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Full-Text Articles in Law
Transcript—Morning Session, William D. Underwood, Judith Wenger, William M. Sullivan
Transcript—Morning Session, William D. Underwood, Judith Wenger, William M. Sullivan
Mercer Law Review
Introduction 821
Reflections on Legal Education ..... William D. Underwood 824
Perspectives on Innovation, Possibilities for Change ..... Judith Wegner 829
Legal Education: The Academy, the Practice, and the Public ..... William M. Sullivan 841
Morning Question & Answer Period 849
Transcript—Afternoon Session, Roy T. Stuckey, Alice Thomas, Daisy Hurst Floyd
Transcript—Afternoon Session, Roy T. Stuckey, Alice Thomas, Daisy Hurst Floyd
Mercer Law Review
Reflections on Legal Education ..... Roy T. Stucky 859
"Are We Committing Malpractice?" Toward a Code of Professional Ethics for Legal Educators ..... Alice Thomas 866
Forming Professionals: A Journey of Identify and Purpose ..... Daisy Hurst Floyd 882
Afternoon Question & Answer Period 892
Evaluating The Skills Curriculum: Challenges And Opportunities For Law Schools, Harriet N. Katz
Evaluating The Skills Curriculum: Challenges And Opportunities For Law Schools, Harriet N. Katz
Mercer Law Review
Law schools have compelling reasons to begin thoroughly reviewing their skills curriculum. Three new publications emphasize that preparing students for practice as competent and ethical lawyers is the central mission of legal education and scrutinize methods for achieving that goal. A new ABA Standard for Accreditation (the "Standard" or "Standard 302"), revised in 2005 to mandate skills education for every law student, is now being applied at law school reaccreditation reviews.
In addition, Educating Lawyers: Preparation for the Profession of Law (the "Carnegie Report"), a report written by the Carnegie Foundation for the Advancement of Teaching, and Best Practices for …
Legal Writing: Did Harvard Get It Right?, Laurel Currie Oates
Legal Writing: Did Harvard Get It Right?, Laurel Currie Oates
Mercer Law Review
For most law students, there is a moment when, in frustration or exhaustion, they throw up their hands and scream, "There must be a better way." While many of the cases in the casebooks are interesting, learning the law one case at a time seems, at best, inefficient, and at worst, just plain stupid. Wouldn't it be much easier, and better, if law schools used the same pedagogy that is used in many other disciplines: reading assignments, lectures, and exams that test whether students have learned the information set out in those textbooks and lectures?
When students question law school …