Legal Education Commons^™

Newsroom: Rwu Law Expands Providence Presence, Roger Williams University School Of Law

Life of the Law School (1993- )

No abstract provided.

Newsroom: 'Champions For Justice' Honored, Roger Williams University School Of Law

Life of the Law School (1993- )

No abstract provided.

The Open Access Advantage In Legal Education’S Age Of Assessment, Elizabeth G. Adelman

Book Reviews

Reviewing James M. Donovan, Carol A. Watson & Caroline Osborne, The Open Access Advantage for American Law Reviews.

Vol. 48, No. 03 (January 26, 2015)

Indiana Law Annotated

No abstract provided.

Trending@Rwu Law: Professor Jared Goldstein's Post: A Fireside Chat With Solicitor General Donald Verrilli, Jr., Jared Goldstein

Law School Blogs

No abstract provided.

Vol. 48, No. 02 (January 20, 2015)

Indiana Law Annotated

No abstract provided.

Trending@Rwu Law: Laurie Barron's Post: Champions For Justice: The 2015 Public Interest Auction, Laurie Barron

Law School Blogs

No abstract provided.

Vol. 48, No. 01 (January 15, 2015)

Indiana Law Annotated

No abstract provided.

Trending@Rwu Law: Deborah Johnson's Post: Rwu Law's Martin Luther King, Jr. Celebration, Deborah Johnson

Law School Blogs

No abstract provided.

Conveying The Merits Of Print Sources To The Google Generation, Paul Jerome Mclaughlin Jr.

Library Faculty Publications

No abstract provided.

Redefining Attention (And Revamping The Legal Profession?) For The Digital Generation, Lauren A. Newell

Law Faculty Scholarship

With computers, text messages, Facebook, cell phones, smartphones, tablets, iPods, and other information and communication technologies (“ICTs”) constantly competing for our attention, we live in an age of perpetual distraction. Educators have long speculated that constant exposure to ICTs is eroding our ability to stay focused, and recent research supports these speculations. This raises particularly troubling implications for the practice of law, in which being able to pay sustained attention to the task at hand is crucial.

Research also indicates that the brains of today’s young people, the “Digital Generation,” may function differently than the brains of their elders because …

Teaching And Assessing Professional Communication Skills In Law School, Denitsa R. Mavrova Heinrich

Faculty Scholarship

No abstract provided.

Ip Basics: Advice On Ip Careers For Those Without Technical Backgrounds, Thomas G. Field Jr.

Law Faculty Scholarship

[Excerpt] If you can spend three more years in school, intellectual property offers a wide range of interesting and rewarding careers. Those without technical backgrounds, however, should not pursue an intellectual property career blindly. Unless your undergraduate degree is in a physical science or engineering -- or you have at least a masters (and probably some experience) in biotechnology, patent opportunities will be slim. As discussed in more detail below, people without technical training are more apt to deal with copyrights, trademarks and special contracts such as licenses or franchise agreements. Yet intellectual property law covering non-technical subjects is often …

Ip Basics: Advice On Ip Careers For Those With Technical Backgrounds, Thomas G. Field Jr.

Law Faculty Scholarship

[Excerpt] Full-time law school takes three years and culminates in the Juris Doctor. A J.D. from a school accredited by the American Bar Association qualifies a person to take the bar exam in any state. As mentioned above, college graduates need not pursue any particular line of study to be accepted into law school. At the University of New Hampshire School of Law, for example, over a third of our students have degrees in engineering or science, and many have had extensive experience or advanced degrees, including M.D.s and Ph.Ds. -- the last being particularly helpful for biotechnology patent careers.

Legal Education In Transition: Trends And Their Implications, Michael A. Millemann, Sheldon Krantz

Faculty Scholarship

This is a pivotal moment in legal education. Revisions in American Bar Association accreditation standards, approved in August 2014, impose new requirements, including practice-based requirements, on law schools. Other external regulators and critics are pushing for significant changes too. For example, the California bar licensing body is proposing to add a practice-based, experiential requirement to its licensing requirements, and the New York Court of Appeals, New York’s highest court, is giving third-year, second semester students the opportunity to practice full-time in indigent legal services programs and projects. Unbeknown to many, there have been significant recent changes in legal education that …

Are We There Yet? Aligning The Expectations And Realities Of Gaining Competency In Legal Writing, Sherri Lee Keene

Faculty Scholarship

No abstract provided.

Assessing Experiential Learning, Jobs And All: A Response To The Three Professors, Robert J. Condlin

Faculty Scholarship

Does clinical practice experience improve a law student’s chances of getting a legal job? If not, would it, if employers were given better information about that experience? And if not, are there other reasons to justify a law school’s decision to fund a clinical program? The answer to the first two questions is almost certainly no. For many reasons—the uneven and situation-driven nature of clinical practice experience, the Delphic quality of practice evaluations, the availability of more effective in-house training options, and the like—most private law firms prefer to trust conventional academic credentials more than practice experience in deciding whom …

Synergy And Tradition: The Unity Of Research, Service, And Teaching In Legal Education, Frank A. Pasquale

Faculty Scholarship

Most non-profit law schools generate public goods of enormous value: important research, service to disadvantaged communities, and instruction that both educates students about present legal practice and encourages them to improve it. Each of these missions informs and enriches the others. However, technocratic management practices menace law schools’ traditional missions of balancing theory and practice, advocacy and scholarly reflection, study of and service to communities. This article defends the unity and complementarity of law schools’ research, service, and teaching roles. (For those short on time, the chart on pages 45-46 encapsulates the conflicting critiques of law schools which this article …

Law School Based Incubators And Access To Justice – Perspectives From Deans, Patricia E. Salkin, Ellen Suni, Niels Schaumann, Mary Lu Bilek

Journal of Experiential Learning

At the end of February 2015, law professors, law deans, incubator staff and attorneys, and self-selected others gathered at California Western School of Law for the Second Annual Conference on Law School Incubators and Residency Programs. The incubators that are the subject of this article tend to focus on transition to law practice and access to justice, and some are also working to incorporate technology for the practice of law as a means of enhancing access to justice. As more law schools decide to host, sponsor or offer an incubator, and following our panel discussion at the February 2015 incubator …

Learning From Experience: An Introduction To The Journal Of Experiential Learning, Patricia E. Salkin

Journal of Experiential Learning

Commitment to experiential learning begins with the dean, yet this has not been the typical questioning in candidate interview processes. Important are indicators of past performance, examples of interpersonal skills, creativity, and knowledge of current challenges facing the profession, legal education and the individual school. Often over-looked, however, is what else the candidate brings to the table in terms of their approach to legal pedagogy, past experiences that may provide other important insights into what may subconsciously influence the candidate’s particular approach to one or more issues. It can be difficult to glean this from the typical thirty to forty-five …