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Vol. 56, No. 13 (April 15, 2019), 2019 Maurer School of Law: Indiana University

Vol. 56, No. 13 (April 15, 2019)

Indiana Law Annotated

No abstract provided.


Teaching Students To Use Feedback To Improve Their Legal-Writing Skills, Lara Gelbwasser Freed, Joel Atlas 2019 Cornell Law School

Teaching Students To Use Feedback To Improve Their Legal-Writing Skills, Lara Gelbwasser Freed, Joel Atlas

Joel Atlas

In an age in which writing-software programs tout formative feedback on student papers and advertise clear and compelling sentences, the roles of professor and student in the assessment and outcome-achievement process may appear passive, or even supplanted. Using feedback to improve learning, however, requires both professor and student to play active roles. In legal education, law professors are tasked with identifying and assessing learning outcomes. And much has been written about these tasks as they relate to both doctrinal and legal-writing courses. But less attention has been devoted to law students’ role in responding to feedback on their writing and ...


Vol. 56, No. 12 (April 8, 2019), 2019 Maurer School of Law: Indiana University

Vol. 56, No. 12 (April 8, 2019)

Indiana Law Annotated

No abstract provided.


Beyond The “Practice Ready” Buzz: Sifting Through The Disruption Of The Legal Industry To Divine The Skills Needed By New Attorneys, Jason G. Dykstra 2019 Concordia University School of Law, Boise, Idaho

Beyond The “Practice Ready” Buzz: Sifting Through The Disruption Of The Legal Industry To Divine The Skills Needed By New Attorneys, Jason G. Dykstra

Jason Dykstra

A heightened velocity of change enveloped the legal profession over the last two decades. From big law to rural practitioners, the traditional law firm model proved ripe for disruption. This disruption is fueled by several discrete changes in how legal services are provided, including technological advances that allow for the automation of many routine tasks and the disaggregation of legal services; enhanced client sophistication and cost-consciousness; global competition from offshoring routine legal services; the rise of the domestic gig economy, creating a new wave of home-shoring legal services; and competition from non-traditional legal services providers. In the face of declining ...


The Legacy Of Civil Rights And The Opportunity For Transactional Law Clinics, Lynnise E. Pantin 2019 Boston College Law School

The Legacy Of Civil Rights And The Opportunity For Transactional Law Clinics, Lynnise E. Pantin

Lynnise E. Pantin

At the end of the historic march from Selma to Montgomery in 1965, Reverend Dr. Martin Luther King Jr. famously paraphrased abolitionist and Unitarian minister Theodore Parker stating, “the arc of the moral universe is long, but it bends towards justice.” The implication of the phrase is that the social justice goals of the Civil Rights Movement would eventually be achieved. His prayer was that servants of justice would be rewarded in due time. In other words, that the goals of the Civil Rights Movement would be achievable at some point in the future. President Obama resurrected the phrase throughout ...


Vol. 56, No. 11 (April 1, 2019), 2019 Maurer School of Law: Indiana University

Vol. 56, No. 11 (April 1, 2019)

Indiana Law Annotated

No abstract provided.


A Bibliography Of Faculty Scholarship, Law Library 2019 The Catholic University of America, Columbus School of Law

A Bibliography Of Faculty Scholarship, Law Library

Scholarly Articles and Other Contributions

The purpose of this bibliography is to record in one place the substantial body of scholarship produced by the current faculty at the Catholic University, Columbus School of Law. From its humble beginnings under the tutelage of founding Dean William Callyhan Robinson, through its adolescent period when, like so many other American law schools, it was trying to define its pedagogical niche, to its eventual merger with the Columbus University Law School in 1954, the law school at Catholic University has always retained a scholarly and remarkably productive faculty. The sheer quantity of writing, the breadth of research and the ...


Teaching Students To Use Feedback To Improve Their Legal-Writing Skills, Lara Gelbwasser Freed, Joel Atlas 2019 Cornell Law School

Teaching Students To Use Feedback To Improve Their Legal-Writing Skills, Lara Gelbwasser Freed, Joel Atlas

Cornell Law Faculty Publications

In an age in which writing-software programs tout formative feedback on student papers and advertise clear and compelling sentences, the roles of professor and student in the assessment and outcome-achievement process may appear passive, or even supplanted. Using feedback to improve learning, however, requires both professor and student to play active roles. In legal education, law professors are tasked with identifying and assessing learning outcomes. And much has been written about these tasks as they relate to both doctrinal and legal-writing courses. But less attention has been devoted to law students’ role in responding to feedback on their writing and ...


Vol. 56, No. 10 (March 25, 2019), 2019 Maurer School of Law: Indiana University

Vol. 56, No. 10 (March 25, 2019)

Indiana Law Annotated

No abstract provided.


The Hybrid Law Library Orientation: Video Creation, Face-To-Face Reconfiguration And Comparative Assessment, Rachel S. Evans 2019 University of Georgia School of Law Library

The Hybrid Law Library Orientation: Video Creation, Face-To-Face Reconfiguration And Comparative Assessment, Rachel S. Evans

Presentations

In Fall 2018 UGA Law Library changed the orientation process for incoming students. The 3-pronged approach (1) updated a libguide which served as home-base for the online orientation experience, (2) created a brand new video to deliver basic information to 1Ls in the form of a virtual tour, and (3) introduced a one-day outreach which included a resource fair, librarian meet-and-greet, and in-person library tours event to re-enforce the guide and video content. This program will share the reasons why we designed orientation this way, how we did it and assessed impact, and what our results were.


