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Full-Text Articles in Law
Beyond Skills Training, Revisited: The Clinical Education Spiral, Carolyn Grose
Beyond Skills Training, Revisited: The Clinical Education Spiral, Carolyn Grose
Faculty Scholarship
No abstract provided.
Library Services For The Self-Interested Law School: Enhancing The Visibility Of Faculty Scholarship, Simon Canick
Library Services For The Self-Interested Law School: Enhancing The Visibility Of Faculty Scholarship, Simon Canick
Faculty Scholarship
This article suggests a new set of filters through which to evaluate law library services, in particular those that support faculty scholarship. These filters include recent profound changes in legal education and the motivators of today’s law professors. By understanding the needs of self-interested deans and professors, libraries can fill new roles that are consistent with our core values. Libraries can also focus on dissemination and promotion of faculty work, especially through innovative open access projects.
A Thirtieth Anniversary Tribute To The William Mitchell Law Review, Michael K. Steenson
A Thirtieth Anniversary Tribute To The William Mitchell Law Review, Michael K. Steenson
Faculty Scholarship
Article, a tribute to the William Mitchell Law Review on its thirtieth anniversary, traces the history of the first issue of the Law Review.
From The Clinic To The Classroom: Or What I Would Have Learned If I Had Been Paying More Attention To My Students And Their Clients, Peter B. Knapp
From The Clinic To The Classroom: Or What I Would Have Learned If I Had Been Paying More Attention To My Students And Their Clients, Peter B. Knapp
Faculty Scholarship
This past year, two experiences related to clinical teaching—one a moment of personal epiphany and the other, a conversation with a colleague—have caused the author to spend more time thinking about what he should be learning in the clinic and applying in the classroom.
Clinical Teaching At William Mitchell College Of Law: Values, Pedagogy, And Perspective, Eric S. Janus
Clinical Teaching At William Mitchell College Of Law: Values, Pedagogy, And Perspective, Eric S. Janus
Faculty Scholarship
A retrospective celebrating thirty years of clinical education at William Mitchell College of Law. These courses are nurtured by the key principles that have shaped clinical education at William Mitchell. They embrace the profession of law, but insist on a critical stance. They recognize that values define the practice of law, and that only through intentional choice of pedagogy and perspective can values education be effective and respectful of the autonomy of our students as they work to define the sort of lawyers they wish to become.
Professional Training, Diversity In Legal Education, And Cost Control: Selection, Training And Peer Review For Adjunct Professors, Marcia R. Gelpe
Professional Training, Diversity In Legal Education, And Cost Control: Selection, Training And Peer Review For Adjunct Professors, Marcia R. Gelpe
Faculty Scholarship
The thesis of this article is that adjunct faculty make a unique and valuable contribution to legal education, that law is best taught by a combination of full-time and adjunct faculty members, and that serious consideration should be given to the issues of how best to divide teaching between full-time faculty and adjuncts. In addition, if adjunct faculty are to be viewed as a positive part of the teaching endeavor, it is essential to consider the ways to maximize their contribution. This article recommends a serious change in the way law schools think about and relate to adjunct faculty. Part …
A Decade Of Developments In Performance-Based Legal Education, Deborah A. Schmedemann, Christina L. Kunz
A Decade Of Developments In Performance-Based Legal Education, Deborah A. Schmedemann, Christina L. Kunz
Faculty Scholarship
This tribute summarizes some of the accomplishments of William Mitchell college of Law in performance-based learning in legal education between 1986 and 1996. It first chronicles developments in the first-and second-year performance-based courses and then turns to upper-level curricular developments. At each point, it touches on course development and scholarship--the parallel tracks pursued by faculty focusing on performance-based legal education. As a result of these developments, the college is well positioned to contribute to the growth of performance-based learning in legal education nationally.
Law Teachers And The Educational Continuum, Michael K. Jordan
Law Teachers And The Educational Continuum, Michael K. Jordan
Faculty Scholarship
There are many difficulties in teaching the law. These problems are often referred to generically as the difficulty in training students to "think like lawyers." The primary focus of the literature discussing these concerns has, therefore, been on how law schools should assist students in developing this ability. Underlying much of this literature is the assumption that what is needed is some tinkering with the law school curriculum. Students are believed to enter law with a set of abilities and potentialities that are honed by the law school curriculum to produce something called a lawyer or the skill denominated as …
Teach Your Students Well: Valuing Clients In The Law School Clinic., Ann Juergens
Teach Your Students Well: Valuing Clients In The Law School Clinic., Ann Juergens
Faculty Scholarship
Law schools, teaching primarily by the casebook method, generally avoid the thorny issues that real clients pose.' Recently, however, law review articles and the ""regular classroom"" have referred more frequently to real client stories. Law school clinics are a primary source of client stories. Despite increased attention to clinical programs, client interests are frequently subordinated to the goals of students, clinical law teachers and law schools. This article urges clinicians to constantly evaluate whether and how well they and their students take their clients' interests and perspectives on clinical education into account. It argues that clinic teachers must learn to …
"Skilling" Time, Peter B. Knapp
"Skilling" Time, Peter B. Knapp
Faculty Scholarship
This article describes disagreements about the "MacCrate Report" on skills education for law students, as well as the connections between the Report's recommendations and legal education at William Mitchell College of Law. The final commentary focuses on what William Mitchell can do to further ensure that teaching prepares students for the learning they will have to do when they begin working as lawyers.
Clinics And "Contextual Integration": Helping Law Students Put The Pieces Back Together Again, Eric S. Janus
Clinics And "Contextual Integration": Helping Law Students Put The Pieces Back Together Again, Eric S. Janus
Faculty Scholarship
In legal education, as in all education aimed at practice, the relationship between theory and practice is an uneasy one. William Mitchell College of Law, one of the nation’s few free-standing law schools, has traditionally placed itself squarely on the practice side of the theory/practice axis. It has aimed to produce law graduates who could walk into a law office and begin practicing law—not lawyers who would spend additional years learning the profession at someone’s elbow. In recent years, William Mitchell has begun to embrace a more academic approach to legal education. This paper suggests that the College need not, …