Legal Education Commons^™

The Gaps Model And Faculty Services: Quality Analysis Through A “New” Lens, Alex Zhang, Sherry Xin Chen

Faculty Scholarship

Faculty service is an important function of U.S. academic law libraries. This article evaluates three types of faculty services programs using the Gaps Model to identify, analyze, and propose ways to fill four main gaps: knowledge, policy, delivery, and service quality.

Assessing The Experiential (R)Evolution, Allison Korn, Laila L. Hlass

Faculty Scholarship

For more than a century, law schools have resisted substantial reforms relating to experiential education. Yet, in 2014, the ABA mandated a six-credit experiential course graduation requirement for law schools, alongside a packet of experiential curriculum amendments. Proponents of experiential education had hoped for a fifteen-credit mandate, aligning law schools with other professional schools that require one-quarter to one-third skills training. Still, six credits is significant, potentially marking a striking shift in the direction of legal education. To date, no one—including the ABA—has broadly evaluated the post-mandate legal education experiential landscape. It is particularly urgent to consider recent shifts in …

Diploma Privilege And The Constitution, Patricia E. Salkin, Claudia Angelos, Sara J. Berman, Mary Lu Bilek, Carol L. Chomsky, Marsha Griggs, Joan W. Howarth, Eileen Kaufman, Deborah Jones Meritt, Judith Wegner, Andrea Curcio

Scholarly Works

The COVID-19 pandemic and resulting shutdowns are affecting every aspect of society. The legal profession and the justice system have been profoundly disrupted at precisely the time when there is an unprecedented need for legal services to deal with a host of legal issues generated by the pandemic, including disaster relief, health law, insurance, labor law, criminal justice, domestic violence, and civil rights. The need for lawyers to address these issues is great but the prospect of licensing new lawyers is challenging due to the serious health consequences of administering the bar examination during the pandemic.

State Supreme Courts are …

A New Frontier Facing Attorneys And Paralegals: The Promise & Challenges Of Artificial Intelligence As Applied To Law & Legal Decision-Making, Marissa Moran

Publications and Research

Artificial Intelligence/AI invisibly navigates and informs our lives today and may also be used to determine a client’s legal fate. Through executive order, statements by a U.S. Supreme Court justice and a Congressional Commission on AI, all three branches of the United States government have addressed the use of AI to resolve societal and legal matters. Pursuant to the American Bar Association Model Rules of Professional Conduct[i] and New York Rules of Professional Conduct (NYRPC), [ii] the legal profession recognizes the need for competency in technology which requires both substantive knowledge of law and competent use of technology for …

Academic Law Library Director Status Since The Great Recession: Strengthened, Maintained, Or Degraded?, Elizabeth G. Adelman, Karen L. Shephard, Richard J. Patti, Robert M. Adelman

Journal Articles

The status of the academic law library director is central to the educational mission of the law library. We collected data from 2006 to 2016 showing a 25 percent decrease in tenure-track directorships. We also found one in four changes in directorships since 2013 resulted in the new director having a degraded status compared to her predecessor.

Senior Day December 2019, University Of Michigan Law School

Commencement and Honors Materials

Program for the December 20, 2019 Senior Day ceremonies.

Exposing The Imposter: Imposter Syndrome & Legal Writing Faculty, Sara L. Ochs

Events at Dickinson Law

Legal academics often report crippling feelings of insecurity and inadequacy, symptoms of a widespread trend labeled as “imposter syndrome.” Experts have defined this phenomenon as a “deep and sometimes paralyzing belief that we have been given something we didn’t earn and don’t deserve and that at some point we’ll be exposed.” Given the evident hierarchies in legal academia, these feelings are especially prominent among legal writing faculty, and even more so among those in untenured positions. Using empirical data acquired from law professors, this presentation will analyze the prevalence and causes of imposter syndrome among legal writing faculty and will …

Research Instruction At Yale Law School, Julie Graves Krishnaswami

Events at Dickinson Law

At Yale Law School, the Law Librarians take a holistic approach to providing legal research instruction. With that approach, we meet students where they are – academically and curricularly – through courses, reference consultations, guest lectures, and workshops. We provide elective research instruction in a variety of fora to meet the needs of our students. Our research courses are elective and are supplemented by workshops and guest lectures in clinical and doctrinal courses, and for student groups. Yale Law School students recognize the need for research instruction, and we have expanded our offerings to meet demand. The Law Library’s holistic …

Making Two Separates Equal: Combining Graduation Requirements And Research And Writing Skills, Ann Walsh Long