Vol. 56, No. 09 (March 18, 2019), 2019 Maurer School of Law: Indiana University

Vol. 56, No. 09 (March 18, 2019)

Indiana Law Annotated

No abstract provided.


A Reply To The National Conference Of Bar Examiners: More Talk, No Answers, So Keep On Shopping, Suzanne Darrow-Kleinhaus 2019 Touro College, Jacob D. Duchsberg Law Center

A Reply To The National Conference Of Bar Examiners: More Talk, No Answers, So Keep On Shopping, Suzanne Darrow-Kleinhaus

Ohio Northern University Law Review

No abstract provided.


Transferability: Helping Students And Attorneys Apply What They Already Know To New Situations (Part 2), Edward R. Becker 2019 University of Michigan Law School

Transferability: Helping Students And Attorneys Apply What They Already Know To New Situations (Part 2), Edward R. Becker

Articles

Part 1 of this column (January 2019) described several ways that professors and supervisors can help young attorneys transfer their knowledge of legal skills and legal practice to new situations. The pedagogical techniques discussed in Part 1 look forward, helping novice lawyers make connections between what they learn today and how to put those lessons into play tomorrow. This month’s column changes direction. Successful knowledge transfer also looks to the past. When young lawyers and law students are introduced to what might first appear to be brand-new legal skills, their ability to quickly make sense of that new information ...


Planning Your Class To Take Advantage Of Highly Effective Learning Techniques, James McGrath 2019 Texas A&M University School of Law

Planning Your Class To Take Advantage Of Highly Effective Learning Techniques, James Mcgrath

James McGrath

What are the most highly effective learning techniques? Take a moment and consider what you think they are. Write them down if it is convenient. The symposium that is the subject of this law review volume examines the impact of formative assessment. In this article, I will connect formative assessment possibilities with ideas on how to take advantage of some of the proven highly effective learning techniques. The road there is a bit tortuous, but it is my hope that even the most well-informed teacher will find something that they can add to their quiver of techniques to help with ...


Assessments All The Way Down, James McGrath, Andrew P. Morriss 2019 Texas A&M University School of Law

Assessments All The Way Down, James Mcgrath, Andrew P. Morriss

James McGrath

The role of assessments is getting attention throughout legal education. A growing acceptance of the Graduate Record Examination (“GRE”) as an alternative to the Law School Aptitude Test (“LSAT”) and its incorporation into the U.S. News & World Report (“USN&WR”) law school rankings opened the door to changes in who is going to law school and how they are recruited. At the other end of students’ journey through legal education, the discussion of recent graduates’ bar exam performance – linked by some to declining LSAT scores of entering students – raised questions about the design of bar exams as well as ...


100 Years Of Women At Fordham: A Foreword And Reflection, Elizabeth B. Cooper 2019 Fordham University School of Law

100 Years Of Women At Fordham: A Foreword And Reflection, Elizabeth B. Cooper

Fordham Law Review Online

As we reflect back on 100 Years of Women at Fordham Law School, we have much to celebrate. In contrast to the eight women who joined 312 men at the Law School in 1918—or 2.6 percent of the class—women have constituted approximately 50 percent of our matriculants for decades. Life for women at the Law School has come a long way in more than just numbers. For example, in 1932, the Law School recorded the first known practice of “Ladies’ Day,” a day on which some professors would call on women, who otherwise were expected to be ...


Better By Design: Implementing Meaningful Change For The Next Generation Of Law Students, Rebecca Flanagan 2019 University of Maine School of Law

Better By Design: Implementing Meaningful Change For The Next Generation Of Law Students, Rebecca Flanagan

Maine Law Review

This article presents a fictitious, utopian law school to challenge the assumption that legal education has met adequately the challenges of preparing law students for an evolving profession. By presenting the utopian ideal, the author highlights how adoption of best practices in learning and cognitive sciences could transform legal education from a highly criticized institution to a dynamic, self-transforming academy designed to meet the changing needs of students and the practicing bar.


Vol. 56, No. 08 (March 4, 2019), 2019 Maurer School of Law: Indiana University

Vol. 56, No. 08 (March 4, 2019)

Indiana Law Annotated

No abstract provided.


Empirical Legal Scholarship: Observations On Moving Forward, Shari Seidman Diamond 2019 Northwestern Pritzker School of Law

Empirical Legal Scholarship: Observations On Moving Forward, Shari Seidman Diamond

Northwestern University Law Review

Empirical legal scholarship was once a novel and contested participant in the legal academy. In the twenty-first century, it has emerged as an active and valued player. That is not to say that empirical research has replaced doctrinal scholarship, or even that an empirical perspective is uncontroversial as a foundation for conclusions about how the legal system ought to operate. The current legal landscape, however, does reflect that empirical legal scholarship is now recognized as a legitimate contributor to our understanding of law and the operation and effects of legal institutions.


March 2019 Newsletter, 2019 Maurer School of Law: Indiana University

March 2019 Newsletter

Ergo

No abstract provided.


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