropriate Standards For Achieving Diversity In Faculty Appointments, Guido Calabresi
Fordham Law Review
I am writing today to talk about diversity within law school faculties. And when I say “diversity,” I mean all sorts of diversities, not just the ones that most of those who address the issue tend to focus on. I have, for many years, been thinking about the different types of diversities that seem crucial to a law school, and the appropriate ways of achieving them. Part I lists the categories of diversity that I think are important to considering diversity within law school faculties. It then indicates a problem that inheres with this list. Part II suggests how different …
Women In The Legal Academy: A Brief History Of Feminist Legal Theory, Robin West
Women In The Legal Academy: A Brief History Of Feminist Legal Theory, Robin West
Fordham Law Review
Women’s entry into the legal academy in significant numbers—first as students, then as faculty—was a 1970s and 1980s phenomenon. During those decades, women in law schools struggled: first, for admission and inclusion as individual students on a formally equal footing with male students; then for parity in their numbers in classes and on faculties; and, eventually, for some measure of substantive equality across various parameters, including their performance and evaluation both in and in front of the classroom, as well as in the quality of their experiences as students and faculty members and in the benefits to be reaped from …
Second Mode Inclusion Claims In The Law Schools, Kenneth W. Mack
Second Mode Inclusion Claims In The Law Schools, Kenneth W. Mack
Fordham Law Review
During the past half-decade, law school student demands for changes in legal education to address issues of diversity and inclusion have both proliferated and grown insistent. Although the demands are somewhat varied, they have sometimes stretched far beyond the admission and hiring of more students and faculty from minority groups. Students have advocated for basic changes in the way that law schools operate in order to make them more inclusive of groups that have been historically marginalized within these institutions.
Foreword, Matthew Diller
Foreword, Matthew Diller
Fordham Law Review
In 2012 our colleague Robert J. Kaczorowski published Fordham University School of Law: A History. As we read Bob’s book, discussed it, and thought about it, we realized emphatically that it not only synthesized the history of Fordham Law School in a superbly illuminating way, but that it is one of the best books to date on the history of twentieth-century legal education in America. It compellingly tells the story of American legal education through the lens of an urban law school founded to expand access to the legal profession for groups that had been shut out of the …