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Full-Text Articles in Law
Canadian Law Schools: In Search Of Excellence, Leon E. Trakman
Canadian Law Schools: In Search Of Excellence, Leon E. Trakman
Dalhousie Law Journal
What makes a law school sound? credible? even excellent? Surely many things: leadership potential, good faculty and good students, a solid public image and communication. Greatness comes from knowing our own strengths and weaknesses, our institutional purposes. In short, achievement flows from how we evaluate ourself and how others evaluate us.' A law school must seek to satisfy many goals. Ideally, every legal institution should strive to excel as a facility of learning, as a bastion of intellectual fervor, as an instrument satisfying community needs. Yet each of these goals are themselves variable in kind. Teaching expertise in one legal …
What Makes A Law School Great?, Willis L. M. Reese
What Makes A Law School Great?, Willis L. M. Reese
Dalhousie Law Journal
Of course I have no idea what makes a law school great. I have never really thought about it. There is no reason why a fellow in my lowly position should think about it. You can't arrive at my age and still be reasonably healthy if you do think about it. So I don't know. Dean Ronald Macdonald said "why don't you say something about what makes a law school great?" My reaction was to shudder. I did think about if for about ten minutes on Saturday and I have come up with the most obvious thoughts, all of which …
Dean's Message, Sheldon J. Plager
The Professor As Manager In The Academic Enterprise, Stephen R. Ripps
The Professor As Manager In The Academic Enterprise, Stephen R. Ripps
Cleveland State Law Review
This article will examine the problems which arise when the NLRA is applied to institutions of higher education, and how the decisions by the NLRB have not been appropriately sensitive to these problems-particularly in the area of faculty organization. This article will also discuss the Supreme Court's decision in NLRB v. Yeshiva University which held that faculty members at the university were "managerial employees" and thereby excluded from coverage under the Act. This discussion will show that the Board's approach to this problem has been irrational and further demonstrates why the NLRB should never have assumed jurisdiction over institutions of …
Prefatory Remark, William Pincus
Prefatory Remark, William Pincus
Cleveland State Law Review
Clinical legal education actually is severely restricted and discriminated against by law school faculties. I know that if special attention is not given to clinical legal education in the foreseeable future it is likely that clinics in the law schools will continue to be a fringe activity without recognition of their educational value and importance, and that clinics will eventually decline in numbers and significance from their present status.
The Professor As Manager In The Academic Enterprise, Stephen R. Ripps
The Professor As Manager In The Academic Enterprise, Stephen R. Ripps
Cleveland State Law Review
This article will examine the problems which arise when the NLRA is applied to institutions of higher education, and how the decisions by the NLRB have not been appropriately sensitive to these problems-particularly in the area of faculty organization. This article will also discuss the Supreme Court's decision in NLRB v. Yeshiva University which held that faculty members at the university were "managerial employees" and thereby excluded from coverage under the Act. This discussion will show that the Board's approach to this problem has been irrational and further demonstrates why the NLRB should never have assumed jurisdiction over institutions of …
The Contradictions Of Clinical Legal Education, Ralph S. Tyler, Robert S. Catz
The Contradictions Of Clinical Legal Education, Ralph S. Tyler, Robert S. Catz
Cleveland State Law Review
The central thesis of this commentary is that clinical methodology is sound theoretically, as it provides a necessary and vital complement to other modes of legal education, but that the exciting potential of this method will not be realized so long as law school clinical programs rely primarily on "live client" cases to teach their students. Because the live client model is used extensively in clinical programs, this commentary will assess that model of clinical education by seeking to identify the problems associated with maintaining a law office in the law school environment. Particular attention will be given to the …