Posted on February 8, 2008 by Robert Dinerstein
As someone who has been involved in the Best Practices project and its predecessors more or less from the beginning (though my longevity is more impressive than my substantive contributions), I am extraordinarily pleased by the publication of the book and the buzz that is creating. The essentially contemporaneous publication of Best Practices with the Carnegie Foundation report, along with the recently publicized efforts of schools such as Harvard, Stanford, Georgetown and Vanderbilt (to name but a few) to address curricular issues, and the proliferation of conferences (the Crossroads conference at University of South Carolina in November; the Stanford Carnegie conference in December; the AALS meeting in January; and the upcoming conference at Georgia State), has created an environment in which it is more possible to think about thorough-going changes in law school curriculum and pedagogy than ever before. Continue reading →
Filed under: Best Practices & Curriculum, Catalysts For Change, Who is Using the Best Practices Book? | 3 Comments »
Posted on January 18, 2008 by michaelhunterschwartz
The University of Washington School of Law has agreed to host a Conference addressing efforts to implement the insights from Best Practices and Educating Lawyers: Legal Education at the Crossroads: Ideas to Accomplishments to be held September 5-7, 2008. Continue reading →
Filed under: Best Practices & Curriculum, Best Practices & Setting Goals, Best Practices for Institutional Effectiveness, Best Practices, Diversity & Social Justice, Best Practices, Outcomes & Assessment Techniques, Who is Using the Best Practices Book? | Comments Off on Save the Date: Best Practices Conference at U of Washington
Posted on January 4, 2008 by Mary A. Lynch
At this afternoon’s AALS plenary session on “Rethinking Legal Education For the 21st Century”, wonderful discussion occurred on legal education reform in a packed room of avid listeners. Two of the Carnegie Foundation Report’s authors, Judith Wegner and Bill Sullivan, discussed the findings of the report. Professor Martha Minow described curricular reform and process at Harvard. New Mexico Dean Sue-Ellen Scarnechia discussed the need for experiential and non-experiential teachers to build respect and collaboration capital and to break down biased perceptions of each other. Panelist Vicki Jackson of Georgetown reported on Georgetown’s first year course “FIRST WEEK. ” (Scheduled for the first week of the second semester, FIRST WEEK offers a brief and intensive integrated simulated experience in which students work with problem based materials in a global lawyering context based on legal concepts such as contracts or torts which were taught in the previous semester). Continue reading →
Filed under: Best Practices & Curriculum | 1 Comment »
Posted on December 17, 2007 by Peter Joy
The Carnegie Foundation for the Advancement of Teaching and Stanford Law School have recently joined together to sponsor “The Legal Education Study Project” as a follow-up to the Carnegie Report, Educating Lawyers. The Study Project has started with ten law schools that have made curriculum change a major focus in recent years, and the Study Project’s goals are to promote curriculum changes in law schools. A major focus is for law schools to do a better of job of addressing issues of professional identity lawyering skills, and to Continue reading →
Filed under: Best Practices & Curriculum, Catalysts For Change, Teaching Methodology, Who is Using the Best Practices Book? | Comments Off on Carnegie Foundation and Law Schools Join to Promote “Legal Education Project”
Posted on November 13, 2007 by Justin Myers
In the spirit of Best Practices for Legal Education, a coalition of 10 law schools, including Harvard, Stanford, and Vanderbilt have agreed to work together to improve legal education. For more information on this project click here .
Filed under: Best Practices & Curriculum, Catalysts For Change | Comments Off on Law Schools Unite to Change Curriculum
Best Practices for Legal Education 