Legal Education Begins Anew

Every year since I began teaching, I’ve been nagged by a sense that I was doing some wrong things in the classroom, but for some right reasons.  That sense accelerated over the last five years, to the point that I’ve mostly thrown over my own internal framing of what and how I teach.  As a few readers of this blog know, I’ve also externalized that framing in a series of…

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What’s Old is New Again, Legal Education Edition

“Law Students Leave Torts Behind (for a Bit) and Tackle Accounting” in the New York Times (@nytimes) is a jumbled but useful starting off point for this note about new and different modes of legal education. The story, which describes a handful of new efforts to teach elementary accounting skills to law students, misses an opportunity to point out that (i) many law schools used to teaching Accounting, or Accounting…

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Innovation and Experience in Legal Education

What’s the point of “experiential” legal education?  Anecdotes and a bit of data are surfacing. Note:  “Does Experiential Learning Improve JD Employment Outcomes?,” a new manuscript from Jason Yackee that looks at some of the impact of law school clinics. Mike Risch at Villanova has some interesting reactions. “Ahead of the Curve,” a new report from the team at IAALS, evaluates the Daniel Webster Scholar Honors Program at the University of…

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The Future of Copyright: Teaching

IP law seems to be moving so quickly these days that figuring out how to teach it and what to teach is ever more challenging.  This month (December), I’m grading final Fall papers and preparing for Spring courses, and that means deciding — again — what to do with Copyright Law. Last year a student comment made me pause in a way that student comments rarely do. Reviewing last Spring’s…

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Innovating Legal Education

A year ago, in late August 2013, I posted a brief bit about my hopes for the coming year from the standpoint of innovation in legal education.  (Here is the link.)  By design, I was somewhat melodramatic and apocalyptic about what needed to be done substantively, and (perhaps) not forthcoming enough, and too procedural, about what I was expecting at my own law school, having been charged with chairing a…

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