Law Commons^™

A “Sending Down” Sabbatical: The Benefits Of Lawyering In The Legal Services Trenches, Stephen A. Rosenbaum, Suzanne Rabé

Publications

This article proposes that clinical professors, and legal writing professors in particular, consider practicing law - in real-life, non-clinical settings - during some significant portion of their sabbaticals from teaching. This proposal would (1) improve the learning experience for students in clinics, writing classes, and skills classes, (2) offer a vital public service to the under-represented, and (3) improve the overall administration of justice. At little cost, this proposal would foster a richer engagement by clinicians and legal writing professors with the world of legal practice. This idea could also infuse increased life and meaning into our law school classes. …

The Juris Doctor Is In: Making Room At Law School For Paraprofessional Partners, Stephen A. Rosenbaum

Publications

The 60th anniversary of the United States’ oldest continuous legal clinic presents an opportunity to reexamine the pedagogical machinery, reshape the curriculum, reflect on advice not taken, and reignite the “movement for change” in (clinical) legal education. The author recommends a modest retooling: Law schools should offer a degree program for non-lawyer advocates. This would capitalize on the many attributes that paralegals bring to the profession.

The author's focus is on how teaching paralegals or lay advocates in law schools can foster less costly non-adversarial dispute resolution, sensitivity to human and cultural aspects of client rapport, and co-education between members …

Exploring The Invisible Curriculum: Clinical Fieldwork In American Law Schools, Marc Stickgold

Publications

The Harvard Report makes a number of recommendations to cure problems in legal education. I mean to focus on but one of them. The committee's Final Report concludes that clinical experience ought to be a substantial part of legal education. It discusses suggestions on how this can best be accomplished at Harvard. My focus is narrower. I will address the possibilities of developing the extemship model, ratherthan the "in-house" model, to resolve some of these "deeply troubling" curricular problems.

This article will probably raise more questions than it answers, but it will continue the process of replacing educational "neglect" with …