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Full-Text Articles in Legal Education
When The Aba Comes Calling, Let’S Speak The Same Language Of Assessment, David I.C. Thomson
When The Aba Comes Calling, Let’S Speak The Same Language Of Assessment, David I.C. Thomson
Sturm College of Law: Faculty Scholarship
There has been much discussion recently in legal education circles about the need for improvements in assessment. Recently, the American Bar Association has responded by adding an assessment requirement to the accreditation standards, making the subject even more urgent. Because most of us in the legal academy are new to the language and methods of assessment, there have been misunderstandings. And further, because there are different levels of assessment and each level usually has different goals, sometimes the discussion can become confused. It is imperative that we understand the different levels and goals of assessment projects, so we may communicate …
The M Word, Tamara L. Kuennen
The M Word, Tamara L. Kuennen
Sturm College of Law: Faculty Scholarship
The push to incorporate mindfulness into the practice of law is gaining traction. Defined as "paying attention, on purpose, to the present moment, non-judgmentally," mindfulness can be both a state of being (a reaction to a given situation or moment in time as a calm observer of what is happening within it) as well as a trait of being (a larger approach to all of life's moments; a perspective). This Idea more fully defines mindfulness and its value to the practice and teaching of law, and it shows how clinical law professors in particular have embraced mindfulness as a core …
Analyzing Carnegie’S Reach: The Contingent Nature Of Innovation, Stephen Daniels, Martin J. Katz, William Sullivan
Analyzing Carnegie’S Reach: The Contingent Nature Of Innovation, Stephen Daniels, Martin J. Katz, William Sullivan
Sturm College of Law: Faculty Scholarship
Our interest is curricular innovation, with a focus on the recommendations of the 2007 Carnegie report – Educating Lawyers. Recognizing that meaningful reform requires an institutional commitment, our interest also includes initiatives in the areas of faculty development and faculty incentive structure that would support curricular innovation. Additionally, we are curious as to what might explain change and whether certain school characteristics will do so or whether external factors that challenge legal education offer an explanation. To explore these issues we surveyed law schools (a 60.5% response rate). The results show that while there is much activity in the area …