Events at Dickinson Law

ABA Standard 303 requires that a law school offer a curriculum that requires each student to satisfactorily complete at least one professional responsibility course, one upper-level writing course, and one or more experiential course(s) totaling at least six credit hours. While the same class cannot count toward more than one of these requirements, Interpretation 303-1 allows one course to count as "either as an upper-class writing requirement or as a simulation course provided the course meets all of the requirements of both types of courses and the law school permits a student to use the course to satisfy only one …

The Traditional Legal Analysis, Research, And Writing Course: Does Subject Synthesis Serve Students Best?, Anna Hemingway, Sherri Keene

Events at Dickinson Law

Most law schools’ first-year curriculums include a course on legal analysis, research, and writing. At many law schools, the synthesis of these subjects into one course is considered the best way to teach first-year law students basic lawyering skills. Recently, however, law schools have begun to separate the topics into stand-alone courses. This presentation will review the different models law schools are currently using and will explore additional opportunities to remix the individual topics with other first-year courses.

Incorporating Short Writing Exercises Into Traditional Exam Courses: How To Do It & How To Encourage Others To Do It Too!, Candace Centeno

Events at Dickinson Law

This presentation will discuss how to incorporate short writing exercises into a traditional exam class & how to encourage others to do the same. The presentation will first briefly discuss a sample writing exercise used in an upper level elective that also has a final examination; in sum, the writing exercise builds upon the email analysis instruction provided in the 1L Legal Writing Program. This short exercise provides an opportunity for the professor to help students refine their writing and organization & to see if the students are understanding basic concepts. The presentation will then explore ways to encourage other …

Mastering The Model Answer, Elizabeth Sherowski

Events at Dickinson Law

One way to encourage professors to assign written work across the law school curriculum is to assure them that providing feedback on the writing won't take up too much time. Giving students a post-assignment model answer is an effective way to save time on providing feedback, but most students don't know how to use model answers effectively, and many professors don't know how to draft an effective model answer. This presentation shows LRW professors how to share their pedagogical expertise with faculty across the curriculum to help their colleagues 1) devise pedagogically sound model answers and 2) train their students …

Connect 4: Student + Research + Writing + Theory, Nicole R. Chong

Events at Dickinson Law

We often see first-year law students failing to make connections between research, writing, and theory. First-year students tend to view their classes in separate silos. As students advance into the upper-level curriculum, the failed connections are exacerbated. Students are unable to connect what they learned in the first year of law school to the classes they are now taking in their last two years of law school. Additionally, upper-level faculty who assume that the students are making connections when they are not further compound this connection problem. The connection failure can result in a number of problems. How do we …

From The First Day Forward: Integrating Legal Research Into Law School Doctrinal Courses, Clanitra S. Nejdl

Events at Dickinson Law

This presentation focuses on the benefits of partnering with doctrinal professors to integrate legal research into law school doctrinal classes. The presenter will discuss best practices for the integration process. She will also share ideas and tips for developing meaningful collaborations with doctrinal faculty members and explain how she worked with Civil Procedure professors to integrate research into their classes.

Taking Collective Action To Integrate The Law School Curriculum, Sherri Thomas, Michelle Rigual

Events at Dickinson Law

Successfully dismantling the “separate but equal” paradigm to integrate Legal Research and Writing courses into the law school curriculum is a long-term proposition that is unlikely to succeed through a single campaign. At University of New Mexico, several negative hierarchical structures have stood in the way of curricular integration, including some surprising ones that arise from within the legal writing and research faculties. In this session, we’ll discuss these structures, the tools we are using to challenge them, and the successes we have experienced thus far.

The Foundational Skills And Methods That Unify All First-Year Courses, Scott Rempell

Events at Dickinson Law

Many perceive LRW courses as important for practice yet largely distinct from the core “doctrinal” courses that purport to teach students how to “think like a lawyer.” However, a remarkably consistent core of skills and methods of thought unify all first-year courses. If these core skills and methods are at the heart of all first-year courses, then the professors who should cover them in class have to acknowledge they exist and work together to teach them. In short, to break down barriers, LRW professors have to bring to the surface the framework underlying core law school learning objectives – a …

Law School News: Among The Trailblazers 12/02/2019, Michael M. Bowden

Life of the Law School (1993- )

No abstract provided.

Still Writing At The Master’S Table: Decolonizing Rhetoric In Legal Writing For A “Woke” Legal Academy, 21 The Scholar 255 (2019), Teri A. Mcmurtry-Chubb

UIC Law Open Access Faculty Scholarship

No abstract provided.

December 2019 Magazine

Ergo

No abstract provided.

Law Library Blog (December 2019): Legal Beagle's Blog Archive, Roger Williams University School Of Law

Law Library Newsletters/Blog

No abstract provided.