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Full-Text Articles in Law
Law Schools And Learning Outcomes: Developing A Coherent, Cohesive, And Comprehensive Law School Curriculum, Anthony Niedwiecki
Law Schools And Learning Outcomes: Developing A Coherent, Cohesive, And Comprehensive Law School Curriculum, Anthony Niedwiecki
Cleveland State Law Review
This Article details a process that law schools can use to comply with the ABA Standards requiring schools to develop their learning outcomes for the entire institution, academic programs, and courses. At the same time, this process can be used as a roadmap for curricular review and planning. As an example, this Article uses the steps that The John Marshall Law School took to review and change its professional skills curriculum. Part I outlines the accreditation requirements for developing and publishing learning outcomes. Part II provides an overview of the process of curricular planning and development, with a focus on …
Development Of A Criminal Law Clinic: A Blended Approach, Norman Fell
Development Of A Criminal Law Clinic: A Blended Approach, Norman Fell
Cleveland State Law Review
Traditionally law schools have viewed the study of law as an academic science with the development of theoretical skills and methodology being the objective of a legal education. There are legal educators who believe that a curriculum teaching the traditional model is the school's exclusive role and that the professional skills and values associated with the practice of law are more properly acquired by the emerging lawyer in post-graduation settings. This article discusses how the traditional law school curriculum is changing. Section II lays out the historical perspective of practical legal education, and then Section II discusses how this is …
Teaching About Justice And Social Contributions, Talbot D'Alemberte
Teaching About Justice And Social Contributions, Talbot D'Alemberte
Cleveland State Law Review
I have tried to state, in very brief outline, my case that the law schools and the large law firms have thrived on the “Paper Chase” model and that they are not fulfilling the mission which I will, without apology, call the seminary mission. They are not teaching us about justice. Each of us is at this conference because we are concerned with the way legal education operates today and most of us believe that it can be improved. Before this is over, I hope you design a grand agenda for change and I feel privileged to help begin that …
Prefatory Remark, Robert B. Mckay
Prefatory Remark, Robert B. Mckay
Cleveland State Law Review
Does clinical legal education meet the test of necessity? An affirmative answer is here suggested for the following reasons. First, skills training is an important adjunct to analytical training and is nowhere better provided than in appropriately designed clinical programs. Second, neither students nor prospective employers should be satisfied with a legal education that omits reference to the practical world of skills training. Third, contrary to the common belief of earlier generations, skills training can be better accomplished through the systematic training programs of the law schools than through the more haphazard training of law firms and other law offices.
Here's What We Do: Some Notes About Clinical Legal Education, Stephen Wizner, Dennis Curtis
Here's What We Do: Some Notes About Clinical Legal Education, Stephen Wizner, Dennis Curtis
Cleveland State Law Review
For the past decade we have been engaged in developing the Yale Law School clinical program. From time to time academic colleagues, practicing lawyers, and even non-lawyers have asked what we do. Until we were invited to do so, however, we never could bring ourselves to put down on paper some of our thoughts about legal education in general, and clinical legal education in particular, gleaned from years of working in the field. These notes represent a beginning in that direction.
Prefatory Remark, William Pincus
Prefatory Remark, William Pincus
Cleveland State Law Review
Clinical legal education actually is severely restricted and discriminated against by law school faculties. I know that if special attention is not given to clinical legal education in the foreseeable future it is likely that clinics in the law schools will continue to be a fringe activity without recognition of their educational value and importance, and that clinics will eventually decline in numbers and significance from their present status.
A Core Curriculum For Urban Law, David F. Cavers
A Core Curriculum For Urban Law, David F. Cavers
Cleveland State Law Review
My suggestions here will be directed to the second and third years of the law curriculum. In suggesting courses which I believe can provide a valuable body of knowledge in preparation for the new demands of urban law practice, I have ignored the opportunities for drawing on materials relevant to that practice in many of the courses that I do not mention. Without sacrificing instructional value, such materials can frequently be substituted in first-year courses and in some of the second and third year courses for materials drawn from a more bucolic America. This process is already beginning to take …