Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Feedback (2)
- Legal writing (2)
- Bar exam performance (1)
- Bar examination (1)
- COVID-19 (1)
-
- California Bar exam (1)
- Clinical legal education (1)
- Copy editing (1)
- Copyediting (1)
- Doctrinal classes (1)
- Editing (1)
- Ethnic discrimination (1)
- Evaluation (1)
- Field placement (1)
- First-generation law student (1)
- Gender and legal education (1)
- Gender discrimination (1)
- LRW class (1)
- Law clinic (1)
- Law school (1)
- Legal education (1)
- Memorandum writing (1)
- Pandemic stress (1)
- Quality feedback (1)
- Race and law (1)
- Racial discrimination (1)
- Racial issues (1)
- Racism (1)
- Revision (1)
- Socio-economic status (1)
Articles 1 - 5 of 5
Full-Text Articles in Law
The Impact Of The Covid-19 Pandemic On First-Generation Women Test-Takers: Magnifying Adversities, Stress, And Consequences For Bar Exam Performance., Freiburger Erin, Victor D. Quintanilla, Kurt Hugenberg, Sam Erman, Nedim Yel, Anita Kim, Mary C. Murphy
The Impact Of The Covid-19 Pandemic On First-Generation Women Test-Takers: Magnifying Adversities, Stress, And Consequences For Bar Exam Performance., Freiburger Erin, Victor D. Quintanilla, Kurt Hugenberg, Sam Erman, Nedim Yel, Anita Kim, Mary C. Murphy
Articles
By magnifying gender- and socioeconomic status-based inequalities, the COVID-19 pandemic caused stress and disrupted career progress for professional students. The present work investigated the impact of pandemic-related stress and prevailing barriers on structurally disadvantaged women preparing for a high-stakes professional exam. In Study 1, we found that among US law students preparing for the October 2020 California Bar Exam—the professional exam that enables one to become a practicing attorney in California—first-generation women reported the greatest stress from pandemic-related burdens and underperformed on the exam relative to others overall, and particularly compared to continuing-generation women. This underperformance was explained by pandemic-related …
An Empirical Analysis Of Clinical Legal Education In Middle Age, Robert R. Kuehn, David A. Santacroce
An Empirical Analysis Of Clinical Legal Education In Middle Age, Robert R. Kuehn, David A. Santacroce
Articles
Modern clinical legal education has turned fifty. Much has been written on its development and history, both as a pedagogy and in relation to the broader enterprise of legal education. But there has been no longitudinal empirical analysis documenting that growth until now. By looking at a series of nationwide surveys starting in 2007 and comparing those results to surveys dating back to the 1970s, this article paints a factual picture of clinical legal education’s progression from early adulthood to middle age.
Feedback Loops: Surviving The Feedback Desert, Patrick Barry
Feedback Loops: Surviving The Feedback Desert, Patrick Barry
Articles
I ask my law students the following set of parallel questions on the very first day of “Feedback Loops,” a course I have been teaching for the past couple of years: What did you get better at last year? How do you know? What should you get better at this year? How do you know?
Race Belongs In Week One Of Lrw, Beth H. Wilensky
Race Belongs In Week One Of Lrw, Beth H. Wilensky
Articles
I talk to my 1Ls about race and the law in their first week of law school. In doing so, I have discovered that discussing race helps me introduce foundational concepts about legal writing and law school that we will return to throughout the year. That is partly because race is relevant to nearly every topic law school touches on. But it is also because race is present in—and often conspicuous in its absence from—court opinions in ways that provide rich fodder for discussing how to approach law school. That topic interests all students—even those who might be skeptical about …
Feedback Loops: Keep/Cut, Patrick Barry
Feedback Loops: Keep/Cut, Patrick Barry
Articles
In the first of installment of this new column on feedback in the September Illinois Bar Journal, we began to address the pernicious problem of vague feedback—that unhelpful, empty-calories form of (non) guidance that deprives people of learning what they’re currently doing well and what they need to ix. Without concrete, explicit guidance, it can be really tough to grow and improve.